• The Journal of Korean Association of Computer Education
• /
• v.20 no.2
• /
• pp.1-11
• /
• 2017

The demands of computer science education for non-majors in higher education is increasing but relevant evaluation tools for the students' computational artifacts are lack. This research aims to develop a scoring rubric to assess student's computational artifacts in non-major programming course at Computational Thinking point of view. The rubric was developed based on 'CT Practice Design Pattern' as a framework. The rubric consists of 'domain, skills, evaluation, evaluating resources, and scales'. Domains are 'Design of abstract model', 'Design and application of creative artifacts', and 'Analysis of the artifacts'. Experts reviewed the rubric to ensure contents validity. The rubric is resulted in reliable for consistency. This rubric can be revised and applied to application environment accordingly.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.369-376
• /
• 2021

With the development of artificial intelligence (AI) technology, discussions on the use of artificial intelligence are actively taking place in many fields, and various policies for nurturing artificial intelligence talents are being promoted in the field of education. In this study, we propose a robot programming framework using artificial intelligence technology, and based on this, we use Python, which is used frequently in the machine learning field, and an educational robot that is highly utilized in the field of education to provide artificial intelligence. (AI) education program was proposed. The level of autonomous driving (levels 0-5) suggested by the International Society of Automotive Engineers (SAE) is simplified to four levels, and based on this, the camera attached to the robot recognizes and detects lines (objects). The goal was to make a line detector that can move by itself. The developed program is not a standardized form of solving a given problem by simply using a specific programming language, but has the experience of defining complex and unstructured problems in life autonomously and solving them based on artificial intelligence (AI) technology. It is meaningful.

• The Journal of Korean Association of Computer Education
• /
• v.13 no.3
• /
• pp.25-34
• /
• 2010

This study is done to compare and to analyze middle school Informatics textbooks developed according to 2007 revised national curriculum. In this paper, suggestions are made for improvement on Informatics textbooks. Textbooks were analyzed based on two criteria, in framework and content, and collected data were analyzed according to Content Analysis method. As a result of analysis, a framework of textbooks showed differences in the entire construction, discipline-specific weight, content developing structure, and types of assessment, and content of textbooks showed differences in the concepts and the kinds of programming language. Six improvements in developing Informatics textbook from the results of content analysis were suggested and this will be helpful in developing the Infomatics textbook in the future.

• Archives of design research
• /
• v.19 no.3 s.65
• /
• pp.93-104
• /
• 2006

When the design profession started, design targets were mainly static hardware centered products. Due to the development of network and digital technologies, new products with dynamic and software-hardware hybrid interactive characteristics have become one of the main design targets. To accomplish the new projects, designers are required to learn new methods, tools and theories in addition to the traditional design expertise of visual language. One of the most important tools for the change is effective and rapid prototyping. There have been few researches on educational framework for interactive product or system prototyping to date. This paper presents a new model of educational contents and methods for interactive digital product prototyping, and it's application in a design curricula. The new course contents, integrated with related topics such as physical computing and tangible user interface, include microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensors, communication with other external devices, computer vision, and movement control using motors. The final project of the course was accomplished by integrating all the exercises. Our educational experience showed that design students with little engineering background could learn various interactive digital technologies and its' implementation method in one semester course. At the end of the course, most of the students were able to construct prototypes that illustrate interactive digital product concepts. It was found that training for logical and analytical thinking is necessary in design education. The paper highlights the emerging contents in design education to cope with the new design paradigm. It also suggests an alterative to reflect the new requirements focused on interactive product or system design projects. The tools and methods suggested can also be beneficial to students, educators, and designers working in digital industries.

• Journal of The Korean Association of Information Education
• /
• v.18 no.1
• /
• pp.57-64
• /
• 2014

This study aims to suggest lesson plans and evaluation methods for primary pre-service teachers by reviewing the concept of computational thinking(CT) skills and its sub components. To pursue this goal, a literature review has been conducted in regards to CT and the effectiveness of programming courses. In addition, the Scratch educational programming functions were analyzed yielding six CT elements(data representation, problem decomposition, abstraction, algorithm & procedures, parallelization, simulation). With these six elements, one semester lesson plans for 15 weeks that represent the connections with six CT elements were designed. Based on the PECT(Progression of Early Computational Thinking) model and the CT framework a rubric to evaluate learners' proficiency levels(basic, developing, proficient) revealed in their final projects was developed as well. Upon a follow-up empirical study, the lesson plans and the rubric suggested in the current study are expected to be utilized in teachers' colleges.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.5
• /
• pp.35-47
• /
• 2017

