• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2016.10a
• /
• pp.635-637
• /
• 2016

The purpose of this study was to apply other programming tools such as robots parish. The robot was utilized for Lego Mindstorms NXT. Programming tools were used to block generic programming tools were used in the NXT-G, was used as a simulation programming tools MSRDS, mobile App Inventor is a programming tool (App Inventor). It can lead to interesting effects of learning and learning based on three programming tool above.

• Journal of The Korean Association of Information Education
• /
• v.21 no.4
• /
• pp.403-413
• /
• 2017

The purpose of this paper is to verify whether the entry programming course applied with the flow based learning type is to affect the flow of students' learning. The subjects of the study were the students in the 3rd grade of the National University of education who had not experienced the coding before, and conducted two hours of programming lessons per week for three months. Learning contents and learning materials of beginner course in Entry Homepage were used as learning materials. The teaching and learning process consisted of clear goals setting, motivation, follow-up and immediate feedback, providing application problems, and providing reflection time for students. As a result of the study, the nine factors of flow were compared before and after the experiment. The seven factors - A balance between challenges and skills, Immediate feedback, Action and awareness are merged, Distractions are excluded from consciousness, No worry of failure. Self-consciousness disappears, The activity becomes autotelic-were obtained.

• Journal of The Korean Association of Information Education
• /
• v.21 no.6
• /
• pp.619-627
• /
• 2017

The purpose of this study is to verify the effectiveness of the Development-oriented model (Discovery-Design-Development: DDD) for developing students' Computational Thinking skills in software education. DDD is a class model that learns the process of developing SW to solve real-life problems through three stages of Discovery, Design, and Development. In order to verify the effectiveness of the DDD, first grade students at G university who did not have SW education class were tested. As a result, the students who experienced SW development through DDD maintained the learning motivation of SW education before and after, especially the confidence area increased significantly. In addition, students also noted that the Design phase was particularly helpful in improving CT abilities and the DDD was a significant help in understanding of decomposition and algorithms.

• International Journal of Computer Science & Network Security
• /
• v.21 no.2
• /
• pp.54-65
• /
• 2021

The movement control order and shutting down educational institution in Saudi Arabia has jeopardized the teaching and learning process. Education was shifted to distance learning in order to avoid any academic loss. In the middle of the Covid-19 crisis, there is a need to assess the full image of e-learning in Saudi Arabia. To investigate student and teachers' perception and acceptance, parents' attitudes and believes about distance education are the main goals of the study. The mix-method research design was employed to collect data. Three surveys were distributed to 100 students and 50 teachers and 50 parents from different educational institutions in Saudi Arabia, while semi-structured interviews were conducted with 10 parents. Random stratified and convenient sampling methods were adopted. Both descriptive and content analysis was conducted using SPSS25.0 and NVIVO software for quantitative and qualitative data accordingly. The findings showed that students are comfortable with remote education and are receiving enough support from schools and instructors but they think online education can't replace conventional face-to-face learning. Moreover, the results showed that teachers are having challenges in preparing online classes because of the development of conducting online classes and the lack of training. However, parents showed negative attitudes regarding the benefits and values of remote education and preferred conventional learning styles in elementary schools. Parents tended to reject and resist distance learning for several reasons: professional knowledge and lack of time to support their young kids in online classes, the shortcomings of e-learning, young children's inadequate self-regulation. Saudi parents are neither trained nor ready to use e-learning. The study provided suggestion and implications for teacher education and policymakers.

• Journal of The Korean Association of Information Education
• /
• v.17 no.3
• /
• pp.243-252
• /
• 2013

In this paper, we analyzed and suggested an educational strategy and features for project-based learning in smart learning environment. Smart learning environment is different of e-learning environment, therefore the educational strategy for smart learning is needed. In this paper, we conducted project-based learning for elementary school students in smart learning environment, and we analyzed the difference between a normal project-based learning and a project based learning in smart learning environment and suggested the educational strategy and the considerations through questionnaire, interview, and observation, Furthermore, we figured out factors that affected educational satisfaction of student. As a result, students thought that there is difference of smart project-based learning in some factors: technology and devices, software, and participation for learning. Also, we found main factors to affect educational satisfaction are two factors: technology and devices, and always-on.

