• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.83-92
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• 2016

In accordance with the 2015 Revised Practical Curriculum, software education for elementary school students will focus on making software and not using software. Therefore, we must revise the computer education curriculum at national universities of education to include classes on programming. In this study, I surveyed computer education students to learn more about their programming experience as well as their understanding of and necessity for software education. Based on results of the survey, I found that students had a strong understanding of software education and that they recognized its importance; however, students who had not experience related to programming education had a weak the understanding and necessity for software developing education. I suggested that software-related courses should open as a major subjects at the universities.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.7-13
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• 2011

Scratch programming comes into the spotlight as Education Programming Language. Especially, it is made better use at educational class by accessibility and visuality in elementary school. But most of latest research is just focus on effective for programming education and prove effectiveness once more. In this study, possibility about curriculum using Scratch programming and specific applicable methods were suggested. This research suggested that how to study with scratch programming through lesson "Make a pattern" in 5th grade Math curriculum at elementary school. And there was reflected that we can verify programming procedure visually and improve creativity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.336-344
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• 2019

The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.67-73
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• 2011

In the basis on the revised Information and Communications Technology guidelines at elementary and middle school, it is newly emphasized in 3rd stage of ICT guidelines that the programming education is needed to cope with information-oriented society at the elementary school. But, it is a little difficult for the young students to learn how to make program. In this paper, we suggest a programming education curriculum with Scratch Language and educational contents for the elementary student.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.459-466
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• 2015

The content of software education for elementary school students in the 2015 revisions to the national curriculum are not sufficient because class time dedicated to software education has been limited to 17 hours in fifth and sixth grades. In this study, I developed the algorithm and programming model for Korea. I analyzed domestic and international software education curricula as well as training platforms, such as Code.org, Blockly Games, and Entry. The suggested algorithm and programming framework is known as the Rainbow system, which is divided into 7 steps, 14 criteria, and 3 content areas--understanding the algorithm, the actual programming, and evaluation of the program. Using the Rainbow system, once students have completed a level they can be promoted to the next stage, regardless of their grade.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.547-555
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• 2017

It needs theoretical assessment fundamental for informatics curriculum to judge appropriate grades and measure academic standard of an learner according to be included in the conventional curriculum. Thus this study tried to present an criteria on programming area of an informatics curriculum through bloom taxonomy and knowledge type. And it presented assessment criterion on each steps from "Remember" to "Create". And we presented knowledge type examples of programming such as Factual to Metacognitive based on Bloom's knowledge types. Also we analysed that most important level or type is Apply Level, Create Level and Procedural Knowledge. We investigated for each criterion of programming assessment based on bloom's theory through Delphi method. And the result of this investigation was that area of bloom's taxonomy was CVR 0.90, Validity 0.85 and area of knowledge type was CVR 0.90, Validity 0.79. So it can decide to accept for our assessment criteria of programming education based on Bloom theory.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.231-241
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• 2007

With a focus on LabView language to program Lego Mindstoms Robot in afterschool class to help children develop their special ability and aptitude. The purpose of this research was to make proposal for programming learning method using a robot as an algorithm learning tool to improve creative problem solving ability. To do this, robot programming training program in the amount of 30th period and teaching aids thereof were developed, and 6th grade primary school children were taught up to 30th period, then after, they were evaluated accordingly. Results from analysis of evaluation of achievement level with a focus on outcomes according to each period revealed that learners understood most of contents of curriculum. In view of such results from evaluation, it is judged that the curriculum as well as teaching aids that devised and created have been constituted in order that school children will be able to have developed a shared understanding of their learning sufficiently, and to put it into practice easily. Through these hands-on experiences in the course of researches, researcher could have confirmed the possibility of success for robot-programming training class as new creative algorithm learning tool in the primary school curriculum.

• Journal of Digital Convergence
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• v.12 no.11
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• pp.339-348
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• 2014

As future society will be strengthened by interdisciplinary study and education, we have to prepare general education curriculum which provide critical thinking, problem-solving, creativity, communication abilities. Those curriculum will help to nurture students who lead our future society. Now we prepare new curriculum to train students to understand the computer science and software needed to create their own, and we could cultivate students having ability to create interdisciplinary study by using programming skill. So we ran a computer programming class during a semester for the freshmen's capacity building on computing-thinking ability using the Python language. We analyzed the effectiveness and showed that student's curiosity and motivation to want to learn computer programming occurred, their various skills for interdisciplinary ability were improved.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.987-994
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• 2021

Computational Thinking is an analytical thinking ability that is necessary for everyone and everywhere. The existing Computational Thinking development education provided in Practical textbooks leads to block-based programming languages from unplugged activities. Many unplugged activities focus on practicing sequential order, which may lack the learning of abstractions or automation concepts. In block-based programming languages, concepts such as coordinate planes, which are not introduced in elementary school curriculum, appear, making students feel burdened by the block-based programming language itself. In this study, a curriculum was designed for elementary student's computational thinking through game-based programming language education. The results and their effectiveness were analyzed through the beaver challenge. As a result of analyzing the pre-test and post-test scores, it was confirmed that students' computational thinking skills improved.

• The KIPS Transactions:PartA
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• v.18A no.5
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• pp.165-176
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• 2011

In this paper, we show how a curriculum using LEGO MINDSTORMS NXT robot based ROBOTC for undergraduate students has been developed, and we analyze the educational effect of the curriculum. The curriculum is composed of basic knowledge learning, practice with basic robots, practice with advanced robots, and creative design and implementation of robots. During the three year period since 2009, educational achievement has been analyzed by surveys for 6 classes, 94 students. According to the analysis, the curriculum has highly motivated the students and made them to achieve effectively our educational and academic goals. Also, we observe that the curriculum helped the students to improve their creativity and the problem solving skill, and that the students were autonomously and deeply involved in the homework and the term projects, which made them be very cooperative. Finally, the intensive practice with ROBOTC programming is shown to help students to improve their programming ability of C language.