• 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 Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.35-43
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• 2010

The "Information and Communication Technology Education Guidelines" was revised in December, 2005. However, students are still not taught the contents in the "Information and Communication Technology Education Guidelines Rev." and are not taught the contents in the "Understanding of the Information Processing" area among them in particular. Therefore, we analyzed the contents in the "Understanding of the Information Processing" area of the elementary ICT textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines" and programming languages using elementary school are too many. The revision of the elementary ICT textbooks must be settled without delay and the certification systems of elementary ICT textbooks must be improved.

• Research in Mathematical Education
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• v.5 no.1
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• pp.13-24
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• 2001

Using computer technology in teaching school mathematics creates new instructional environments. The emphases on the use of computer technology in the classrooms and in particular the use of computer-based exploration as a context of mathematics instruction have been reflected in the recommendation of the NCTM (Curriculum and Evaluation Standards for School Mathematics, 1989). Although the power of using computer technology in the exploration of mathematical problems has been recognized and stressed by many educators, we do not have many research studies on mathematics in computer-based explorations. Especially research has failed to clarify how computer technology can contribute to the construction of procedural and conceptual knowledge of mathematics. Up to now most researches on procedural and conceptual knowledge in computer environments have only focused on classifying programming languages which program language has more random access and rich interrelationship characteristic in relation to conceptual knowledge in humans, and which computer language has more characteristic flavor of procedural knowledge. How computer-based explorations affect the knowledge construction of mathematics, therefore, emerges as an issue of research on teacher education program for theoretical framework. This situation leads to do research on the effectiveness of using computer explorations in pre-service teacher education in terms of procedural and conceptual knowledge construction.

• 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.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.265-273
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• 2020

In this paper, to design a basic data science practice curriculum as a liberal arts subject for non-majors, we proposed an educational method using an Excel(spreadsheet) data analysis tool. Tools for data collection, data processing, and data analysis include Excel, R, Python, and Structured Query Language (SQL). When it comes to practicing data science, R, Python and SQL need to understand programming languages and data structures together. On the other hand, the Excel tool is a data analysis tool familiar to the general public, and it does not have the burden of learning a programming language. And if you practice basic data science practice with Excel, you have the advantage of being able to concentrate on acquiring data science content. In this paper, a basic data science practice curriculum for one semester and weekly Excel practice contents were proposed. And, to demonstrate the substance of the educational content, examples of Linear Regression Analysis were presented using Excel data analysis tools.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.645-647
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• 2022

코로나 팬더믹으로 인한 비대면 수업은 지속적인 운영을 통해 개선·발전되었다. 2022학년도부터 대면수업으로 전환되면서 온라인 플랫폼에 대한 적응력이 높아지고, 비대면 수업 경험이 축적된 학습자들을 위한 대면 수업의 변화가 필요하게 되었다. 본 논문은 프로그래밍 수업에서 비대면 방식과 대면 방식에 대한 경험이 있는 학습자들의 수업방식에 따른 만족도 및 의견을 조사·분석함으로써 서로 다른 두 방식의 장점을 활용한 수업모델을 모색하는데 필요한 학습자 의견 도출에 그 목적이 있다. 조사 결과, 학습자들은 대면 수업을 선호하나 비대면 학습경험이 많을수록 대면 수업에서의 단점을 비대면 수업을 통해서 해소할 수 있는 부분이 있음을 인지하고, 비대면 방식을 대면 수업에 활용하는 것을 긍정적으로 생각하는 것으로 나타났다. 이를 통해 향후 대면 프로그래밍 수업에서 비대면 방식을 결합한 하이드리드 방식의 수업 운영을 통한 수업 효과 증진 모델이 필요한 것으로 사료된다.

• KIPS Transactions on Computer and Communication Systems
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• v.12 no.10
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• pp.291-298
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• 2023

In this paper, we study whether the programming questions of the Informatics·Computer recruitment tests were suitable for selecting teachers with required programming skills. The average points of the programming questions constituted 38%(20.8 points) of the total scores for the entire curriculum based on the results from analyzing the previous questions in the past 5 years. Moreover, the distribution of points for each evaluation criteria within programming and data structure, two exam subjects which have a high proportion of programming questions, demonstrated a large deviation ranging from 0% to 47% and 0% to 53% respectively. In this study, a questionnaire survey was conducted on 31 teachers to examine if the previous programming questions were suitable for measuring teachers' competency in programming abilities required in the actual teaching experience. Computational thinking ability was ranked the highest at 58% in response to the area that needs to be evaluated in the recruitment test. In response to the relevance of previous questions, problem solving ability was ranked the highest at 2.84 on a 5-point scale, but the overall appropriateness was deemed low. C language and Python were regarded as the computer languages suitable to be tested for programming questions with each ranked 55% and 45%. The finding confirms that teachers preferred Python and the incumbent C language to others. Based on the results of the questionnaire, we recommend changes in the programming questions to improve the selection criteria.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.33-43
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• 2013

Compiler and language implementation courses have long been recognized as an important subject in Computer Science curricula. It is because not only the knowledge for a compiler plays important roles in understanding programming languages and systems but compiler technologies can be used in many applications. However it requires much effort to teach effectively it due to limited resources and time restriction. We present a compiler teaching model using Edu-IDEC which is a development environment of educational compilers. Edu-IDEC is a tool on the robot platform. It uses the Eclipse plug-ins and has functions like compiler developing tools, a reference compiler, visualization tool of syntax tree, visualization tool of object language, NXT robot controllers, and its simulator. We also present the evaluation results for our model by applying it to an actual class.

• Journal of the Korea Society of Computer and Information
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• v.9 no.4 s.32
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• pp.41-48
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• 2004

At Ubiquitous ages I am teaching of the Fifth Generation Languages Program Tool which was producted by Korea at college, and it develop software program for Internet Electronic Commerce Information. In this paper I have researched the problems from education in Operating System and the Use of Tool that Korean 5GL Program Tool was better than Foreign Program Tool on functions and peculiarity, merits and demerits. I have a research and analysis of students response about the Using of Tool, Coding(Script), Application Programming in college education whose have had existing Foreign Tool. Also. I propose that the alternative plans which analyze out opinions from teaching professors and program developers.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.595-596
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• 2020

2020학년도 1학기는 외부 환경 요인으로 인해 대학교육시스템에 큰 변화가 발생한 시기라고 할 수 있다. 컴퓨터공학 분야의 대표적인 실습기반 교과목인 프로그래밍 수업에서 학습자들에게 온라인 수업이지만 대면 수업의 실재감을 제공하는 방법을 모색할 필요성이 대두되었다. 본 연구에서는 다양한 유형의 수업 방식을 온라인 수업에 활용하여 대면 수업 수준의 실재감을 학습자에게 제공하고 학습효과를 높이고자 하였다. 강의 동영상 수업과 상호작용을 포함한 실시간 수업을 혼합하여 수업한 후 설문 조사를 통해 실시간 수업을 선호하는 학습자들이 수업목표인 프로그램 개발 능력을 타 학습자들보다 잘 습득하여 수업 만족도가 높았고, 이를 통해 온라인 수업에서 실시간 수업이 능동적인 학습자들에게는 대면 수업과 동등한 수준의 학습 효과가 있었음을 조사·분석하였다.