• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.140-160
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• 2017

The purpose of this study was to develop computational thinking (CT) analysis tool that can be used to analyze CT practices; first, by defining what CT practices are, and then, by identifying which components of CT are reflected in STEAM classes. Exploring various kinds of CT practices, which can be identified while applying the proposed CT analysis tool for exemplary STEAM classes, is another goal of this study. Firstly, to answer the question of "What is CT in science education" and thereby to develop the proposed CT practice analysis tool, three types of published documents about CT definition as the main data in this study have been considered. In the first "analysis tool development" part of this study, the following five elements have been identified as the main components of CT analysis tool as follows; (1) connecting open problems with computing, (2) using tools or computers to develop computing artifact, (3) abstraction process, (4) analyzing and evaluating computing process and artifact, and (5) communicating and cooperating. Based on the understandings that there is a consistent flow among the five components due to their interactions, a flow chart of CT practice has also been developed. In the second part of this study, which is an implementation study, the proposed CT practice analysis tool has been applied in one exemplary STEAM program. To select the candidate STEAM program, four selection criteria have been identified. Then, the proposed CT practice analysis tool has been applied for the selected STEAM program to determine the degree of CT practice reflected in the program and furthermore, to suggest a way of improving the proposed CT analysis tool if it shows some weak points. Through the findings of this study, we suggest that the actual definition of computational thinking will be helpful to converge Technology and Engineering to STEAM education and a strong complement to reinforce STEAM education.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.415-434
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• 2020

The purpose of this study was to explore if, what kinds of, how much computational thinking (CT after this) practices could be included in STEAM programs, and what kinds of CT practices could be improved to make STEAM revitalized. The CT analyzing tool with operational definitions and its examples in science education was modified and employed for 5 science-focused and 5 engineering-focused STEAM programs. There was no discerning pattern of CT practices uses between science and engineering STEAM programs but CT practices were displayed depending on their topics. The patterns of CT practices uses from each STEAM program could be used to describe what CT practices were more explored, weakly exposed, or missing. On the basis of these prescription of CT practices from each STEAM program, the researchers could develop the weakly exposed or missing CT practices to be improved for the rich experience in CT practices during STEAM programs.

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.81-91
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• 2014

STEAM education has been introduced to resolve the existing problems of science education since 2011. However, as ICT develops rapidly, the future of the schools with various educational technologies is demanding for a new type of STEAM education. Therefore, the current research suggests CT-STEAM (Computational Thinking & STEAM) education, the new approach to provide integrated thinking based education with all sorts of computing devices. Firstly, the instruction model was developed as a fundamental step to introduce CT-STEAM in the real education scene. Then, lesson plan was developed as a implementation strategy, and it was tested for validity by computer education experts. It is hoped that the results of this study can enhance the understanding of CT and STEAM Education, also to provide baseline information to develop various teaching methods for integrated CT education.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.

• Journal of the Korean earth science society
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• v.42 no.5
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• pp.588-603
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• 2021

This study details a researcher's self-study journey in advancing from a computational thinking (CT) novice to an expert. The researcher went through a four-stage process, with a preliminary literature review preceding the four stages. From the literature review, the computational thinking analysis (CT_AT) tool was developed for use in stage one to analyze science, technology, engineering, art, and mathematic (STEAM) modules. Although no discernable patterns were found in analyzing the five science and five engineering-based modules, the analysis revealed which CT practices were missing or weakly exposed. In stage two activities were suggested to promote these missing or weakly exposed practices. Stage three required the researcher to develop his own STEAM module from the viewpoint of exposing students to CT. The fourth stage was to validate the CT_AT through interviews with pre-service and in-service teachers. These interviews led to changes in the CT_AT tool and, as a result, the researcher produced a guidebook that could be used by teachers in their own CT studies. This guidebook can be used by teachers to develop and become competent in CT skills.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.105-114
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• 2015

