• The Journal of Korean Association of Computer Education
• /
• v.8 no.3
• /
• pp.61-76
• /
• 2005

The seventh secondary computer education curriculum is focused on computer literacy education. This computer curriculum is an elective course not a required course and is a part of other specific course. This computer education has problems that it is not consecutive, overlapped with other classes and not systematic. This research analyzes the computer education in Israel, India, and Japan. And it suggests the new secondary school computing education curriculum based on computer educating of Computer Curricula 2001 Computer Science, lEEE Computer Society and ACM has suggested 2001 for computer science education in university, and with a standard of 'A Model Curriculum for K-12 Computer Science', the suggestion for computer-science education for all grade of school.

• Journal of Engineering Education Research
• /
• v.22 no.6
• /
• pp.21-27
• /
• 2019

In the last few years, interest in computer science education has increased significantly. The curriculum is being revised to introduce computer science. Although interest has focused on coding as the main subject, in fact the computer science includes much more than coding. It engages people in being creative with technology as well as understanding the fundamental principles of computer science. Therefore, it is important to consider the curriculum to provide a foundation by teaching and learning computer science. The curriculum is required the development of courses to teach computer science for non-majors in general education. To think like a computer scientist on the knowledge of computer science is computational thinking. In order to maximize the effectiveness of teaching and learning for computational thinking, various teaching methods and supplementary learning materials, and activities should be developed and provided.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.2
• /
• pp.37-45
• /
• 2006

Computer education currently executed at middle schools showed problems of system of education curriculum, repetition, and lack of consistent system as a result of analyzing index for information and communication technology curriculum, and related literatures, and most of the education contents have difficulty to nurture logic thinking and problem-solving ability since they are composed mainly of software function learning. Concerning this issue, this study suggests an innovated computer education curriculum with reinforced information ethics field with computer principle, algorithm, and programming, in other words, a corrected and supplemented version of former content system based on computer science guidance cases of ACM computer science curriculum model of USA, computer science curriculum of Florida state, and Unplugged Project(http://www.unplugged.canterbury.ac.nz) judging that introduction of computer science factors are desperate to improve computer education curriculum in middle schools.

• Journal of The Korean Association of Information Education
• /
• v.10 no.1
• /
• pp.25-35
• /
• 2006

Computer education currently executed at elementary schools showed problems of system of education curriculum, repetition, and lack of consistent system as a result of analyzing index for information and communication technology, education curriculum, and related literatures, and most of the education contents have difficulty to nurture logic thinking and problem-solving ability since they are composed mainly of software function learning. Concerning this issue, this study suggests an innovated computer education curriculum with reinforced information ethics field with computer principle, algorithm, and programming, in other words, a corrected and supplemented version of former content system based on computer science guidance cases of ACM education curriculum model of USA, computer education curriculum of state Tennessee, and information technology education curriculum of Great Britain judging that introduction of computer science factors are desperate to improve computer education curriculum in elementary schools.

• The Journal of Korean Association of Computer Education
• /
• v.10 no.2
• /
• pp.17-26
• /
• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, it is criticized that the contents of information literacy curriculum are weak because they are not the computer science but mainly the computer skills. In 2005, "ICT Education Guide Revision" is published. Thereafter, the curriculum has systematic frame because of the addition of the contents of computer science. However, the curriculum for improving the ability of problem solving which is one of the abilities of human in the information society is somewhat defective. Therefore, in this paper I analysed the curriculums of problem solving field in elementary school level of some countries and proposed the revised curriculum of problem solving field of elementary computer science course.

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.1
• /
• pp.181-189
• /
• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• Journal of The Korean Association of Information Education
• /
• v.14 no.4
• /
• pp.505-516
• /
• 2010

Recently, the Ministry of education science and technology announced a revised information and communication technology curriculum, emphasizing aspects of computer science education rather than application of computer softwares. This change would benefit students to stimulate their thinking ability and facilitate creativity learning through in-depth understanding of principles of computer science, compared to the previous curriculum of computer education mainly focused on the skills of utilizing application softwares. Thus, the paper presents the design of a computer education curriculum based on the principles of computer science education, which would lead to trigger constructive ideas for improvements on the subject so that students may experience better education in the area.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.3
• /
• pp.29-45
• /
• 2006

The IT(Information Technology) is very important growth power in the knowledge information based society. But there is nothing an educational program or system for putting the computer science education in the primary and secondary school into practice. We can talk this problem because of the national curriculum. This existing state brings to a conclusion not only to the political and administrative support but also to the national curriculum. These internal problems are two. First problem is the content in the computer textbook. And second problem is the connection between the computer science education curriculum of university and that of primary and secondary school. This study analyzed the relation about it. And this study suggested the ideal method for connecting those of them. Finally, the results of this study are two. First result is the necessary to reconstruct the domain knowledge of the computer based on the computer science for getting the identity. And second result is necessary to connect between the domain knowledge of the computer based on the computer science identity of university and that of primary and secondary school.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2022.07a
• /
• pp.29-30
• /
• 2022

Curriculum learning은 딥러닝의 성능을 향상시키기 위해 사람의 학습 과정과 유사하게 일종의 'curriculum'을 도입해 모델을 학습시키는 방법이다. 대부분의 연구는 학습 데이터 중 개별 샘플의 난이도를 기반으로 점진적으로 모델을 학습시키는 방안에 중점을 두고 있다. 그러나, coarse-to-fine 메카니즘은 데이터의 난이도보다 학습에 사용되는 class의 유사도가 더욱 중요하다고 주장하며, 여러 난이도의 auxiliary task를 차례로 학습하는 방법을 제안했다. 그러나, 이 방법은 혼동행렬 기반으로 class의 유사성을 판단해 auxiliary task를 생성함으로 다중 레이블 분류에는 적용하기 어렵다는 한계점이 있다. 따라서, 본 논문에서는 multi-label 환경에서 multi-class와 binary task를 생성하는 방법을 제안해 coarse-to-fine 메카니즘 적용을 위한 방안을 제시하고, 그 결과를 분석한다.

• Journal of Digital Convergence
• /
• v.7 no.2
• /
• pp.21-33
• /
• 2009

The aim of this study is to find out problems between the '7th National Curriculum' and '2007 Revised National Curriculum' that would initially apply from 2009 and then to suggest better ways to improve computer education in Middle schools. A survey was carried out with a questionnaire. Based on the result, a comparison was made and a suggestion has been derived: Firstly, the computer subject should not be treated as a rival to others anymore, rather it should be considered as an essential subjects. Secondly, teachers who take computer subjects as their major should be allocated to middle schools. Thirdly, computer subjects should be taught systematically from elementary and be continued throughout in order to promote the level of the computer science education. Fourthly, the advantages of computer utilisation should be taken into account to layout the computer curriculum that is practicable and learner-centered. Finally, teachers should recognise the main aim of computer education and teach computer subjects to be useful in education. Though the revised version is not perfect the more the curriculums are revised, the better they might be expected to be developed. Consequently, whenever the newly revised computer curriculum emerges, the defects should be identified and addressed in order to achieve the aim of the computer curriculum.