• Title/Summary/Keyword: Programming Language Education

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A Case Study of Python Programming Error in an Online Learning Environment (온라인 학습 환경에서 발생하는 파이썬 프로그래밍 오류 사례 분석)

  • Jung, Hye-Wuk
    • The Journal of the Convergence on Culture Technology
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    • v.7 no.3
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    • pp.247-253
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    • 2021
  • There are various programming errors that occur in the course of programming practice for beginners in computer programming. At this time, since it is difficult for learners to recognize errors by themselves, they correct program errors through the instructor's feedback. However, as students learn programming techniques in an online learning environment due to the COVID-19 pandemic, there is a limit to interaction between the students and the instructor in comparison with offline classes, so it is necessary for learners to develop their own ability to solve programming errors by themselves. Therefore, in this study, error cases in online programming classes using the Python language are analyzed and an online programming education method that can improve learners' ability to correct programming errors is proposed based on the analysis results.

Verification of the Difference in Project Completing Abilities Depending on a Learning Style using an Educational Programming Language (교육용 프로그래밍 언어를 활용한 학습에서 학습양식에 따른 프로젝트 완성 능력의 차이 검증)

  • Jang, Yun-Jae;Kim, Ja-Mee;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.14 no.1
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    • pp.1-12
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    • 2011
  • Educational Programming Language has been reported to expand thinking ability and to give help in creative problem solving ability by numerous researches. Researchers are verifying the educational effects of EPL by applying it to various area, but researches in effective application of EPL is yet incomplete. Thus, for effective application of EPL, this research has verified the project completing ability depending on studying style targeted to college senior students. As results of verification, first, the results showed significant differences in project completing abilities depending on information processing methods, and learners who preferred self-reflecting introspection showed high scores. Second, in learning style the divergers showed the highest scores. This research suggested the necessity of guidance and detailed planning of self-reflecting introspective activity in ideas that would be realized by learners through searching for factors that could enhance the degree of project completion in programming learning using EPL.

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Analysis of the moderating effects of programming languages and the relationship between learners' learning characteristics and achievements (프로그래밍 언어의 조절효과 및 학습자의 학습특성과 성취도와의 관계 분석)

  • Lee, Kyung-Sook
    • Journal of Digital Convergence
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    • v.19 no.4
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    • pp.49-55
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    • 2021
  • This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

The Effect of EPL Programming Loaming on Logical Thinking Ability by the Meta-Cognition Level (메타인지 수준에 따른 EPL 프로그래밍 학습이 논리적 사고에 미치는 영향)

  • Hong, Jae-Un;Lee, Soo-Jung
    • Journal of KIISE:Software and Applications
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    • v.36 no.6
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    • pp.498-507
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    • 2009
  • There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.

A Study on the Web-based Cost-Effective Education System for C Programming

  • Park, Kwan-Sun;Jun, Heung-Goo;Kim, Dongsik;Lee, Sunheum
    • Proceedings of the IEEK Conference
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    • 2002.07a
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    • pp.250-253
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    • 2002
  • We have implemented an interactive multimedia education system for C programming. The system consists of two pars. One is multimedia contents to help students better understand C language syntax, programming style, and program logic and the other is a web-based compilation support system that compiles C programs at the server side which are submitted trough Web by students and returns their execution results to the students' PC. Although there are currently some restrictions that students should replace the inputs functions such as scanf(), getc() and getch() with assignment statements or fscanf(fp, , ), since the system has been implemented using general web technologies and shareware C compiler, the education system could be one solution that education institutions seek to reduce annual immense expenditure of money on C complier.

