• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.8
• /
• pp.208-214
• /
• 2016

With the rising interest in intelligence information technology built on artificial intelligence and big data technologies, all countries in the world including advanced countries such as the United States, the United Kingdom, Japan and so on, have launched national investment programs in preparation for the fourth industrial revolution centered on the software industry. Our country belatedly recognized the importance of software and initiated the 2015 revised educational curriculum for elementary and secondary informatics subjects. This paper thoroughly analyzes the new educational curriculum for information science in high schools and, then, suggests improvements in the areas of information ethics and multimedia. The analysis of the information science curriculum is applied to over twenty science high schools and schools for gifted children, which are expected to play a leading role in scientific research in our country. In the future artificial intelligence era, in which our dependence on information technology will be further increased, information ethics education for talented students who will play the leading role in making and utilizing artificial intelligence systems should be strongly emphasized, and the focus of their education should be different from that of the existing system. Also, it is necessary that multimedia education centered on digital principles and compression techniques for images, sound, videos, etc., which are commonly used in real life, should be included in the 2015 revised educational curriculum. In this way, the goal of the 2015 revised educational curriculum can be achieved, which is to encourage innovation and the efficient resolution of problems in real life and diverse academic fields based on the fundamental concepts, principles and technology of computer science.

• The Journal of Korean Association of Computer Education
• /
• v.19 no.6
• /
• pp.1-14
• /
• 2016

As the importance of informatics education has been accentuated all around the world, Japan is considering adopting 'informatics' as a subject in the university entrance examination from 2020. Under these circumstances, Informatics university entrance research group in Japan has annually conducted an 'informatics' nationwide mock test since 2013 to prepare for the time when 'informatics' is adopted as a subject in the university entrance exam and has accumulated the data which help understand the informatics education level of high school students and its trend. This study thus provided the Korean high school students with the questions which are the same as those from the informatics nationwide mock tests conducted in Japan so far in order to identify the education level of informatics among Korean and Japanese students. Overall mean scores and mean scores in each subject of Korean and Japanese students in the 2015 informatics nationwide mock tests were compared and analyzed and the gender analysis was conducted. These results will be expected to suggest the direction for the future informatics education such as adopting 'informatics' as a subject in the university entrance exam in order to be a compulsory subject in the high school curriculum that can ensure the required skills in society.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.2
• /
• pp.49-58
• /
• 2018

Competency is an extended concept rather than knowledge and skill, which means the ability to efficiently and rationally solve various problems. This study focuses on the core competencies presented in the 2015 Revised Informatics Curriculum and aims to analyze the constitution method and composition of domestic and overseas Instruments that can measure core competencies. As a result of analyzing 12 Instruments developed by the countries and organizations, nine Instruments measure two or more competencies based on computing thinking, information culture literacy, and cooperative problem solving ability. Three Instruments have one competency were measured. Ten instruments were computer based tests, and 50% of the items were developed by two or more of multiple choice item, subjective item, and descriptive item. It is important to note that this study provided a crucial step in the development of Instruments to diagnose competencies to be developed into informatics science education.

• The Journal of Korean Association of Computer Education
• /
• v.22 no.6
• /
• pp.1-10
• /
• 2019

As the 2015 revised curriculum is implemented and the software education is emphasized, the education field demands more informatics teachers with computational thinking and programming skills. In this thesis, we have studied ways to improve the practical evaluation of informatics·computer teacher-appointment test so that a preliminary teacher can be selected through the evaluation of programming skills. We analyzed existing informatics·computer appointment tests and conducted questionnaires for professors and teachers to suggest improvement and expansion of practical skill evaluation. According to the results from the questionnaire, 88% of the respondents answered that expanding the evaluation of programming practice is necessary. In the questionnaires regarding the programming language, the number of questions, and the test time, the highest response rate was C language(51%), 5 questions(66%) and 2 hours(56%).

