• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.1-14
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• 2004

The demand for learning programming anywhere at a low cost at any time is increasing. Accordingly, there have been a great number of web-based programming courses. Generally, teaching Web-based programming classes is very challenging. Thus effective methods for teaching these courses should be researched. Based on several years of experiences in teaching a Web-based programming course as well as the related literature, this paper presents its effective teaching strategies. First, some design strategies of its course contents for developing programming skills are proposed, considering the characteristics of programming courses as well as potential learners. Next, its effective assessment and class management strategies are proposed. Finally, we evaluate the results of student grades and operation of a Web-based programming course offered most recently using proposed strategies. They demonstrate that we can enhance learning effects of the course.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.49-53
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• 2010

The architectural engineering is regarded as the non-IT related field. But as growing the domain of IT industry, the students who major in the architectural engineering have to keep the programming ability to deal with the architectural engineering problems. In this paper, It will be discussed the development of the application program for architectural engineering problems by using the programming skill, and how can it enhance the non-IT related field's students to solve the problems.

• Journal of the Korea Computer Industry Society
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• v.2 no.11
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• pp.1407-1420
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• 2001

There is an increasing concern about computer education with the age of knowledge-based society. The learning programming language is taking an important role of computer education. However, the special emphasis in learning programming language has been attached to memorizing the programming language by rote and learning computer programs. Therefore, those were not much useful tools to develope a logical intelligence of the meanings of programming language and the methods of realization. It is positively necessary to improve the programming education efficiently because of the objects of knowledge of computing and raising an efficiency of problem solving. Under the circumstances, this research is aimed at representing an useful education model through developing a mathmatical program into each part of the C programming language, which would be a new supplier of an basic insight into the programming language and techniques. Accordingly it is thought that the research material will be an useful model to increase interests and concerns as well as to raise an efficiency of problem solving or a logical intelligence going through the process of studying programming language.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.105-112
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• 2022

The development and spread of IT-technologies has raised interest in teaching programming pupils. The article deals with problems related to programming and ways to overcome them. The importance of programming skills is emphasized, as this process promotes the formation of algorithmic thinking of pupils. The authors determined the level of pupils' interest to programing learning depending on the age. The analysis has showed that the natural interest of younger pupils in programming is decreasing over the years and in the most productive period of its study is minimized. It is revealed that senior school pupils are characterized by low level of interest in the study of programming; lack of motivation; the presence of psychological blocks on their own abilities in the context of programming; law level of computer science understanding. To overcome these problems, we conducted the second stage of the experiment, which was based on a change in the approach to programing learning, which involved pupils of non-specialized classes of senior school (experimental group). During the study of programming, special attention was paid to the motivational and psychological component, as well as the use of game technologies and teamwork of pupils. The results of the pedagogical experiment on studying the effectiveness of teaching programming for pupils of nonspecialized classes are presented. Improvement of the results provided the use of social and cognitive motives; application of verbal and non-verbal, external and internal means; communicative attacks; stimulation and psychological setting; game techniques, independent work and reflection, teamwork. The positive effect of the implemented methods is shown by the results verified by the methods of mathematical statistics in the experimental and control groups of pupils.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.3
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• pp.119-128
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• 2019

Minecraft game is a sandboxed game based on a high degree of users' freedom; the game encourages its users to recreate various play patterns to increase their immersion. Although recently there were many studies that use Minecraft game techniques to improve the teaching methods but still not well adapted due to being applications-based techniques. In this paper, we present a teaching model that utilizes the same concept of the Minecraft games in where learners customize the class concepts based on their needs. Moreover, Minecraft-based learning games attempt to be used for learner-led, creativity and programming instruction, to overcome these use-cases limitations, by our study we aim to include the Minecraft-based learning games in class teaching activities, theoretical and practical lessons. In this way, we intend to increase interest in programming lessons, and to increase immersion as another way of game learning. In the future, we attempt to measure various effects of the uses of Minecraft-game-based teaching in programming classes compare to the traditionally used methods.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.213-224
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• 2014

