• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.175-179
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• 2021

Computer Science Unplugged activities are activities to learn about computer science through learning tools other than programming programs. Existing unplugged activities focus on the procedural thinking process and focus on guiding the thinking process through play. There is a lack of research on unsupervised learning, which plays an important role in machine learning, which has recently attracted attention. In this study, we designed and conducted an unplugged activities for unsupervised learning that analyzes data using video media familiar to elementary school students. The results on the effectiveness of the class were analyzed using the bebras challenge. As a result of analyzing the scores of the pre-test and post-test, it was confirmed that the students' computational thinking and problem-solving ability improved.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.639-646
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• 2017

As computational thinking(CT) is gaining focus as a key 21st century skill much attention has been paid to promoting CT through software education. However, more studies are needed to design and implement effective CT assessment methods. This study aims to investigate the effects of three CT assessment methods in a course designed to enhance CT competencies of 52 pre-service teachers with a non-computer science background during one semester. To analyze pre-service teachers' CT competencies, we used 3 CT assessment methods: (1) pre-and post-testing based on Bebras computational thinking challenge questions, (2) Dr. Scratch to analyze group scratch projects automatically, and (3) scratch exam designed in this study to evaluate the development of CT. Our results show the positive effects of integrating assessment methods for promoting CT competencies. We end this paper with the discussion of advantages and implications of this integration.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.65-72
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• 2019

As the importance of SW education grows, researches are actively being conducted to improve students' thinking skills. We conducted the group III tasks, which are experiencing and challenging in Beaver Challenge 2018, on 55 students of 5th grade in elementary school. Based on the result, we analyzed their average scores and defined whether each test has a correlation with possession of smartphone, computer familiarity, patience, concentration, and academic ability. The result indicated challenging task boosted the average score, the percentage of correct answers, and the percentage of correct answers for each level of difficulty. Moreover, the challenge task scores were higher as they higher computer familiarity, patience and concentration level. However, possession of smartphones and academic ability did not affect the score. Lastly, the scores were affected by different factors in different level of difficulty that patience factor in advanced level, computer familiarity factor in intermediate level, and concentration factor in beginner level. Thus, further researches are necessary to be conducted to expand the scope of the analysis through the diversification of test subject group and expansion of an evaluation area.