• 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.18 no.11
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• pp.19-29
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• 2020

The study aims to examine the effectiveness of flipped learning teaching methods by using learning analytics to enable effective programming learning for non-major students. After designing a flipped learning programming class model applied with the ADDIE model, learning-related data of the lecture support system operated by the school was processed with crawling. By providing data processed with crawling through a dashboard so that the instructor can understand it easily, the instructor can design classes more efficiently and provide individually tailored learning based on this. As a result of analysis based on the learning-related data collected through one semester class, it was found that the department, academic year, attendance, assignment submission, and preliminary/review attendance had an effect on academic achievement. As a result of survey analysis, they responded that the individualized feedback of instructors through learning analysis was very helpful in self-directed learning. It is expected that it will serve as an opportunity for instructors to provide a foundation for enhancing teaching activities. In the future, the contents of social network services related to learners' learning will be processed with crawling to analyze learners' learning situations.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.65-73
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• 2018

The objective of this study is to suggest the contents of education for software for Undergraduates who are not majoring in IT to cultivate creative and convergent people to prepare for the 4th Industrial Revolution. In the background, this study investigated the relationship between design thinking and computing thinking factors and examined the direction of software education to develop creative problem solving abilities. Two specialist questionnaires and focus group interviews were used to derive two levels of content elements for design thinking based computing thinking. According to the results of the analysis, This research is based on the process of design thinking, focusing on diffuse thinking at the first level, and the whole contents are composed. The process of producing a prototype was used to derive the computational thinking contents necessary for problem solving. This study focuses on convergent thinking at the second level and draws out the contents of computing thought to embody the first level contents of various ideas and stories into computing. It is expected that this study will be used as basic data to develop the content and method of education as SW education for non - major subject in university.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.321-335
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• 2019

This study aims to explore the influencing factors and the process of enhancing science self-efficacy (SSE) and to lay the foundation in understanding science self-efficacy of students. The ten categories related to the science self-efficacy were derived through the coding of the interview data based on the grounded theory and paradigm analysis to develop a process model of science self-efficacy improvement. Through the process analysis, four cyclical phases were found in the process of enhancing SSE: 'Entering into learning science' phase, 'enhancing SSE' phase, 'adjustment' phase, and 'result' phase. More specifically, the phase of 'entering into learning science' is where students choose science track and stimulated to construct SSE. The phase of 'enhancing SSE' is where students taking a science track actively learn science and perform science activities. In the phase of 'adjustment', students come to have successful performance about learning science and performing science activities by using diverse strategies. Finally, 'result' phase indicates different appearances of students depending on SSE levels. The phases were non-linear and periodically repeat depending on situation. The core category in the selective coding was indicated to be 'enhancing science self-efficacy.' Students' SSE form by learning science and performing science activities. These finding may help better understand the behavior of students who are taking a science track by facilitating effective science learning through the increase of their SSE levels.