• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.457-462
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• 2010

본 연구는 학습자의 인지발달 단계에 적합한 프로그래밍 언어를 활용하여 모든 학문의 기초 인지 능력인 학습자의 정보과학적 사고 능력을 향상에 미치는 효과를 검증하는 실험연구이다. 과중한 인지적 부담, 문법 위주 등 기존 프로그래밍 학습의 문제점을 보완하고자 등장한 교육용 로봇을 이용하여 실생활 문제해결의 정보과학적 사고능력 향상을 위한 텍스트기반 프로그래밍 언어(TPL)와 비주얼기반의 프로그래밍 언어(VPL) 중 인문계 고등학생의 인지발달 단계에 적합한 프로그래밍 언어에 대한 효과성을 분석하였다. 교육용 로봇 및 로봇 프로그래밍 언어에 대한 선행 연구를 통해 NXT Robot Educator 교육내용을 분석하고 각 단계에 적절한 실생활 과제를 추출하여 로봇 교육용 프로그램을 개발하고 적용하였다. 이 연구는 프로그래밍을 경험이 없는 인문계 고등학교 학생 집단을 선정하여 TPL과 VPL을 활용한 로봇 프로그래밍 수업을 20차시 실시한 후 두 집단 간의 정보과학적 사고능력 향상의 차이를 검증하였다.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.665-674
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• 2019

To determine the educational effects of writing to describe using Entry, block-based programming language, we instructed first year students at the national university of education on these activities for four weeks and analyzed the changes in their writing perception and attitude, ability of descriptive writing, computational thinking and learner's competencies. As a result, writing to describe using Entry did not affect students' writing perception and attitude change. However, the experimented students who wrote to describe using Entry became acquainted with the way of writing to describe, and improved their ability to describe objects. In addition, the computational thinking and critical thinking improved. Based on these results, it is hopped to be used as a basic material for expanding the education of descriptive writing using programming languages.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.117-129
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• 2020

The purpose of this paper is to explore ways to assess computational thinking from a formative perspective and to design a process for assessing programming learning using Python. Therefore, this study explored the computational thinking domain and analyzed research related to assessment design. Also, this study identified the areas of Python programming learning that beginners learn and the areas of computational thinking ability that can be obtained through Python learning. Through this, we designed an assessment method that provides feedback by analyzing syntax corresponding to computational thinking ability. Besides, self-assessment is possible through reflective thinking by using the flow-chart and pseudo-code to express ideas, and peer feedback is designed through code sharing and communication using community.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.55-64
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• 2017

The purpose of this study is to identify the difficulties of learners who started programming after entering college and to search an effective software education method as university liber arts for non-science major students. In order to do this, we analyzed the difficulties of learners in Python programming classes composed of students from various majors at H University through questioning and taught them using flipped class model with pre-questions. The questions that students submit are collected online before class every time, the data on the degree of the difficulty of feeling and the understanding of feeling were obtained through the questionnaire. As a result, for learners who are new to programming, the learners should allocate the process of making the problem into a logical abstraction at the beginning of the curriculum before learning the basic concept of computer language, each lesson should be practiced through the bottom-up problems enough to provide a logical understanding before actual coding. In addition, detailed curriculum should be developed according to characteristics of learner's major, contents and conducting level.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.49-59
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• 2020

At the beginning of the discussion of AI education in K-12 education, the study was conducted to develop and apply an AI education program based on Design Thinking and analyze the effects of the AI education programs. In the AI education program, students explored and defined the AI problems they were interested in, gathered the necessary data to build an AI model, and then developed a project using scratch. In order to analyze the effectiveness of the AI education program, the change of learner's perception of the value of AI and the change of AI efficacy were analyzed. The overall perception of the AI project was also analyzed. As a result, AI efficacy was significantly increased through the experience of carrying out the project according to the Design Thinking process. In addition, the efficacy of solving problems with AI was influenced by the level of use of programming languages. The learner's overall perception of the AI project was positive, and the perceptions of each stage of the AI project (AI problem understanding and problem exploration, practice, problem definition, problem solving idea implementation, evaluation and presentation) was also positive. This positive perception was higher among students with high level of programming language use. Based on these results, the implications for AI education were suggested.