A SW competency based on computational thinking is considered as one of the core competencies in the future society. However, the concept of computational thinking is difficult to be introduced to the class because of the lack of appropriate educational program and the shortage of proper understandings of students and teachers. Thus, we have applied computational thinking based STEAM program and analyzed its effectiveness to explore the educational possibilities of computational thinking. The 49 samples were selected, 23 for the experimental group, and 26 for the control group. Pre-post tests for integrated thinking abilities and computational thinking were done to explore the CT-STEAM program's effectiveness. As a result, the components of integrated thinking abilities, science preference and self-directed learning abilities were enhanced after CT-STEAM instruction. In addition, computational thinking assessment score was statistically significant. We expect new STEAM programs using various computing tools to be developed in the future.

• School Mathematics
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• v.19 no.3
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• pp.553-570
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• 2017

The purpose of this study was to gain insights into investigating the feasibility on integrating computational thinking(CT) into school mathematics. Definitions and the components of CT were varied among studies. In this study, CT in mathematics was focused on thinking related with mathematical problem solving under ICT supportive environment where computing tools are available to students to solve problems and verify their answers. The focus is not given on the computing environment itself but on CT in mathematics education. For integrating CT into mathematical problem solving, providing computing environment, understanding of tools and supportive curriculum revisions for integration are essential. Coding with language specially developed for mathematics education such as LOGO, and solving realistic mathematical problems using S/W such as Excel in mathematics classrooms, or integrating CT into math under STEAM contexts are suggested for integration CT into math education. Several conditions for the integration were discussed in this paper.

• Nuclear Engineering and Technology
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• v.53 no.3
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• pp.763-775
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• 2021

The thermal hydraulic performances of Steam Generator (SG) under both steady and transient operation conditions are of great importance for the safety and economy in nuclear power plants. In this paper, based on our self-developed SG thermal hydraulic analysis code STAF (Steam-generator Thermalhydraulic Analysis code based on Fluent), an improved new version STAF-CT (fully Coupling and Transient) is developed and introduced. Compared with original STAF, the new version code STAF-CT has two main functional improvements including "Transient" and "Fully Three Dimensional Coupling" features. In STAF-CT, a three dimensional energy transferring module is established which can achieve energy exchange computing function at the corresponding position between two sides of SG. The STAF-CT is validated against the international benchmark experiment data and the results show great agreement. Then the U-shaped SG in AP1000 nuclear power plant is modeled and simulated using STAF-CT. The results show that three dimensional flow fields in the primary side make significant effect on the energy source distribution between two sides. The development of code STAF-CT in this paper can provide an effective method for further SG high fidelity research in the nuclear reactor system.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.455-456
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• 2014

본 연구에서는 예비교사가 학교 현장에서 적용할 수 있는 STEAM 수업 프로그램 개발을 위한 역량을 기르기 위한 수업을 개발하였다. 오픈소스와 CT (Computational Thinking)를 활용하여 팀별 프로젝트 (아두이노 및 스크래치 활용)를 진행하는 방식의 STEAM 교육을 통해 학생들의 창의성을 기를 수 있도록 수업내용을 구성하고 시범운영하였다. 이 수업을 통해 예비교사들은 다양한 학문 분야에서의 문제해결능력이 서로 밀접하게 연관되어 있음을 이해하고, 융합인재를 길러나갈 수 있는 역량을 기르게 될 것이다.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.11-20
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• 2015

The researches on the concept of justice and utilization for Computational Thinking with SW education are being actively discussed. However, a program has developed in conjunction with the actual elementary curriculum is not much. In this study, we have developed an educational program in applied mathematics based on CT. First, a separated view for a CT Application of mathematical concepts and objectives are set in three different application models. In order to achieve the CT-based math lessons, we also have developed a teaching and learning materials. We applied the developed materials in class, and to evaluate the satisfaction of learners. In addition to the validation of school application, we conducted a survey of professionals and teachers. The results of the analysis, the data showed that are helpful in the development of the student' CT ability as well as the ability to be helpful teaching and learning in school.