• The Journal of Korean Association of Computer Education
• /
• v.23 no.3
• /
• pp.9-15
• /
• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.5
• /
• pp.63-74
• /
• 2009

In this study, the contents of the revised curriculum in 2007 for the area of 'Information Society and Information Technology' in 'Informatics subject matter for middle school have been analyzed. In addition, evaluation standards have been suggested based on the achievement standards, which have been detailed according to the analyzed results in the study. Since the suggested achievement and evaluation standards have been developed based on the revision of the curriculum, the results in this study are expected to be helpful especially in 2010 for teaching and learning activities such as setting up the educational objects for teaching and learning, developing evaluation methods, improving the teaching and learning methods, setting the level and range of teaching and learning area, and etc.

• The Journal of Korean Association of Computer Education
• /
• v.17 no.6
• /
• pp.59-69
• /
• 2014

Following the announcement made in 2007of the information education curriculum for high schools, India followed through with a similar announcement in June 2013 for an elementary school curriculum to be linked with that of the high schools. As a characteristic feature of India's educational curriculum, the structure is "helical" in nature, while interaction between teachers and students is emphasized as a key method for education. During the past few years India has revised its educational curriculum based on Bruner's 'Structure of Knowledge,' which has changed the paradigm of the nation's educational curriculum. This study analyzed India's educational curriculum that aims at a helical structure and, at the same time, emphasizes 'narrative' thinking in schools. The goal of this study is to discover possible suggestions or implications for Korea's information education curriculum by analyzing India's education that concurrently seeks to employ 'Structure of Knowledge' and 'Narrative' theories in a single educational curriculum.

• The Journal of Korean Association of Computer Education
• /
• v.13 no.6
• /
• pp.23-34
• /
• 2010

The PCK of teachers about informatics subject, which is viewed as one of required subjects in today's information society, is linked to what and how to teach, and that is very significant in terms of academic education. However, there are currently no efforts to develop items geared toward evaluating the PCK of teachers about informatics subject or to make a factor analysis of those items, though the importance of that subject in information society has been discussed. The purpose of this study was to develop and validate an instrument to size up the PCK of preservice elementary teachers about informatics subject. The finalized instrument consisted of 39 items regarding five factors that involved knowledge of curriculum, knowledge of expression, knowledge of content, knowledge of evaluation and knowledge of teaching methods.

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

• The Journal of Korean Association of Computer Education
• /
• v.21 no.4
• /
• pp.29-37
• /
• 2018

In this paper, questions from the last three years' appointment examinations for secondary teachers for informatics computer subjects are classified in a way to fit thirteen basic mandatory courses, for which the composition of scores and the number of questions tested were examined. Of these thirteen basic mandatory courses, questions from six basic mandatory courses with high frequency of assessment were analyzed on their score composition based on the evaluation area. In addition, questions testing knowledge in C language were analyzed separately. The results show scores for the curriculum content subjects ranged from 0% to 17.1%, and the ratio of questions tested from curriculum content subjects 0% to 15.8%. In addition, questions from three courses showed a large deviation in scores for each year. Second, the score composition based on the evaluation area showed a large discrepancy, ranging from 0% to 52.0%. Lastly, the questions tested on the C language exhibited high score on average at 33%. Based on the results from the analysis, this study proposed plans to improve ways to evaluate test takers' aptitude.

• KIPS Transactions on Computer and Communication Systems
• /
• v.4 no.7
• /
• pp.219-226
• /
• 2015

In this paper, we study the inquisitive tendency in informatics textbooks for middle school students. These textbooks were written in 2009, and have been adopted in 2013 as part of the curriculum. The research is based on six textbooks, which passed qualification tests, and is mainly focused on the section 'composition and movement of information equipment', which covers contents for the student's major field of study. Romey analysis was employed to analyze inquisitive tendency in four sections - text, data, activity and evaluation. The results illustrated that some textbooks were organized in a way that exhibited a low level of inquisitive tendency for students, and took an authoritative tone. The section 'activity' showed the highest level of inquisitive tendency and the 'text' showed the lowest level. Some sections in the textbooks were found to have zero Romey measures, which stress the need for improvement.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.2
• /
• pp.49-58
• /
• 2018

Competency is an extended concept rather than knowledge and skill, which means the ability to efficiently and rationally solve various problems. This study focuses on the core competencies presented in the 2015 Revised Informatics Curriculum and aims to analyze the constitution method and composition of domestic and overseas Instruments that can measure core competencies. As a result of analyzing 12 Instruments developed by the countries and organizations, nine Instruments measure two or more competencies based on computing thinking, information culture literacy, and cooperative problem solving ability. Three Instruments have one competency were measured. Ten instruments were computer based tests, and 50% of the items were developed by two or more of multiple choice item, subjective item, and descriptive item. It is important to note that this study provided a crucial step in the development of Instruments to diagnose competencies to be developed into informatics science education.

• The Journal of the Korea Contents Association
• /
• v.18 no.12
• /
• pp.238-250
• /
• 2018

The 2015 revised curriculum includes 'informatics' course including the process of building software aiming at cultivating creative and convergent ability. This study analyzes the competencies pursued in the revised curriculum and defines computational thinking as the main competency. The subjects of the study were the first grade of a middle school in the first semester of the 2018 school year. Of the 95 collected data, 83 data were used for analysis and the significance was confirmed by the paired t-test. Also, computational concept, computational practice and computational perspectives were confirmed through artifact-based interviews. As a result of statistical analysis, critical thinking, creativity, algorithmic thinking, and problem-solving significantly increased among sub-variables of computational thinking. Statistical results and interview results were analyzed to provide implications for design and implementation of software education in 'informatics' course.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.345-352
• /
• 2019

The 2015 revised information curriculum emphasizes the ability to solve problems in real life based on the basic concepts, principles and techniques of computer science. How the contents of textbooks are designed is an important issue in terms of achievement of educational goals and whether contents can be easily and clearly communicated. The purpose of this study is to analyze the concept presentation method presented in middle school informatics textbooks by three types of text- centered type, picture-centered type, and case-centered type- to analyze differences in understanding according to individual variables (sex, subject preference). Analysis results found the figure-centered type showed the highest degree of comprehension among students, and the preference of contents design type and the difference of understanding according to sex did not show significant differences. According to the preferred subjects, understanding of the content design types were found to be significantly different according to preferred subjects.