• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.4
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• pp.605-611
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• 2022

Under the influence of the Fourth Industrial Revolution, there is a emphasis on capacity building based on computational thinking to foster talent for future. In Korea, SW education has been mandatory since 2018. Since 2017, research has been conducted on the definition of SW education capability and the development of diagnostic tools. At this time, the diagnostic tool for middle school has been revised and supplemented once in 2018 and is used so far. In response to the request from the field to expand the information diagnostic test for middle school to elementary school and high school, it began as one of the 2019 study on the effectiveness of SW leading schools. In this study, we develop a diagnostic tool for elementary and high school based on the diagnostic tool for middle school. Expert validity verification and preliminary inspections are carried out. Preliminary examinations will analyze the reliability, discrimination, and difficulty of the questions, and look forward to seeing the potential as a testing tool in the future.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.45-51
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• 2019

In this paper, virtual reality programming modules were developed for software education advanced courses in elementary and middle schools. And the effectiveness of the developed module was also analyzed. As the result, virtual reality programming module developed in this study was proven to be suitable for software education advanced courses required after basic coding in elementary and middle school. In particular, it is expected that it will be very helpful for the information gifted education program which is carried out in 2,920 gifted education institutions nationwide. Also, it is expected that it will be suitable for STEM education.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.283-292
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• 2016

Based on revised 2015 curriculum, diversified SW education methods for elementary school students are researched, developed and applied. However, as most of SW education is based on English text, its coding process may be difficult for low graders of elementary school who are not familiar with English and Math. Under this situation, Kodu game lab based 'icon card board' by which coding could be learnt with ease through game and icon was developed and story activity, coding activity and collaboration activity (SCC) strategy based 17th session SW curriculum was applied and verified. As a result of research, in terms of satisfaction of students for SW class, students more than 86% recognized such class positively and a significant effect was obtained from students' interest level and learning model for coding.

• Journal of Digital Contents Society
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• v.18 no.5
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• pp.995-1000
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• 2017

The purpose of this study is to analyze the educational effect on creativity and solving-problem ability based on hackathon of elementary SW education. We divided into control and experimental groups with activities of physical computing or robots. The control groups conducted by traditional project based learning collaboratively and the experimental group in hackathon. The outcomes from students were evaluated to by elementary teachers with questionnaire and analyzed to the creativity and solving-problem ability of physical computing or robot productions. As a result, a group of hackathon showed significant positive results in the accuracy on creativity and solving-problem skills statistically. We concluded that the free atmosphere of hackathon for communication and consultation have been attributed to various ideas of students.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.11-20
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• 2016

In this paper, I developed a assesment indicator to evaluate SW program developed by students in SW education. The SW education carry out in elementary school, middle school and high school from 2016. But the assesment indicator to evaluate SW program had not been developed until now. Therefore, I tried to develop the assesment indicator that have harmoniously educational characteristic and SW qualitative characteristic. First of all, I had set the 15 attributes for assesment and developed the 36 criteria for 15 attributes. And the validity of 15 attributes and 36 criteria for assesment had been reviewed by 39 SW educational experts. As a result, the 15 attributes and 36 criteria for assesment were determined to which that have validity. I expect that the assesment indicator developed in this paper will raise the reliability of evaluation in SW education. And the assesment indicator may be used at SW competition conference for teenagers.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.97-118
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• 2017

This paper aims to provide reference model for directions and objectives of Software(SW) gifted education. In order to achieve the goals introduced above, we conducted the research in the following steps. First, we selected the concept of ICT-based creative talented person as a base model to establish the concept of SW gifted person. The selected base model composed three core competencies which were 'knowledge and technology competencies', 'synthesizing and creativity competencies', and 'personality competencies'. Second, we developed survey tools, like questionnaires, to investigate participant's recognition of SW gifted person. The survey tools composed three components 'computational thinking', 'entrepreneurship', and 'social responsibility'. Each of the components composed seven elements. Third, after selecting the opinion poll participants as an elementary school teacher, we surveyed opinion polling. By selecting an elementary school teacher as the opinion poll participants, we wanted to identify theirs ' opinions which are thought to be the starting point for gifted education. To survey we developed on-line survey system by using Google functions. Fourth, we analyzed the collected opinion data. To identify we summarized and synthesized participant's opinions that average values and agreement level by using frequency analysis. Also, in order to compare opinions that average values and agreement level based on whether or not participant's various experiences and competencies we computed t-value, F-value, and ${\chi}^2$ verification.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.227-237
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• 2021

In this thesis, a survey was conducted on elementary school teachers about the establishment of information subjects in elementary schools. As a result, the opinion that information subjects should be newly established for ICT literacy education and SW/AI education in elementary schools was very high. In addition, if it is difficult to establish a new information subject, opinions in favor of the organization of the information subject as an autonomous subject using the discretionary time of the principal were high. In light of the results of this analysis, it is judged that it is necessary to establish a new information subject for ICT literacy education and SW/AI education in the next elementary school curriculum. However, if it is difficult to establish a new information course, it is necessary to come up with a plan that can be operated in the form of autonomous subject for students wishing to learn SW/AI. And it is judged that the number of class hours should be secured for at least 1 hour or 2 hours per week in the 3rd grade and above.

• Journal of Creative Information Culture
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• v.6 no.1
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• pp.31-40
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• 2020

The purpose of this study is to statistically analyze the correlation between block-coding software education and the resilience of elementary school students in order to research the significance of software education. In this study, 61 fourth grade students at an elementary school in Incheon were pre-tested for resilience. A block-coding education program from a nonprofit organization called code.org was used at the learner's level. 15 periods of classes and post-test were conducted to analyze the improvement of resilience. This study finds that control and positivity out of the three parts of resilience(control, positivity, sociality) of the students who took the block-coding classes improved statistically significantly as well as the overall score did too. This suggests that software education can foster not only students' computational thinking skills, but also their resilience, the power to live their lives positively and flexibly.

• Journal of the Korea Society of Computer and Information
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• v.23 no.11
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• pp.239-246
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• 2018

In this paper, we propose to investigate the existing SW education related studies and to collect the total effect size for the improvement of computational thinking(CT) through meta-analysis and to confirm the effect size according to various variables. So, we have objectively identified and generalized the practical effects of SW education on the various variable. The results of the meta-analysis showed that 1) the overall effect of SW educational activities on CT improvement was 'Hedges' g=0.643', so SW educational activity can get a CT improvement of about 24% over other educational activities. 2) EPL is a SW teaching-learning method that greatly improves students' CT. 3) Since SW education can be guaranteed to improve CT among elementary school students and university students, essential SW education for these should be further promoted. And it was found that SW education activity were more effective for CT improvement in small cities & rural areas than big cities, but the cause was not identified, so further study will be required.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.371-380
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• 2017

SW education is considered important in the present age where various sciences converge. According to this tendency, SW education was included in the regular education course in Korea, which aims to develop the learner's CT. Therefore, researches on CT and educational tools are being activated. App Inventor is a simple app development tool that has many advantages over traditional tools. In this study, we developed and applied a SW instruction program that uses an App Inventor to develop CT for elementary school students. Moreover, CT was classified into two elements-calculative perception and calculative creativity- and performed tests after applying SW instruction programs. Furthermore, attitude towards computer were classified into three elements-c computer anxiety, computer preference, and computer confidence- and conducted tests. After performing paired t-test pretest-posttest matching samples on test outcomes, it was found that the CT of the learners who applied the program was increased, and the attitude towards computer also showed a positive change.