• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.225-228
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• 2020

이 연구의 목적은 문헌고찰을 통해 초보 프로그래머가 겪는 어려움의 원인을 이해하고 보다 효과적인 교육 방향과 전략을 수립하는데 기여하는 데 있다. 그래서 인지 과학적 관점에서 프로그래밍에 필요한 지식의 유형에 따라 초보 프로그래머가 겪는 어려움에 대해 고찰하였다. 이 연구의 결론은 1)초보 프로그래머들은 구문 지식, 개념적 지식, 전략적 지식의 부재로 어려움을 겪고, 특히 개념적 지식의 부재가 가장 많은 원인으로 확인되었고, 2)교육용 프로그래밍 언어를 이용한 입문자 과정에서는 학습자의 개념적 지식 형성에 중점을 두고 지도해야 하고, 3)초보 프로그래머가 전략적 지식을 배양하기 위해서는 컴퓨터의 특성을 올바로 인지할 수 있게 도와주어야 하고, 4)프로그래밍에 필요한 개념적 지식의 실체를 구체적으로 밝혀야 할 이유를 확인하였다.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.69-80
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• 2016

As a 21C core skill, computational thinking has been focused recently, and computer programming education is popular in primary and secondary schools. This paper aims to analyze the computer programming learning results based on gender difference and verify the reasons causing the difference. In this research, we focused on students' abstract thinking level as a variable and used C programming language and the RUR-PLE. Also, in this research, we focused on the concept of abstraction, one of the main component of computational thinking. And then, we analyze 587 high school students' abstract thinking level and survey them in order to find a new method for enhancing programming skill. In addition, we analyzed the causes for the difference in how the abstract thinking level applies when the students understand various structures of computer programs. From the results, we can propose a computer programming education method that enhances students' merits and compensates their drawbacks in the near future.

• 대한공업교육학회지
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• v.33 no.2
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• pp.120-136
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• 2008

Using the tangible programming tools, which combines physical objects (e.g. robot) and educational programming language, may help to encourage learners' creative thinking as well as to enhance problem solving ability. That is, learners can have opportunities to simulate problem solving processes through the physical objects, such as robots. Therefore, they can minimize an fixation about problem solving process. These experience is effective to induce creative thinking that is useful to find new solutions and change environment actively. Therefore, we developed a robot based programming teaching and learning curriculum and implemented it in college level introductory programming courses. The result shows that the robot based programming learning has a positive effect in all three factors of learners' creative problem solving potential, especially in a cognitive factor. The cognitive factor includes general problem solving abilities as well as factors that explain creativity, such as divergent thinking, problem recognition, problem representation. These result means that the developed robot based programming teaching and learning curriculum give positive effect to creative problem solving abilities.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.519-526
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• 2016

MIT App Inventor 2, much like the other block-based programming languages such as Scratch and Alice, is a useful tool that can be utilized to improve the computational thinking skills for students. The coding and the execution of program are done mainly on the computer in Scratch programming, but in App Inventor 2 programming, the students can execute the program and get immediate feedback on the smart-phone in the middle of the programming. Therefore, we can expect better enhanced learning effect. In this study, it has been claimed that the learning of App Inventor2 can strengthen the computational thinking skills of our students by extracting four core concepts of the computational thinking and then showing how these concepts are applied through the learning of App Inventor 2.

• The Journal of Korean Association of Computer Education
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• v.5 no.3
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• pp.1-9
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• 2002

For teaching-learning activities to be effective, the teaching methods need to reflect the contents of instructional materials and the characteristics of the learners. The purpose of this paper is to investigate the effective ways of teaching computer programming languages. The main components of teaching computer programming languages might be the characteristics of the language itself, the function of design, and general problem-solving capacity. But the analysis of the Quality and environments of learners is much more important. To improve the Quality of teaching computer programming languages, the structured syllabus needs to be provided and a variety of teaching methods such as project-based approach, problem-based approach, cooperative learning, peer tutoring and case study should be applied selectively, depending upon the instructional situations. In addition, procedural and constructive evaluation process needs to be developed to monitor each stage of learning and to give the guidelines of completing the course projects.