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SW Education Program using Pair Programming Collaboration Tools (짝프로그래밍 협업도구를 활용한 SW교육프로그램)

  • Kim, Yong-Ok;Chun, Seok-Ju
    • Journal of The Korean Association of Information Education
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    • v.23 no.4
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    • pp.375-384
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    • 2019
  • In a rapidly changing society with the Fourth Industrial Revolution, future students should have the skills to utilize and organize high-quality knowledge, not the amount of knowledge. With the launch of the revised curriculum in 2015, the curriculum has been reorganized based on competency and the software education has been seeking capabilities such as 'Cultural computing knowledge', 'Computational thinking', and 'Collaborative problem solving skills'. Therefore, practical collaboration tools and education programs that can be used in the field of education are developed based on Pair Programming, which is a specific collaborative learning strategy to develop cooperative problem solving skill. The educational program using this collaboration tool was developed with a focus on developing computational thinking and collaborative problem solving skills through Pair Programming rather than focusing on learning grammar of programming language and programming techniques. In a educational program, students will be able to use collaborative tools for pair programming and foster collaborative problem-solving skills.

Development of Programming-based TPACK Education Program through Design-based Research

  • Kim, Seong-Won;Lee, Youngjun
    • Journal of the Korea Society of Computer and Information
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    • v.24 no.10
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    • pp.267-278
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    • 2019
  • As the importance of technology in education has increased, TPACK research has been actively conducted to promote the use of technology in class. However, due to the functional limitations of technology, the pre-service teacher had difficulty in using technology in class. Therefore, in this study, we have been studying the introduction of the programming language as a technology tool of TPACK. Using design-based research as a research method, we repeatedly developed an educational program, applied to pre-service teachers, and evaluated the effectiveness of the program. In the first study, pre-service teachers had difficulties in programming learning. To solve this problem, programming-based instruction and curriculum analysis were supplemented by educational programs. In the second study, pre-service teachers felt difficulty in using programming in teaching-learning, thus improving instruction design and reflection. The third study enhanced the programming development environment search to supplement programming learning and utilization.

The Development of Teachers' Training Course about Educational Programming Language to Enhance Informatics Teaching Efficacy for Elementary School Teachers (초등 교사의 정보 교수효능감 향상을 위한 EPL 교육 프로그램의 개발 및 적용)

  • Yi, Soyul;Lee, Youngjun
    • The Journal of Korean Association of Computer Education
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    • v.20 no.5
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    • pp.35-47
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    • 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.

Advanced Software Education Curriculum for Non-IT Major University Students (IT 비전공자를 위한 심화 소프트웨어 교육과정 연구)

  • Kim, Moonseong;Park, Hyunchul;Lee, Woochan
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.15 no.3
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    • pp.139-147
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    • 2019
  • Software education is inevitable for the success of the Fourth Industrial Revolution, and university education also requires innovation to cope with revolutionary change of the society. The number of students seeking employment in the IT field is steadily increasing regardless of the major of the student. However, the existing software-related courses offered by universities or private educational institutions are limited. This paper analyzes the existing software curriculum of several major universities for non-IT major students. In addition, in-depth surveys by students at Seoul Theological University is conducted to figure out the demand for the advanced level computer science subjects. Finally, new software education curriculum is proposed to fulfill the needs of non-IT major students and to improve the employment rate of non-IT major students seeking tech companies. The new curriculum will help to cultivate intermediate level IT experts that bridge the gap between advanced level IT experts and primitive level computer technicians.

Design of Artificial Intelligence Education Program based on Design-based Research

  • Yu, Won Jin;Jang, Jun Hyeok;Ahn, Joong Min;Park, Dae Ryoon;Yoo, In Hwan;Bae, Young Kwon;Kim, Woo Yeol
    • International journal of advanced smart convergence
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    • v.8 no.4
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    • pp.113-120
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    • 2019
  • Recently, the artificial intelligence(AI) is used in various environments in life, and research on this is being actively conducted in education. In this paper, we designed a Design-Based Research(DBR)-based AI programming education program and analyzed the application of the program for the improvement of understanding of AI in elementary school. In the artificial intelligence education program in elementary school, we should considerthat itshould be used in conjunction with software education through programming activities, rather than creating interest through simple AI experiences. The designed education program reflects the collaborative problem-solving procedures following the DBR process of analysis - design - execution - redesign, allowing the real-world problem-solving activities using AI experiences and block-type programming language. This paper also examined the examples of education programs to improve understanding of AI by using Machine Learning for Kids and to draw implications for developing and operating such a program.