• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.15-23
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• 2010

Computational Literacy education is being required in current digital age, but the educational strategy of it is lacking. In traditional education, instructors have been teaching by considering learners' characteristics for effective learning. It is necessary to investigate their characteristics for applying this method to computational literacy education. Therefore, we taught programming that is main area on computational literacy, and analyzed learners' characteristics focused on Felder's learning style and multiple intelligence. That is, we taught 194 university students computational literacy with scratch that was one of the popular educational programming languages, and analyzed the relation among learning style, multiple intelligence and the students' programming performance. Also, we found considerations through comparing students' characteristics with experts' ones.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.319-326
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• 2012

In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.1-14
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• 2020

This study investigated the effects of SW-efficacy on computational thinking STEAM literacy and the dual mediation effects of interest and student engagement in the relationship between SW-efficacy, computational thinking and STEAM literacy in robot-utilized SW convergence education. For achieving this purpose, robot-utilized SW convergence education targeting 146 middle schools students were carried out, post-survey regarding SW-efficacy, computational thinking, STEAM literacy, interest, and learning engagement were conducted. Collected data were analyzed by SPSS macro process for analysis of the dual mediation effect. Results were as follows: first, SW-efficacy had a significant effect on computational thinking and STEAM literacy. Second, interest did not mediate the relationship between SW efficacy, computational thinking and STEAM literacy, while student engagement mediated it. Third, SW efficacy had a significant effect on computational thinking and STEAM literacy dual-mediating effect of interest and student engagement. These results imply the roles of SW efficacy, interest and student engagement to improve computational thinking and STEAM literacy in robot-utilized SW education and provide implications with regard to robot-utilized SW education and instructional directions.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.13-21
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• 2011

The purpose in this paper is to provide the theoretical framework of characteristics of programming thinking processes in computational literacy education. That is, we developed the theoretical framework through analyzing novices' cognitive thinking processes, applied it to the real situation about computational literacy problem-solving processes and defined characteristics of the processes. For this purpose, we tried to analyze characteristics of programming thinking processes of novices by using think-aloud method. Also we developed the programming process code about novices' cognitive processes and programming processes, and analyzed the process that novice faced and overcame programming barriers by using qualitative research tool, Nvivo. As a result, we found what characteristics of programming problem-solving processes were and how novices used the thinking skill in the process. This study contributes to understand programming problem-solving processes and provides the criterion to analyze the processes scientifically.

• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.11-18
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• 2011

The purpose of this paper was to suggest multiple intelligence-based strategies in CL(Computational Literacy) education with scratch and to verify the effectiveness of it. First, we suggested multiple intelligence-based strategy for novice in programming education and apply it to CL education. Next, we conducted a field experiment to analyze the effectiveness of the educational strategy. 44 students participated in the experiment. Computational problem sloving test, multiple intelligence test, and survey were performed to analyze students' capability. Also, we tested students' programming capability through scratch project. The result shows that interest of programming and CL capability of students were different between treatment group and control group. It was found from the result that the strategy facilitate interest and motivation of students and contribute to effect of programming education.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.59-66
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• 2017

In the fourth industrial revolution, the government has established a policy to cultivate the creative convergent talent with software literacy in order to cultivate human resources leading the economy. Therefore, software education based on computational thinking is being adopted in liberal arts courses in universities. However it would be damaged the fundamental objectives for increasing computational thinking by a weighted stress of students to learn programming of software education. In this paper, we proposed a teaching method that can improve computing thinking through information literacy education which can be directly applied in practice as a way to reduce the burden on the programming learning of software education. Through this paper, it was found that information literacy education can improve the computing thinking as well as the computing ability by making it possible to construct enough knowledge, analysis and efficient procedures for problems.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.45-54
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• 2015

A whole society has become software-driven and each independent fields has become convergence based on computing as the new digital economy era has come. This change affect computational literacy using computational thinking is emphasized the importance as the core competence for the future living. It means that supply of manpower with understanding software principle will decide the fate of the country. For this reason, each country are reinforcing computer science education or computing education. In this paper, we researched and analysed on new global trends of computer education in school especially focused on national curriculum and policy.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.221-224
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• 2018

The abilities to effectively use and create technology to solve complex problems are the new and essential literacy skills of the twenty-first century. Digital literacy is an essential tool to support other subjects and all jobs. The digital literacy requires several thinking skills, an awareness of the necessary standards of behaviour expected in online environments, and an understanding of the shared social issues created by digital technologies. The government tried to cultivate communication ability to solve various problems creatively and efficiently through software education in the 2015 revised national curriculum and to raise communication ability and community consciousness through collaborative problem solving process. In this paper, we analyze whether the 2015 revised curriculum can develop digital literacy ability through educational contents of software curriculum.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.138-149
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• 2021

Our society is developing exponentially, but schools are not keeping up with the pace of society's development, and they are not providing digital literacy education suitable for the growth and development of students. Thus, this study identified the actual conditions and problems of digital literacy education at school sites and sought the direction of development of digital literacy education. By identifying the current state of schools in which the 2015 curriculum is operated, we sought the direction of the development of digital literacy education for our school. First, old digital devices should be replaced, laptops or smart devices should be provided for each student, and internet access should be available throughout the school. Second, digital literacy education should be provided to teachers by providing various training opportunities.Third, coding education where you can express what you think as logical thinking, Software training should increase the level of the algorithmic domain that shows the computational thinking process of discovering problems and automating a given problem into a computer programming language, there is enough robot that can be seen operating the program, digital parish will need to be delivered.