• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.1-12
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• 2008

It is important to improve the creative problem- solving ability through subject matter education. Especially, Informatics education is important to improve the problem-solving ability by using computer as well as the general problem-solving ability. This paper identifies the creative problem- solving ability which is required in Informatics education. The cognitive components of the creative problem-solving ability are organized as the result of crossing the problem-solving ability and the creativity. This paper investigated the validity of the contents as judged by a panel of experts. The cognitive components of creativity are the elaboration, sensitivity, and reorganization in the step of 'Understanding and Analysis the Problem'. Also, The cognitive components of creativity are the fluency, flexibility, and originality in the step of the 'Exploring the Problem Solutions'. The cognitive components of creativity are elaboration in the step of the 'Design the Problem Solution' and 'Implementation'. Finally, the cognitive components of creativity are the flexibility and elaboration in the step of the 'Evaluation'.

• Journal of the Korea Society of Computer and Information
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• v.17 no.9
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• pp.189-196
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• 2012

The purpose of this research is to compare the effect of unplugged learning method with traditional lecture method on intellectual disability students' informatics education achievement. For this goal, we developed a new unplugged learning method and new appropriate teach-learning materials that can improve the intellectual disability students' informatics education achievement. We randomly divided special school specialized course freshman into the experimental group and the control group. We applied unplugged learning method to the experimental group and lecture teaching method to the control group. According to these results, Intellectual disability students participated in task interestingly and spontaneously. It has been proved that the teaching-learning materials applied unplugged learning method were helpful for intellectual disability students' informatics education achievement.

• The Journal of the Korean dental association
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• v.54 no.1
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• pp.27-38
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• 2016

Objectives: This study evaluated the outcomes of continuing professional education in implant dentistry using Kirkpatrick's four-level evaluation model. Material and methods: The study was carried out through a questionnaire distributed to dentists who attended a continuing professional education in implant dentistry, 2008~2012. They were asked to fill out questionnaires at least 6 months after its completion. Results: Mean ages of total 23 dentist was $44.8^{\circ}{\ae}8.2$. Mean period after completion of education was $2.7^{\circ}{\ae}1.2$. Knowledge (level 2) (r=0.71, p<0.01) and behavior (level 3) (r=0.68, p<0.01) was positively correlated with topic and methods of education in reaction (level 1). Behavior was positively correlated with knowledge (r=0.79, p<0.01). Result (level 4) was positively correlated with knowledge (r=0.64, p<0.01) and behavior (r=0.86, p<0.01). Conclusion: Reaction affects on knowledge, behavior and result in order.

• 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.

• The Journal of Korean Association of Computer Education
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• v.18 no.2
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• pp.11-20
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• 2015

A national curriculum must be organized with consideration given to the equality of education in all aspects. In addition, educational equality must be discussed from the standpoint of fairness in addition to uniformed identity. This study was conducted with a goal to analyze and examine how China's informatics curriculum takes into consideration equality and excellence. It has been found that China's compulsory curriculum takes into consideration equality to give the same opportunity of education to all students, and that high school education is implemented from the perspective of excellence to reflect students' needs and abilities. Therefore, this study suggests considerations to be made in the discussion of software education that is being carried out at the moment and also for the formation of the respective curriculum.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.107-112
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• 2021

This study tried to analyze the hours for computer science education in private elementary schools located in Seoul, in order to find out how many lesson hours are required. According to online discussion participation in the 2022 revised curriculum survey results, it was found that students and parents wanted computer science education to be strengthened. Information education in public elementary schools consists of a separate unit in the practical subject based on the 2015 revised curriculum and is to be implemented for more than 17 hours. As a result of surveying the average hours of computer science education based on school reminder of 28 private elementary schools in Seoul, it was found that about 152 hours of information education were being operated for 6 years. This is about 9 times the gap in education hours compared to public elementary schools. Artificial intelligence is emerging as important, so the lesson hours of information education must be secured to strengthen students' future competency in morden society. Therefore, informatics curriculum should be independent as a subject and secure the number of hours in the elementary school level.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.447-449
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• 2014

스마트 기기와 무선 네트워크의 발달은 정보에 대한 접근과 활용방식의 변화, 지식을 생산하고 공유하는 방식의 변화를 가져왔다. 이러한 교육환경의 변화 속에서 정보영재 학생들을 효율적으로 가르치기 위해서는 적절한교육방법의 변화가 필요하다. 하지만 정보영재의 교육과정을 살펴보면 여러 가지 응용소프트웨어 사용 방법이 교육과정에 포함되어 있다. 이러한 응용소프트웨어 사용 방법은 학습활동에 필요한 문제해결의 도구로 사용될 수 있지만 정보영재 학생들에게 협업 능력 등 미래사회에 필요한 학습자 능력을 향상시키는 데에는 부적합하다고 할 수 있다. 이에 본 연구에서는 SMART 교육 방법을 활용한 정보영재 교육 방안을 제안하였다. 이를 통해 정보영재 학생들에게 미래사회에 필요한 협업, 의사소통능력, 사고력, 창의력을 신장시키는 데 도움을 줄 수 있을 것이다. 추후에 정보영재 학생을 위한 SMART 교수학습 모델에 대한 연구가 필요하다.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.177-182
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• 2016

In this paper, we propose the computational thinking education framework which provides three steps of computational thinking process and three kind of activities about computational thinking learning in class. The key idea of this framework is to provide the guidelines of designing activity steps of teaching and learning computational thinking in class using three axles of framework such as problem area, process of learning, and steps of computational thinking process. After designing a framework, we show that sample course of programming education program containing contents of Informatics subject in middle school by implementing our framework. Proposed framework and programming education program in middle school will be the good case study and guide to implement computational thinking concerned education programs in elementary, secondary, and universities.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.23-32
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• 2014

The nature of complex modern society inevitably creates intricate problems that can be solved by the computational and logical reasoning. The programming education in Informatics can effectively raise the ability of computational thinking. The paper proposes and evaluates a STEAM curriculum that can draw the interest and attention of students. The curriculum educates the multi-disciplinary knowledge from science, music and informatics, and it was designed to have group discussions with self-directed study. The experiments were performed with $4^{th}{\sim}6^{th}$ grade gifted students in Informatics from elementary schools. The Arduino was used as the experiment environment. The experiment results reveal that the interests in Informatics and programming have been escalated after the STEAM class; 75% of students expressed the surge of interest in computers and 93% of students responded positively to the Arduino-based class. The effectiveness of the experiment outcomes was validated with t-test.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.63-73
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• 2017

Software education of 17 hours is essential in the elementary school in the 2015 revised curriculum. Unplugged is recommended as a teaching-learning method. Teachers should have a high level of PCK about Informatics Subject in order to utilize Unplugged. The purpose of this study was to clarify the relationship between PCK and possibility of teaching about Informatics Subject of elementary school teachers. For this purpose, 172 elementary school teachers were surveyed. The results of this study are as follows. First, elementary school teachers confirmed that the PCK level of informatics subject is low. Second, it was confirmed that there is a high correlation between PCK and possible of teaching. This study is meaningful that it suggested a method to increase the level of PCK about informatics subject of elementary school teachers.