The purpose of this study was to develop and apply the elementary teacher training course for educational programming language based on TPACK in order to make elementary school teachers fully equipped with teaching efficacy for SW education. As a result, the informatics teaching efficacy of the teachers in the experimental group who participated in EPL training course developed based on TPACK was statistically more significant than the teachers in the control group(t=4.13, p<.001). The dependent sample t-test of the experimental group showed a statistically significant increase with t=4.57 (p< .001). It proved that TPACK-based teachers' training course is effective to improve teachers' informatics teaching efficacy. It is suggested that the development of SW education teacher training course should be systematically structured considering TPACK framework.

• Journal of The Korean Association of Information Education
• /
• v.14 no.1
• /
• pp.69-77
• /
• 2010

As the knowledge and information society has emerged, paradigm of school education has moved to improvement of creativity and problem-solving skills of a learner. However, up to the present, ICT education in schools has shown distorted features, which are focusing on the use of application programs, out of its original purpose. This study also allows digital technology to be displayed in analog ways by applying the paper prototyping technique, which can be substituted for the programming phase that elementary school students feel difficulty to handle with. In addition, It enables practical and useful ideas to be designed, constructed and evaluated as a system, based on User Centered Design (UCD), which encourages users actively to participate in the development, rather than focus on developer. To verify the effects of education, we evaluated and analyzed concept models of a learner before and after the application development activity by applying the mental model theory. The framework suggested in this study can be applied to courseware of programming in elementary schools.

• Journal of Educational Research in Mathematics
• /
• v.22 no.4
• /
• pp.535-555
• /
• 2012

The aim of this study is to analyze how the context problems by prospective teachers are solved. In order to achieve this aim, this study examined the conceptual nature of context based on previous studies. I developed context problems about linear programming with reference to the results of the examination about the natural characterization of context. These problems were given to 44 prospective teachers and qualitative methods were used to analyze the data obtained from the written solutions by the participants. This study also developed the framework descriptors for this analysis in the light of the Mathematics Scoring Rubric from Illinois Department of Education(2005). The data was analyzed and interpreted in terms of this framework and the specific characteristics shown in the process of problem solving by the teachers were categorized into four types as a result.

• Journal of information and communication convergence engineering
• /
• v.21 no.4
• /
• pp.306-315
• /
• 2023

This study proposed an SCA advice system. It is an ontology-based recommender that provides advice on appropriate computer curricula based on the behavior of high school students. The three computer curricula at Chiang Mai Rajabhat University include computer science (CS), information technology (IT), and web programming and security (WEB). This study aims to design the ontology framework for an SCA advice system. The system considers three core ontologies: student, computer-curriculum, and advice. After analyzing student behaviors, the behavior types of CS, IT, and WEB were determined to be SB-2, SB-1, and SB-5, respectively. All subjects in these three curricula were analyzed and grouped into seven groups. Their curricula were synthesized in terms of basic skills, basic knowledge, and characteristics. Finally, advice results can be obtained by consolidating the curriculum nature of the CS, IT, and WEB curricula.

• Journal of The Korean Association of Information Education
• /
• v.24 no.4
• /
• pp.265-278
• /
• 2020

The purpose of this study is to analyze the experience of the process of developing instructional media by using Scratch for in-service teachers, after they participated in programming education with Scratch conducted as part of teaching methods using ICT. In particular, this study aimed to explore in-service teachers' thoughts and experiences of the objectives and methods integrated the programming education into their subjects creatively and convergently. To achieve the objective, they conducted an instructional design in accordance with their subject's learning goals and methods on the framework of the ASSURE model. Then, they conducted a project to develop instructional media with Scratch as part of the instructional design. 10 in-service teachers who attends the Graduate School of Education at K University in the second semester of 2019 were participated in this study. As a result, teachers showed positive expectation that the use of media developed by Scratch could bring significant results to attract students' interest and promote students' participation to lead learner-centered classes. This study has implications for future direction on programming education for professional development programs of prospective teachers as well as in-service teachers.