• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.607-616
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• 2016

Computational thinking is complexity and independent subject matter being capable to learn concept of computer science and providing methodology of problem solving. Also many experts have said that computational thinking will be grow essential tool in the further developing information society. Thus our country has been trying to introduce it in the K12 informatics subject matter education. Therefore we proposed a introducing method of computational thinking being appropriated of a character of it in the informatics curriculum. To do this, we analyzed character and worthy of it, advanced model cases introducing it into the curriculum. And we proposed that introduced case of it into curriculum is divided 3 cases archiving computational thinking itself, being connected aim of general subject matter with it and computer science education. According to this advanced cases, this study selected permeative style of computational thinking with the informatics subject matted curriculum. This method is divided achievement criterion into contents and means. also we proposed that contents area of informatics subject matter achievement criterion is composed Computing System, Information Life, Software and means area can be filled with subset of computational thinking. This introducing method can make informatics subject matter education settle subject matter helping problem solving through computer system beyond character of technology oriented subject matter.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.11-25
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• 2019

This study aims to examine how the subject-matter contents related to digital literacy are adopted in Informatics curriculum in middle school and draw implications by exploring and analyzing teaching cases based on how digital literacy education is put into practice in real Informatics classes. Especially the result showed that 13 items out of all 17 standards of Informatics curriculum in terms of achievement standards are directly related with digital literacy. Also, it confirmed the position of Informatics subject-matter as a core subject for digital literacy education by analyzing the related curriculum contents. Furthermore, the study investigated the aspects of digital literacy education's being applied and the possibilities of the digital literacy education which is implemented in diverse manners in Informatics subject-matter through the analysis of teaching cases. Finally, it identified the limitations and improvement directions revealed in the process.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.195-203
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• 2018

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.51-63
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• 2014

Learning objectives is used to be a good guidance of a class evaluation and activity design for an effective teaching and learning activities in class. Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy has presented in research field of other subject matters and used as a better guideline for analyzing learning objectives in textbook and achievement levels in test recently. This study has behaved some questionnaires for that Anderson's taxonomy is suitable for a guideline of stating learning objective in Informatics subject matter, and analyzed the learning objectives in 6 Informatics textbooks by Anderson's taxonomy. It has proposed that Anderson's taxonomy is satisfactory for expressing learning objective of Informatics subject matter in class and some dimensions, such as conceptual and procedural knowledge, understand, and apply, are much more used in learning objectives in 6 Informatics textbooks. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.37-46
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• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.63-74
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• 2009

In this study, the contents of the revised curriculum in 2007 for the area of 'Information Society and Information Technology' in 'Informatics subject matter for middle school have been analyzed. In addition, evaluation standards have been suggested based on the achievement standards, which have been detailed according to the analyzed results in the study. Since the suggested achievement and evaluation standards have been developed based on the revision of the curriculum, the results in this study are expected to be helpful especially in 2010 for teaching and learning activities such as setting up the educational objects for teaching and learning, developing evaluation methods, improving the teaching and learning methods, setting the level and range of teaching and learning area, and etc.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.11-19
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• 2018

The informatics computer teacher appointment examination is the only national test to measure the competence of educators in teaching students relevant informatics content. The purpose of this study is to provide suggestions and directions for improvement of the informatics computer teacher appointment exam. To this end, we collected appointment exam questions from 2002, when the informatics computer teacher appointment exam first started, to 2017. Based on evaluation areas and evaluation content factors of the indication subject of informatics computer, we built the analysis framework and criteria used in this study. The analysis took into account the revision of basic required courses and changes in the types of exam questions. We analyzed the percentage of points allotted to the subject matter compared to the total number of points, and also the trends of exam questions by school year. The results of the analysis are as follows: first, improvements should be made to avoid concentration in certain areas of the basic required courses of the informatics computer subject. Second, the discrepancy between the exam and the curriculum of basic required courses must be addressed to properly teach and evaluate preliminary teachers. It is significant that this study serves as a stepping stone in supplying highly competent teachers to the field through improving the informatics computer teacher appointment examination.

• 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'.