• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.19-30
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• 2011

This study analyzed characteristics of computer education from the perspective of $21^{st}$ Century Skills and Computational thinking. $21^{st}$ Century Skills are essential skills for success in today's world. They include critical thinking, problem solving, communication and collaboration. Computational thinking is a necessary ability in the age of convergence and a core concept of computer science education. This study first examined characteristics of $21^{st}$ Century Skills and Computational thinking. Then, it analyzed the relationship between these two skills and 'Informatics' curriculum. 'Informatics' is an elective course in K-12. The results of this study emphasized the importance and the necessity of computer education in the K-12 level.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.225-227
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• 2018

Computational thinking is generally defined as the mental skills that facilitate the design of automated processes. Computational Thinking is being considered as a critical skill for students in the 21st century. It involves many skills, but programming abilities seem to be a core aspect since they foster the development of a new way of thinking that is key to the solution of problems that require a combination of human mental power and computing power capacity. In this paper, we explore how computational thinking conception are changing. We also explore how to identify the psychological and behavioral nature of learners through SW education.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.779-790
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• 2021

This study analyzed the effect of AI maker coding education on improving students' computational thinking. The subjects of the study were 10 students at H Elementary School in Ansan, and a total of 8 AI maker coding education using the Instructional Model for Maker Education based on SW Coding was applied to students to find out the degree of improvement of computational thinking. Students who participated in the class performed a process of solving real-life problems through coding and making activities, measured the degree of improvement in computing thinking before and after education through a computing thinking test paper, and observed students' thinking processes related to computing thinking components through interviews. As a result, it was confirmed that the average score of all students' computational thinking skills was improved, and the deviation of scores between students decreased. Through the interview, it was found that students actively utilize their thinking skills related to computational thinking skills in the problem-solving process. Through this, it was confirmed that AI maker coding education can have a positive effect on improving students' computing thinking skills.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.131-138
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• 2020

The aim of software education is to increase students' Computational Thinking(CT) skills that they can compose problems and provide solutions which can be carried out effectively by information-processing systems. Furthermore, if problem solving situations can provide students with meaningful problem solving opportunities in authentic social contexts, then software education would be more valuable. This study pursued educational robot-based SW convergence education where 4th grade primary students have access to tangible outputs and can engage in authentic problem solving situations working with peers by using robots and programming. In addition, this study investigated the effectiveness of the classes in terms of computational thinking skills and social capabilities(collaborative skills and communication skills). The current study provides educational robot-based SW convergence education cases of a primary school and discusses the effectiveness of the classes in terms of students' computational thinking skills and social capabilities.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.15-20
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• 2022

The study investigated the effects of differences in some electronic course designs on university students' Computational Thinking Skills (CTS). Towards this end, the researcher adopted the experimental research design of a quasi-experimental of two experimental groups. The first group was taught an e-course designed in a sequential pattern, and the other group's course was designed according to the holistic model. A CTSs test was prepared to collect the relevant data, and the data were analyzed statistically using these tests- Pearson correlation Mann Whitney and Alpha Cronbach. Results revealed statistically-significant differences at the level α=0.05 between the mean scores of the first and second experimental groups in favor of the latter in the CTS test. The findings gave ground to put forward some salient recommendations, including the need to expand computational thinking in universities' educational process. It also recommends urging faculty members to enhance e-courses in the educational process and provide technical support to students and faculty members.

• 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.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.519-526
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• 2016

MIT App Inventor 2, much like the other block-based programming languages such as Scratch and Alice, is a useful tool that can be utilized to improve the computational thinking skills for students. The coding and the execution of program are done mainly on the computer in Scratch programming, but in App Inventor 2 programming, the students can execute the program and get immediate feedback on the smart-phone in the middle of the programming. Therefore, we can expect better enhanced learning effect. In this study, it has been claimed that the learning of App Inventor2 can strengthen the computational thinking skills of our students by extracting four core concepts of the computational thinking and then showing how these concepts are applied through the learning of App Inventor 2.

• Journal of the Korea Society of Computer and Information
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• v.23 no.9
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• pp.133-139
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• 2018

This paper draws attention on the importance of computational thinking, which is being utilized more and more in recent educational environment. Also, it suggests a teaching and learning model for improving computational thinking within early childhood education. With the advent of the Fourth Industrial Revolution, this era demands people to possess integrative thinking and problem-solving skills. As a result, education on computational thinking is done beginning from the early childhood, enabling children to take the leading part in the future digital generation. However, despite the appearance of many education services and products regarding computational thinking, the field lacks evaluation and academic verification. Thus, this study will complement the methodological aspect of computational thinking.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.553-562
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• 2016

Although software education pursues developing learners' computational thinking skills, more studies are needed in terms of designing software education lessons to enhance CT skills and to measure the effects of the lessons. This study aims to investigate the effects of a course designed to enhance pre-service teachers' CT skills by using CT-based teaching materials. Through a literature review the study has selected the five core competencies of CT: algorithmic thinking, evaluation, problem decompositions, abstraction, and generalization. The participants of the study are 47 pre-service teachers who took the one-semester course in a national university of education. A survey was developed and conducted and qualitative analyses on the team projects were performed focusing on the core competencies of CT. The results revealed pre-service teachers' perceived degree of experiencing CT and their competencies represented in their projects. The present study provides important implications to future software education programs in terms of designing and implementing of software education.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.47-51
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• 2011

The aim of Information Education is to improve the problem-solving skills based on Computational Thinking. In the current elementary school curriculum, there is no independent information subject. So, it will get used to browse the sub-element being applied implications for Computational Thinking through an analysis of teaching and leaning elementary mathematic scene. In this paper reveal the relationship sub-element of the Computational Thinking for solving problems through teaching and learning scene in elementary mathematics.