• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.85-102
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• 2000

The concept of variables is central to mathematics teaching and learning in junior and senior high school. Understanding the concept provides the basis for the transition from arithmetic to algebra and necessary for the meaningful use of all advanced mathematics. Despite the importance of the concept, however, much has been written in the last decade concerning students' difficulties with the concept. This Thesis is based on research to investigate the hypothesis that LOGO programming will contribute to 6th grader' learning of variables. The aim of the research were to; .investigate practice on pupils' understanding of variables before the activity with a computer; .identify functions of LOGO programming in pupils' using and understanding of variable symbols, variable domain and the relationship between two variable dependent expressions during the activity using a computer; .investigate the influence of pupils' mathematical belief on understanding and using variables. The research consisted predominantly of a case study of 6 pupils' discourse and activities concerning variable during their abnormal lessons and interviews with researcher. The data collected for this study included video recordings of the pupils'work with their spoken language.

• Journal of Korea Multimedia Society
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• v.23 no.9
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• pp.1191-1200
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• 2020

In this paper, we proposed DEVS based programming education model that based on the cognitive information processing theory, not a grammatical programming education, and studied effectiveness analysis using computer thinking patterns. By creating a small range of patterns in the grammar which underlies the programming language and solving various examples through combinations, this paper shows an education method to develop problem-solving skills based on algorithmic thinking. The purpose of this study is to facilitate non-majors learn programming languages and understand patterned program structures when writing programs by patterning of control statements which the most important in learning programming.

• Journal of the Korea Society of Computer and Information
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• v.24 no.10
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• pp.267-278
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• 2019

As the importance of technology in education has increased, TPACK research has been actively conducted to promote the use of technology in class. However, due to the functional limitations of technology, the pre-service teacher had difficulty in using technology in class. Therefore, in this study, we have been studying the introduction of the programming language as a technology tool of TPACK. Using design-based research as a research method, we repeatedly developed an educational program, applied to pre-service teachers, and evaluated the effectiveness of the program. In the first study, pre-service teachers had difficulties in programming learning. To solve this problem, programming-based instruction and curriculum analysis were supplemented by educational programs. In the second study, pre-service teachers felt difficulty in using programming in teaching-learning, thus improving instruction design and reflection. The third study enhanced the programming development environment search to supplement programming learning and utilization.

• Korean Journal of Cognitive Science
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• v.11 no.2
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• pp.19-35
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• 2000

Learning by examples has proven to be an efficient method in mastering various subjects including programming languages. This study hypothesizes that the number of examples and the type of examples are two significant dimensions that influence the performance of learning programming languages by examples. A set of experiments was conducted to investigate the impacts of the two dimensions in the domain of JAVA programming. The results showed that providing two examples is more effective than providing only one example even though significantly more explanations are attached to the single example. Among the 'two-example' groups, the group that was given functionally similar examples performed better than those with functionally dissimilar examples. Explanations for these results are provided in this paper based on the behavioral patterns of individual subjects in terms of time and frequency. This paper concludes with the implications of the study results for the development of effective tutoring systems for programming languages.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.231-233
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• 2018

Programming learning is difficult for learners, and there are many cases where students lose interest in programming or give up. In this situation, the resilience is the ability of learners to stand up and get resilient and gain confidence in learning. Also, depending on the programming language and tools, the learner may feel the cognitive burden and the learning motivation may be different. In this study, we compared and analyzed the differences of resilience among the students of the scratch course and the Python course of the liberal programming lecture. As a result of the study, the differences in resilience of Python lectures and scratch lectures were significant but not significant. Through this study, learning strategies based on programming languages and tools and learners' tendencies were established.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.7
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• pp.801-806
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• 2019

Recently, each university has been lecturing a lot on the liberal arts subject by emphasizing software education. However, students are often motivated by the difficulty of learning programming, the inability to recognize why they should learn programming, or even the fact that they do not try. The reason for the resilience is to guide programming learning to have the power to recover from the point of abandonment to proceed with the learning again. In this study, recovery elasticity pre-post-examination was conducted on the parts that learned scratches and those that learned Python. Studies have shown that while Scratch appears to be trying to accept and work harder, Python has been relatively more difficult than Scratch. It is expected that this study will help identify the factors that can sustain programming learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.251-252
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• 2016

프로그래밍 언어 수업은 학습자들 간의 학습 수준의 차이가 크게 나타나고 수업 내용의 연관성이 높은 특성을 가지고 있다. 이로 인해 다른 어떠한 수업보다 학습자들의 학습동기를 향상시켜 지속적으로 학습에 적극적으로 참여할 수 있는 외재적 동기 부여를 통한 학습효과 증진 방법이 필요하다. 본 연구에서는 프로그래밍 교육에서 성찰일지를 활용한 학습동기 증진 교수 학습 모델을 제시하고, 실제 수업에 적용 후 학습동기에 대한 사전 사후 설문을 실시하여 제시한 교수 학습 모델이 학습동기 증진에 효과 있었음을 조사 분석하였다.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.16 no.4
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• pp.293-298
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• 2016

Document summarization is an important task in various areas where the goal is to select a few the most descriptive sentences from a given document as a succinct summary. Even without training data of human labeled summaries, there has been several interesting existing work in the literature that yields reasonable performance. In this paper, within the same unsupervised learning setup, we propose a more principled learning framework for the document summarization task. Specifically we formulate an optimization problem that expresses the requirements of both faithful preservation of the document contents and the summary length constraint. We circumvent the difficult integer programming originating from binary sentence selection via continuous relaxation and the low entropy penalization. We also suggest an efficient convex-concave optimization solver algorithm that guarantees to improve the original objective at every iteration. For several document datasets, we demonstrate that the proposed learning algorithm significantly outperforms the existing approaches.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.457-466
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• 2013

It is possible to increase integrated thinking and problem solving ability ultimately through STEAM education. This study developed STEAM model to apply to subjects and scratch knowledge education that sixth grade students in elementary schools can learn each subject through STEAM learning by applying scratch programming and it was applied and analyzed during regular classes and afterschool classes for sixth grade students. As a result, it was possible that about 70% of sixth grade students, the subject of model application were able to do STEAM learning initiatively by applying scratch program. Other 30% of the students were able to do STEAM learning partially through scratch. As for the achievement assessment of STEAM learning, it was evaluated that most of the students for the evaluation subjects got satisfactory achievement level by getting overall average 7.83 out of ten. Thus, it is considered that STEAM learning model by applying scratch is very superior that applying existing programming language such as C, BASIC etc.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.59-65
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• 2019

The purpose of this study is to investigate the effects of the learning environment on the learning achievement of the learners and to improve the learning achievement of the learners while accepting the fact that it is difficult to change the class environment in which the middle and large group. Among the learner's positive and cognitive factors, we examined the factors that can classify learners into homogeneous groups in programming learning. The difficulty level of the learning contents influenced factors that classify the homogeneous group, and the factors were analyzed by dividing the intermediate difficulty and the final achievement. In addition, we examined the factors that affect the difference between two grades in order to analyze factors affecting steady learning regardless of difficulty level. It was found that the learners' personal motivation influenced the learning achievement of easy learning contents, and the performance self - efficacy had influence on the learning achievement and achievement of difficult learning contents.