• The Journal of Industrial Distribution & Business
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• v.10 no.11
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• pp.71-80
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• 2019

Purpose: The purpose of this study is to design the curriculum of Basic College Software Programming to develop creative and logical-thinking. This course is guided by algorithmic thinking and logical thinking that can be solved by computing for problem-solving, and it helps to develop by software through basic programming education. Through the stage of problem analysis, abstraction, algorithm, data structure, and algorithm implementation, the curriculum is designed to help learners experience algorithm problem-solving in various areas to develop diffusion thinking. For Learners aim to achieve the balanced development of divergent and convergent-thinking needed in their creative problem-solving skills. Research design, data and methodology: This study is to design a basic software education for improving algorithm-thinking for non-major. The curriculum designed in this paper is necessary to non-majors students who have completed the 'Creative Thinking and Coding Course' Design Thinking based are targeted. For this, contents were extracted through advanced research analysis at home and abroad, and experts in computer education, computer engineering, SW education, and education were surveyed in the form of quasi-openness. Results: In this study, based on ADD Thinking's algorithm thinking, we divided the unit college majors into five groups so that students of each major could accomplish the goal of "the ability to internalize their own ideas into computing," and extracted and designed different content areas, content elements and sub-components from each group. Through three expert surveys, we established a strategy for characterization by demand analysis and major/textbook category and verified the appropriateness of the design direction to ensure that the subjects and contents of the curriculum are appropriate for each family in order to improve algorithm-thinking. Conclusions: This study helps develop software by enhancing the ability of students who practice various subjects and exercises to explore creative expressions in various areas, such as 'how to think like a computer' that can implement and execute their ideas in computing. And it helps increase the ability to think logical and algorithmic computing based on creative solutions, improving problem-solving ability based on computing thinking and fundamental understanding of computer coding and development of logical thinking ability through programming.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.1-10
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• 2020

According to the Fourth Industrial Revolution, SW education is emphasized around the world to educate student with new abilities. Following to these global trends, SW education has become mandatory in Korea's 2015 revised curriculum. However, Korean elementary SW education is focused on the use of block-based programming languages. In addition, the point of view of selecting goals and organizing content of SW Education, the affective domain is ignored and focused only on the cognitive and psychomotor domains. So, this study explored method of SW education using the concept of Team-Shared Mental Model for develop of community capacity and Python, which is textual programming language gaining popularity recently. As a result of performing the post test t-test on two groups with similar Team-Shared Mental Model formation, we found that it was effective in forming a Team-Shared Mental Model of the group applying the SW teaching method suggested in the study.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.25-35
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• 2015

In digital era, as various fields of knowledge and industry are fused by computing, fostering computational thinking and learning computer programming are strongly emphasized. It means it is important to study how to educate computer programming for all, This study is about analysis of non computer science major learners' behavior gathered from computer programming class by means of survey, observation and interview and hope to suggest the way how to design and to perform the new computer programming curriculum for all.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.651-660
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• 2018

To determine the educational effects of collaborative story creation activities using the Entry programming language, we instructed first year students at the national university of education on these activities for three weeks and analyzed the changes in their software (SW) education capacity and story creating ability. The completed analysis showed no significant changes in the students' SW education capacity as related to information literacy, computational thinking, and learner competency; however, the students' ability to create stories increased significantly. Although students struggled to learn story creation using Entry, they gradually found that the activities were useful and their interest in creating stories grew. Therefore, we suggest expanding the number of subject curriculum activities using Entry in order to improve SW education capacity as well as the subject capacity for student teachers.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.325-335
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• 2016

Software (SW) education is guided by the government to operate not only computer subject matter but also related subject matter. SW education is highlighted in the 2015 Revised Curriculum and Guide for Operating SW Education. SW education is related with science education. For example, education on algorithms employing SW and activities using sensors/output control can be an effective strategy for scientific inquiry. The method can also be applied in developing Computational Thinking (CT) in students. In this study, we designed lessons to solve everyday scientific problems using Educational Programming Language (EPL) SW and physical computing materials and applied them to high school students. We conducted surveys that were modified from questionnaires of Internet application capability and based on the standard of accomplishment of SW education as well as elements of CT to find out the change in perceptions on programming and CT of students. We also conducted a survey on students' attitude toward science learning after an SW inquiry activity. In the results, perceptions on programming and CT of students were improved through lessons using unplugged activity, EPL SW, and physical computing. In addition, scores for interest, self-directed learning ability, and task commitment were high.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.1-10
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• 2018

Block programming environment, which is represented by Scratch in elementary and middle school programming education, is suitable for learner's characteristics and cognitive level, and is recommended not only for beginners. Transference to the text programming environment after the block programming is essential for understanding the data processing process, understanding the accuracy and efficiency aspects of algorithms, and creating SW activity. In addition, it is presented step by step in the programming curriculum. In this study, developed WithBlock the online evaluation system for the purpose of transference from a block programming to a text programming environment. The developed system can solve the same algorithm problem in both block and text programming environment, and it can be used for elementary and secondary programming education by automatically scoring the written code and providing immediate feedback. In order to applicable to programming education in elementary and secondary surveyed the usability, learning possibility, interest and satisfaction of WithBlock. The results of the survey showed that it can be used for programming education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.336-344
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• 2019

The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.361-374
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• 2022

The National Institute of Special Education developed and distributed software textbooks for disabled students according to the necessity of practical course in elementary school and information in middle school in the 2015 revised curriculum. It is a textbook provided from the perspective of education opportunity equity but the content of programming education for visually impaired students was insufficient. Therefore this study was conducted for the purpose of confirming the effectiveness of programming education for visual impaired students and providing the direction of future programming education. In order to achieve the purpose, programming classes were conducted for blind students in the 6th grade of elementary school. As a result of a study using "Blocks4All", a block-based programming tool with robots, students participated in classes actively and efficacy, intrest, and usefulness of programming are high. This study is meaningful in that it confirmed the possibility of programming education for visually impaired students.

• The Journal of the Korea institute of electronic communication sciences
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• v.15 no.5
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• pp.967-972
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• 2020

Most of the experimental tools currently used are applied to experiments in the physical field by utilizing sensors and only MBL that are suitable for specific experiments have been developed. However, There is no experimental design stage using SW fusion, and there is a limit to the application of various chemistry experiments in textbooks, and in the case of Arduino, it is difficult for students to learn and understand language when programming. In this paper, we designed and developed a SW education convergence science experiment apparatus including a learner's active experiment design process, overcoming the shortcomings of the existing microcomputer experiment and the limitations of software education.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.39-53
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• 2019

In the era of the Fourth Industrial Revolution, improving computational thinking to solve problems by smoothly operating and utilizing software. Therefore, the ministry of education has introduced systematic SW education into public education as a revised 2015 curriculum with the aim of raising computational thinking. In order for SW education to be systematically stabilized at the school site, the teaching ability of the teacher must be supported above all. For this purpose, the government is promoting 'SWEET' for improvement of the elementary pre-service teachers' SW education program. However, even if the policy is pursued, there is a tendency to take measures to improve the teaching and learning methods in the field later, and since the subject of change in education is the teacher, it is necessary to grasp the reco-gnition, experience of teachers. This study analyzed qualitatively perception and experience of elementary pre-service teachers about SW education and suggested design guidelines for pre-service teacher training such as providing various learning examples.