• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.167-176
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• 2020

In this study, We made Computing Stories as a part of the new method of SW education. Also, we have developed unplugged activities using coding stories. We analyzed changes in learning motivation and academic achievement in the core concepts of CT by applying classes to elementary school students. For the development of coding stories, we conducted a questionnaire analysis of 11 expert groups to derive the core concepts of computational Thinking. Using the core concept of Computational Thinking, we developed a coding stories and unplugged activities linked with coding stories. It was confirmed that the score of the core concept of CT before and after class increased from 54.44 to 83.10 and the learning motive was also improved from the average score of 103.48 to 110.44. The results showed that the Coding Stories were effective in the students' Computational thinking achievement and SW learning motives.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.77-84
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• 2021

The purpose of this study is to propose AI maker coding education as a way to improve computational thinking(CT), which is an essential competence for problem-solving capability in modern society, and to analyze the effectiveness of this education on improving CT in elementary school students. For the research, 5 students from 4th graders and 5 students from 6th graders were recruited, and AI maker coding education was planned in 8 sessions to form classes from basic block coding and maker education to real-life problem solving. To analyze the effectiveness of AI maker coding education, pre- and post-CT examinations were performed. The test results confirmed that AI maker coding education had a significant effect on "abstraction", "algorithm", and "data processing" in the five CT components, and confirmed that there was no correlation in "problem resolution" and "automation". Overall, the average score of all students increased, and the deviation between students decreased, confirming that AI maker coding education was effective in improving CT.

• The Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.13-21
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• 2017

The purpose of this study is to verify the effect of the design - oriented model (NDIS) for enhancing learner's computing thinking in SW education. NDIS is a project-based learning model in which learners find real-life problems, analyze their needs, and design and implement them. In order to verify the effectiveness of NDIS, we experimented with middle level G education university students who had previously experienced SW education class. The traditional project model was applied to the control group and the NDIS model based on CT was applied to the experimental group. The experimental group showed a higher CT narrative performance evaluation score than the comparative group, which showed a significant difference. In addition, students showed a positive perception of self-confidence and CT improvement in solving real-life problems using computing.

• Journal of Industrial Convergence
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• v.21 no.1
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• pp.123-135
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• 2023

In liberal SW education, nurturing student with creative problem-solving ability based on SW is considered important. The purpose of this study is to design SW education and to investigate the effects on students' computational thinking and creative problem solving abilities. This study designed classes in accordance with convergent project and the CT-CPS model and 38 undergraduate students have participated this study. The questionnaire survey was given to students and analyzed the effectiveness of class. The results of this study were as follows: Fitst, SW education significantly improved computational thinking and creative problem solving ability. Second, computational thinking improve significantly in high and low initial score group and creative problem solving improve significantly in low initial score group. However, creative problem solving ability did not improve significantly in high initial score group. Third, computational thinking improve significantly in all majors and creative problem solving improve significantly in college of natural science. However, creative problem solving ability did not improve significantly in college of humanities and social science. In examining the effects on students' computational thinking and creative problem-solving abilities and verify differences by pre-test and major, this study provides significance in expanding the understanding about the nature liberal SW education.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.225-232
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• 2015

The goal of this study is to assess the effects of Scratch programming classes on preservice teachers by using computational thinking and cognitive evaluations based on Bloom's taxonomy. To pursue this research goal we measured preservice teachers' programming skills using cognitive evaluation items based on Bloom's taxonomy after preservice teachers took one-semester Scratch programming course. In addition, a survey focused on computational thinking (CT) concepts, CT practices, and CT perspectives was conducted. We also conducted artifact-based interviews to unpack preservice teachers' experiences of working on team projects and analyzed their experiences qualitatively. The results of this study are meaningful because we assessed preservice teachers' experiences comprehensively with both quantitative and qualitative methods. In addition, this study provides us with implications for evaluation perspectives in designing programming courses for preservice teachers by adopting Bloom's taxonomy scheme.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.41-47
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• 2020

Computational Thinking(CT) is drawing attention as a core competency required for future talent in the 21st century. Software education for improving CT ability at home and abroad is in full swing. Among them, problem-solving programming education helps to improve CT ability. The CT-TDPS learning model follows the decomposition, abstraction thinking process, which modularizes complex problems, and the Agile development method, which is an iterative and incremental programming method to implement it. In this study, we tried to confirm the improvement of CT ability by applying CT-TDPS learning model to problem solving programming education using Scratch. As a result of the study, it was confirmed that in the problem solving programming education using the CT-TDPS learning model, it improved in all aspects of computing concept, computing performance, and computing perspective, which are sub-factors of CT ability. In addition, it was confirmed that there was a significant difference in the experimental group as a result of the t-test on the Dr.Scratch automatic evaluation result.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.80-94
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• 2021

In this study, teaching-learning activities were developed based on computational thinking (CT) in high school Earth Science I Solid Earth domain. And their effects and implications were examined. To this end, 8 sessions unplugged activities based on problem solving were developed, and applied it to 65 high school students. As a results, significant changes have been were confirmed in both student's perception about CT and CT. After that, based on student's responses to self-reports and interview, the affecting factors for perception about CT and CT in the earth science problem solving process were investigated. In addition, implication that should be considered in terms of design and progress of teaching-learning based on CT were derived. Based on these results, the necessity and operation of teaching-learning activities was suggested for developing CT through various subjects including earth science.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.267-275
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• 2017

The purpose of this study is to analyze the teachers' perceptions about the various evaluation methods used in SW education and to find ways to improve the usefulness of the field. To do this, we surveyed the teachers who were educated about SW education evaluation. As a result of the study, it was recognized that the use of output, portfolio, and observation evaluation in SW education class is suitable for evaluating Computational Thinking(CT) and useful for field application. On the other hand, paper and self-evaluation are useful for field application, but they are relatively inadequate to evaluate CT. Portfolio, design, and interview evaluations are good for measuring CT, but they are difficult to apply to the field. Also, evaluation criteria, evaluation factors, and strategies were found to be difficult to apply. Therefore, we suggest the necessary measures to apply SW education evaluation method more effectively.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.19-33
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• 2015

Recently in major industrial areas, there has been a rapidly increasing demand for 'Computational Thinking', which is integrated with a computer's ability to think as a human world. Developed countries in the last 20 years naturally have been improving students' computational thinking as a way to solve math problems with CAS in the areas of mathematical reasoning, problem solving and communication. Also, textbooks reflected in the 2009 curriculum contain the applications of various CAS tools and focus on the improvement of 'Computational Thinking'. In this paper, we analyze the cases of mathematics education based on 'Computational Thinking' and discuss the mathematical content that uses the CAS tools including Sage for improving 'Computational Thinking'. Also, we show examples of programs based on 'Computational Thinking' for teaching Calculus in university.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.1-8
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• 2020

Korean 8-grade-students who participated in the ICILS 2018 were educated in the 2009 revised curriculum, where the 'Informatics' subject was an optional course in the regular curriculum. In order to closely analyze the ICILS 2018 results, it was necessary to take into account the situation in Korea that related educational experiences may differ among students. This study surveyed the students' educational experiences related to Informatics subject in the context of individual and schools. The average scores of computer and information literacy (CIL) and computational thinking (CT) of the ICILS 2018 were analyzed and compared by students' educational experiences. As a result, the average CT score of students who experienced the coding and programming education was higher than those who did not. Also, the more time students took the Informatics subject, the higher the average CT scores were. Based on these results, this study discussed implications in terms of expanding computational thinking education for elementary and secondary education.