STEAM learning, which combined software with hardware, can greatly increase algorithm improvement, problem-solving skills, integrated thinking ability etc. and can ultimately improve learning attitude and academic achievement. In this study, we developed STEAM learning model so that 6th graders who can fully understand the basic concept of programming can learn subject contents of national textbooks (5 kinds) with programming that combined six sensors attached Sensor_board with Scratch and applied it to 6th grade class and analyzed the results. As a result, the STEAM learning tool that combined Scratch with Sensor_board was analyzed to be suitable for most elementary school students to be evaluated. In the achievement evaluation of learning, 39.5% of students obtained more than 7 points out of perfect 10 in the average achievement level of 5 subjects so most students evaluated were analyzed to obtain satisfactory achievement. Therefore, STEAM learning using Scratch and Sensor_board, hardware is considered to be more effective than existing software-centered ${\times}$learning using only software.

• 대한공업교육학회지
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• v.33 no.2
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• pp.170-191
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• 2008

Many former researchers demonstrated that algorithm learning has a positive outcome on students' problem-solving abilities. One of the methods for algorithm learning, the 'programming learning' method is highly effective. However, there are numerous constraints in schools for programming learning. This study attempts to overcome these issues. Squeak Etoys, one of the educational visual programming languages for easy and interesting learning, has been selected as a learning tool. We developed the algorithm-learning curriculum for middle school students. They were divided into a control group and an experimental group. The students learned on the basis of equal curriculum but, they used other learning tools through over a total 6 sessions. The result showed that Squeak Etoys based Algorithm learning has a positive effect on improving middle school learners' problem solving abilities, self-efficacies and logical thinking abilities. Although the students' logical thinking abilities in the experimental group are improved a lot more than the students' abilities in control group, the students' logical think abilities in the both groups are improved. Therefore, algorithm education in secondary schools are necessary. In conclusion, Squeak Etoys based Algorithm learning has a positive effect on problem solving ability and self efficacy. The developed curriculum can be applicable as a basis for study on algorithm learning and educational programming language.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.465-474
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• 2016

The present study is aimed to find the effect of the activity of writing a structured reflection journal in the learning process of PBL-based programming on the logical thinking of elementary school students. To achieve the objective, this study carried out an experiment with 59 elementary school students in the 5th grade. They were divided into an experimental group and a control group. The experimental group was applied with PBL-based programming classes by learning step, including learning of the contents, its procedure, and the activities of writing a critical reflection journal while the control group received learning of PBL-based programming including unstructured reflection journal. And then the difference in their logical thinking was compared and analyzed before and after th experiment. The results demonstrated that the experimental group showed a significant difference in logical thinking before and after writing structured reflection journal (ANCOVA) at the significance level of .05, which evidenced writing a structured reflection journal has learning effect. Intergroup comparison of logical thinking also showed that there was learning effect. Those findings suggest that writing a structured reflection journal in the PBL-based programming learning for 5th grade elementary school students has a positive effect on the learners' logical thinking.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.85-91
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• 2011

Programming training in informatics education have the means that algorithm design and problem solving. However, Because learning and using programming tools that should be done first, elementary school students learning the programming tools that are interested in the process has been reduced. But programming with using an Educational Programming Language(EPL) can show results directly and coding with a drag & drop method that keeps the elementary students' interests for programming. Now that, the students are possible to enhance their creativity and reasoning skills. Therefore, through the result of this study show how to apply the EPL in the elementary information classes and comparing with before this study and after the study, we analyzed to applicate prosperity of EPL.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.43-51
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• 2007

We have developed a peer agent to support programming learning and analyzed its educational effects in a programming course. The agent acts as a tutor or a tutee. The role of a tutor/tutee is like the role of a navigator/driver in pair programming. While students are learning with the peer agent, the students' programming abilities are modeled. Based on the student's model, the peer agent provides appropriate feedbacks and contents to the learner. The peer agent gives positive effects on learners' achievement and self-efficacy in a programming course. It means that the peer agent system helps the learner in an affective domain as well as a cognitive domain.