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.1-13
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• 2015

In recent domestic and international curriculum it is emphasized that students should acquire 'problem solving' competence as a member of knowledge information society and various programming educational methods of improving problem solving competence have been studied. But there is no difference between programming problems in related research and traditional programming courses. Most methods of solving problems are focused on acquiring specific languages rather than enhancing problem solving ability. In this research, we developed a suitable programming problems and curriculum for fostering problem solving competence and designed and developed teaching and learning contents based on PSA(Problem Solving Activities). Furthermore, we obtained meaningful results of improving learners' problem solving ability and logical thinking ability by operating curriculum with developed contents as learning materials. The results of this research are expected to be used as a reference model or basic teaching materials for developing and operating the programming teaching and learning contents or curriculum to enhance problem solving competence.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.2
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• pp.107-116
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• 2016

Industrial robots have been usually controlled using text-based programming languages provided by each manufacturer with its button-based TP(Teaching Pendent) terminal. Unfortunately, when we consider that people who manipulate TPs in manufacturing sites are mostly unskilled with no background knowledge about computer programming, these text-based programming languages using button-based interaction on manufacturing sites are too difficult for them to learn and use. In order to overcome the weaknesses of the text-based programming language, we propose a visual programming language that can be easily used on gesture-enabled devices. Especially, in our visual programming environment, each command is represented as a block and robots are controlled by stacking those blocks using drag-and-drop gestures, which is easily learnable even by beginners. In this paper, we utilize a widely-spread device, Tablet PC as the gesture-enabled TP. Considering that Tablet PC has limited display space in contrast to PC environments, we designed different kinds of sets of command blocks and conducted user tests. Based on the experiment results, we propose an effective set of command blocks for Tablet PC environment.

• Journal of the Korea Society of Computer and Information
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• v.27 no.11
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• pp.315-323
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• 2022

In this paper, we propose a python education program that applies computational thinking for non-majors and programming beginners. In this study, we focus on the basics of program logic, breaking away from the difficult grammar and memorization-oriented programming education. And by applying the problem-solving procedure of computational thinking, we propose an educational program that allows non-majors and programming beginners to learn programming easily. In this paper, an 8-week educational program was applied to middle school students with little text coding experience. and through a post-satisfaction survey, it was found that their confidence in programming increased, and they were able to apply computational thinking could be applied to life and other subjects. Although the importance of programming education is being emphasized, it is expected that it will be used as a useful educational program when composing program education for non-majors and beginners in programming for learners who still find it difficult to learn programming.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.55-64
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• 2017

The purpose of this study is to identify the difficulties of learners who started programming after entering college and to search an effective software education method as university liber arts for non-science major students. In order to do this, we analyzed the difficulties of learners in Python programming classes composed of students from various majors at H University through questioning and taught them using flipped class model with pre-questions. The questions that students submit are collected online before class every time, the data on the degree of the difficulty of feeling and the understanding of feeling were obtained through the questionnaire. As a result, for learners who are new to programming, the learners should allocate the process of making the problem into a logical abstraction at the beginning of the curriculum before learning the basic concept of computer language, each lesson should be practiced through the bottom-up problems enough to provide a logical understanding before actual coding. In addition, detailed curriculum should be developed according to characteristics of learner's major, contents and conducting level.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.59-65
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• 2019

The purpose of this study is to investigate the effects of the learning environment on the learning achievement of the learners and to improve the learning achievement of the learners while accepting the fact that it is difficult to change the class environment in which the middle and large group. Among the learner's positive and cognitive factors, we examined the factors that can classify learners into homogeneous groups in programming learning. The difficulty level of the learning contents influenced factors that classify the homogeneous group, and the factors were analyzed by dividing the intermediate difficulty and the final achievement. In addition, we examined the factors that affect the difference between two grades in order to analyze factors affecting steady learning regardless of difficulty level. It was found that the learners' personal motivation influenced the learning achievement of easy learning contents, and the performance self - efficacy had influence on the learning achievement and achievement of difficult learning contents.