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.345-352
• /
• 2019

The 2015 revised information curriculum emphasizes the ability to solve problems in real life based on the basic concepts, principles and techniques of computer science. How the contents of textbooks are designed is an important issue in terms of achievement of educational goals and whether contents can be easily and clearly communicated. The purpose of this study is to analyze the concept presentation method presented in middle school informatics textbooks by three types of text- centered type, picture-centered type, and case-centered type- to analyze differences in understanding according to individual variables (sex, subject preference). Analysis results found the figure-centered type showed the highest degree of comprehension among students, and the preference of contents design type and the difference of understanding according to sex did not show significant differences. According to the preferred subjects, understanding of the content design types were found to be significantly different according to preferred subjects.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.3
• /
• pp.9-15
• /
• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.1
• /
• pp.43-50
• /
• 2018

The 2015 Revised National Curriculum emphasizes software education to develop creative and convergent talents in preparation of the Fourth Industrial Revolution. Accordingly, it is necessary to develop competency-based training programs for informatics teachers in a rapidly changing educational environment. In this background, this study selects a framework to analyze the content of in-service training for informatics teachers through review of previous studies. By analyzing the current training programs to strengthen competencies required for informatics teachers in secondary schools, the study aims to develop implications for future in-service training programs. To this end, the study conducted a questionnaire survey of experts who participated in the development of in-service training textbooks and consulted them, then analyzed the elements of competency-based training program content and the relative importance of each competency element using the analytical hierarchy process (AHP). According to the results of the analysis, the content was relatively concentrated on the competency of "Understanding and Reconstructing the National Curriculum" required for general and informatics teachers as well, which accounted for 47% of all, or 7 hours out of the total 15 hours. In contrast, the content structure lacked the competency of highly relative importance by competency element "Establishing and Using Teaching-Learning Strategies for Informatics," which took up the highest portion of 27%. These findings will be used as basic data for understanding and reflecting the areas that fall short of the development of in-service training programs for informatics teachers.

• KIPS Transactions on Computer and Communication Systems
• /
• v.8 no.5
• /
• pp.103-110
• /
• 2019

In this research, one common chapter, Problem Solving and Programming, in seven different types of high school informatics textbooks was analyzed in terms of the aspect of learners' explorations. These textbooks were newly developed based on the 2015 revised national curriculum. Romey's analysis was used to the textbooks along with four analytic elements: texts, data, activities, and evaluation. The study results showed that the textbooks can highly encourage learners' further explorations according to the four analytic elements reflected in the seven textbooks: one out of the six textbooks well designed for texts, three for data, six for activities, two for evaluation. In terms of Romey's involvement index points, six of the seven textbooks had low indexes of texts, ranging from 0.175 to 0.393. Data indexes were extremely low in four out of the seven textbooks, ranging from 0.058 to 0.226. Five out of the seven textbooks had very high indexes of evaluation in the broad range of 2 to 6.333 points. Furthermore, these newly designed textbooks can more greatly facilitate students' explorations than previously existing textbooks in three elements: texts, data, and activities. Evaluation indexes significantly increased in these new textbooks from 0.916 to 3.914, which had excessive points in terms of promoting students' explorations. Further methods to improve the textbook quality is proposed based on the results from this analysis.

• KIPS Transactions on Computer and Communication Systems
• /
• v.4 no.7
• /
• pp.219-226
• /
• 2015

In this paper, we study the inquisitive tendency in informatics textbooks for middle school students. These textbooks were written in 2009, and have been adopted in 2013 as part of the curriculum. The research is based on six textbooks, which passed qualification tests, and is mainly focused on the section 'composition and movement of information equipment', which covers contents for the student's major field of study. Romey analysis was employed to analyze inquisitive tendency in four sections - text, data, activity and evaluation. The results illustrated that some textbooks were organized in a way that exhibited a low level of inquisitive tendency for students, and took an authoritative tone. The section 'activity' showed the highest level of inquisitive tendency and the 'text' showed the lowest level. Some sections in the textbooks were found to have zero Romey measures, which stress the need for improvement.

• The Journal of the Korea Contents Association
• /
• v.18 no.12
• /
• pp.238-250
• /
• 2018

The 2015 revised curriculum includes 'informatics' course including the process of building software aiming at cultivating creative and convergent ability. This study analyzes the competencies pursued in the revised curriculum and defines computational thinking as the main competency. The subjects of the study were the first grade of a middle school in the first semester of the 2018 school year. Of the 95 collected data, 83 data were used for analysis and the significance was confirmed by the paired t-test. Also, computational concept, computational practice and computational perspectives were confirmed through artifact-based interviews. As a result of statistical analysis, critical thinking, creativity, algorithmic thinking, and problem-solving significantly increased among sub-variables of computational thinking. Statistical results and interview results were analyzed to provide implications for design and implementation of software education in 'informatics' course.