• Proceedings of the KAIS Fall Conference
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• 2009.12a
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• pp.144-147
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• 2009

본 연구에서는 21세기 지식정보사회에 학생들의 창의력 향상을 위하여 MSRDS에서 제공하는 에디터인 VPL(Visual Programming Language)를 이용한 로봇 프로그래밍 학습이 창의력에 미치는 효과를 연구하였다. VPL은 로봇 애플리케이션 개발을 프로그래머가 아닌 학생들도 쉽게 사용할 수 있도록 MSRDS에서 제공하는 프로그램이며, 이를 시뮬레이션과 연결시켜 로봇 하드웨어가 없이 손쉽게 학습을 할 수 있게 하였다. 이를 위하여 VPL에서 사용하는 기본 Activity를 이용하여 프로그래밍의 구문을 자연스럽게 학습할 수 있는 수업 내용을 개발하였으며, 연구 대상은 충청남도 B군에 위치한 B공고 3학년의 컴퓨터응용관련 학과 1개반을 대상으로 C언어를 이용한 기존의 마이크로 장비 프로그래밍 수업과 VPL을 이용한 로봇 프로그래밍 수업을 상호 비교하려고 한다. 이 연구에서는 VPL을 통하여 손 쉽게 프로그래밍을 하고 흥미가 유발되어 자신이 생각한 대로 로봇의 동작을 구현하는 과정에서 자연스럽게 문제해결능력이 신장된 것을 확인하고자 한다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.12
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• pp.2775-2782
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• 2010

In this paper, we propose a web-based programming class support system to help a lecturer to teach a programming language to students effectively. The proposed system is composed of a error analysis step and a verification step. The error analysis step checks whether there are compile time errors or run time errors in each student's submitted program. Given some errors, the system provides helpful feedback for the student to fix the errors. On the contrary, the system provides quick feedback after checking the source code style, comments, and plagiarism in the submitted program. As soon as the student submits the program, the student can see the check results. According to the result of utilizing the proposed system in a C programming language class, students tend to submit program assignments actively.

• Journal of Internet Computing and Services
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• v.20 no.4
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• pp.81-90
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• 2019

Since 2015, the government has been striving to strengthen the software capabilities required for future talent through software-oriented university in Korea. In the university selected as a software-oriented university, basic software education is given to all departments such as humanities, social science, engineering, natural science, arts and the sports within the university in order to foster convergent human resources with different knowledge and software literacy. In this paper, we analyze the contents of basic software education for twenty universities selected as software-oriented universities. As a result of analysis, most of the basic software education which is carried out to the students of the non-majors students was aimed at improvement of problem solving ability centered on computational thinking for future society and improvement of convergence ability based on computer science. It uses block-based educational programming language and text-based advanced programming language to adjust the difficulty of programming contents and contents reflecting characteristics of each major. Problem-based learning, project-based learning, and discussion method were used as the teaching and learning methods for problem solving. In the future, this paper will help to establish the systematic direction for basic software education of non-majors students.

• Journal of IKEEE
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• v.19 no.2
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• pp.276-281
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• 2015

Engineers increasingly rely on computers and their computer programming skills for their works. As a result, most engineering curricula have introduced a computer programming courses. However, students consider the subject to be unrelated to their core interests and often feel uncomfortable when learning to program for the first time. To overcome these difficulties, several studies have proposed the use of physical computing paradigm. This paradigm takes the computational concepts out of the PC screen and into the real world so that the student can interact with them. This paper proposes Arduino platform as a tool for attracting interest of the programming and reports the results of questionnaire survey analysis.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.231-233
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• 2018

Programming learning is difficult for learners, and there are many cases where students lose interest in programming or give up. In this situation, the resilience is the ability of learners to stand up and get resilient and gain confidence in learning. Also, depending on the programming language and tools, the learner may feel the cognitive burden and the learning motivation may be different. In this study, we compared and analyzed the differences of resilience among the students of the scratch course and the Python course of the liberal programming lecture. As a result of the study, the differences in resilience of Python lectures and scratch lectures were significant but not significant. Through this study, learning strategies based on programming languages and tools and learners' tendencies were established.