• Journal of The Korean Association of Information Education
• /
• v.22 no.1
• /
• pp.103-111
• /
• 2018

In order to examine the educational effects and future directions of unplugged activities, we conducted a systematic review of Korean journals and theses from 2007 to 2016. Three kinds of database were used for systematic review: RISS, KISS, and E-article, and were performed searches using options such as 'unplugged' and 'play-centered'. Based on the protocol selected in the framework of the systematic review, 37 articles were selected analyzed in terms of research status, research subjects, research methods, research hubs, study mechanisms, educational methods, and research effects. Unplugged activities were the most popular among elementary school students. Educational effects were found to have significant effects on academic achievement, problem solving ability, and logical thinking ability. In the affirmative domain, there was a significant effect on interest, curiosity, and motivation. Based on the results of the analysis, the characteristics and implications of Unplugged activities and present the direction of future education were discussed.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.3 no.1
• /
• pp.1-8
• /
• 2011

In this paper, as a new educational cooperation model, seeking the problems and the directions of progress on GPOE(Gyeonggi Provincial Office of Education)'s innovational education district project, recognizing the various points of issue of SVHS(specialized vocational high schools) faced now, suggesting the contents and standards of the program as measures of enhancing competitiveness of SVHS, analyzing the strengths and weaknesses of project of innovational education district and finding the plans for progress. According to the result of the advanced study and analysis, it shows that the aid as well as the supporting object of helping the SVHS's students find a job don't reach a certain level. As the aid supports across the general elementary and secondary schools, it tends to show much more emotional software-based support required by elementary school, middle school and general high school as universal education welfare rather than hardware-based support required by SVHS. Despite the competent evaluation on the survey about the supporting method from SVHS's parents teachers and students, the survey includes that teachers who ask the balancing support are increasing, some students suspect its effect of education and some parents as a residential position ask the regional growth rather than education So there are a lot of confusions among the teachers, students and parents yet. To overcome these problems, we ensure the internal stability of local education community and GPOE and local government get out large scale constructions with trust and belief to make a revolution of public education in supporting the administrative task and finance and to accomplish the program that best suits our SVHS's state to be supported without dividing educational software and hardware, should reflect the demand of field by for expert group being built and attended when build the local revolution community. Also plan to make full use of local human and property infrastructure should be added. To this end, as programs to build a pool of guest lecturers are provided to teachers who carry out innovative education programs, we seek the reformations to give students opportunities to widen participation in other school programs.

• Journal of The Korean Association of Information Education
• /
• v.24 no.3
• /
• pp.215-223
• /
• 2020

The results of the analysis of the 523 questions presented in the six textbooks and SW and robot units in the Blosser four-step classification categories are as follows. First, in the software unit, the analysis results showed that 77.1% were closed questions and 22.9% were open questions. Second, in the robot unit, the analysis results showed that 74.8% were closed questions and 25.2% were open questions. The CT Trigger Question was developed to overcome the limitations of the textbook questions, which were mainly closed questions, and to directly or indirectly induce computational thinking that teachers can utilize according to their educational content and activities.

• Journal of Gifted/Talented Education
• /
• v.24 no.3
• /
• pp.463-477
• /
• 2014

The purpose of this study was to investigate the conceptions toward ICT in students who are currently enrolled in giftedness in invention classes. A total of 147 students at the junior and high school level responded to a 33 item questionnaire. Results show that these students consider ICT as very important and that it will become more important in the future. They also indicated that they frequently use ICT in their studies and also in their work. But a majority of the students considered their level of expertise in the ICT area as 'moderate', and their application of the programs as 'elementary'. Thus it can be assumed that these students did not have enough opportunity to learn ICT related skills. These students also expressed the desire to receive systematic instructions in the ICT area beginning from simple application to program development. The students thought that ICT skills need to be incorporated into the invention education to lead to better inventions. Considering the fact that the ICT area is becoming increasingly important and that Korea is considered a representative country in ICT, the reality of ICT education does not stand up to expectations, and the creative software development capacity is relatively low. Therefore, there is a need to incorporate ICT contents into the education for the giftedness in invention classes, and also to form connections with software development and invention education.

• Education of Primary School Mathematics
• /
• v.16 no.2
• /
• pp.123-145
• /
• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).