• Journal of KIISE:Software and Applications
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• v.36 no.6
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• pp.498-507
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• 2009

There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.27-36
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• 2017

The purpose of this study is to design and implement an instructional model for flipped learning of programming class. Because a programming process requires a high level of abstract thinking with a good understanding of a programming language, many students have difficulty in programming. For this characteristic of programming, it is not easy to effectively achieve learning goals of programming lesson by lecturing grammatical elements of a programming language and the following examples in a limited class time. In order to overcome these problems and to make effective programming lessons, we designed an instructional model based on flipped learning. Especially, in this study, we analyzed learners' difficulties in programming learning and errors that occurred in actual programming process for designing the instructional model. As a result of applying this model to the class, it was found that the students were generally satisfied with the lesson by having positive communication with other students in the classroom and actively participating in the learning.

• KIISE Transactions on Computing Practices
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• v.20 no.12
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• pp.640-645
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• 2014

We now live in a society that is highly information-oriented, and as a result programming education has become more important and is emphasized day by day. Currently, there is strong support for carrying out programming education in early childhood, and various Web-based services have launched to provide programming education. Currently, Web-based programming education services have not yet launched in Korea. In particular, Web-based education services for C language programming, which is used in various areas in industry, are lacking due to limitations in the development environments. In this paper, we design and implement a Web-based programming learning system, 'ICANC', to provide the necessary information to learn and practice the C language.

• Journal of applied mathematics & informatics
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• v.37 no.1_2
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• pp.157-162
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• 2019

Programming tools are essential for students learning numerical analysis. It is troublesome to go to a laboratory where a computer is located after taking a lecture. Nowadays most students have mobile phones which can be used for programming practice through the Internet. PHP is a server-side scripting language designed for web development but also used as a general-purpose programming language. However, PHP has many inconveniences, such as adding a dollar symbol ($) to every varable. This paper introduces a slightly modified language, NAPHP, and a system which is designed for students to use their own mobile phone to write down the language NAPHP and run it on the web page. The system NAPHP-SYS is an educational tool that turns NAPHP into PHP, run PHP code and show the results on the web.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.205-212
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• 2018

As a way to improve the software education ability of the pre - service teachers, we conducted programming learning using two types of programming tools (Python and Scratch) at the regular course time. In programming learning, various types of errors, which are factors that continuously hinder interest, achievement and creativity, were collected and analyzed by type. By using the analyzed data, it is possible to improve the ability of pre-service teachers to cope with the errors that can occur in the software education to be taught in the elementary school, and to improve the learning effect. In this study, logic error (37.63%) was the most frequent type that caused the most errors in programming in both conventional language that input text and language that assembles block. In addition, the detailed errors that show a lot of differences in the two languages are the errors of Python (14.3%) and scratch (3.5%) due to insufficient use of grammar and other errors.

• Journal of Digital Contents Society
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• v.19 no.5
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• pp.891-898
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• 2018

Although programming language is a core education area of software that is becoming increasingly important in the age of the fourth industrial revolution, as it requires logical thinking skills, it is recognized as a difficult subject even for SW major students. This difficulty occasionally causes SW major students to lose interest and confidence in their major during the introductory course of a programming language; making them change their majors, or give up their studies. In this study, we designed an instructional model using Scratch for educating C language which is a typical programming introductory language. To do this, we analyzed the concepts that can be trained by Scratch among the programming concepts supported by C language, and developed the examples of Scratch for exercising the concepts. The instructional model supports the progress model of learning first the programming concepts through Scratch and then expand the learning content into C language. We also conducted an experiment on the SW major freshman students of a local private university to verify the effectiveness of the model.

• International Journal of Contents
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• v.7 no.4
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• pp.64-69
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• 2011

Recently, as smart devices are distributed more and more, the need for education of developing contents based on smart media increases. In order to develop contents based on smart media, it is necessary to learn new programming language as well as to understand the structure of platforms as device-manufacturers and communication companies have different platforms. Generally, the problem in education of programming is that it can provide learning to understand the language stage by stage, but it is difficult to suggest a clear result such as completion of learner's project from macroscopic and integrated approach. Especially, there is a difficult of learning several programming languages due to the characteristics of platforms in developing smart contents. Accordingly, in the education of programming for developing smart contents, it is not appropriate to use the traditional teaching method of programming which conducts projects from an integrated point of view after learning the grammatical elements of the language. This paper aims to suggest the top-down teaching method as an effective teaching method for developing contents based on smart media, and to analyze the effect after developing and applying the suggested teaching model.

• Journal of the Korea Convergence Society
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• v.6 no.1
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• pp.23-28
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• 2015

Teaching programming skills is not only required for computer related departments but through the area of engineering and natural science. Moreover recently teaching programming skill is emphasized in software education for primary schools and secondary schools. Since programming ability is considered an essencial element of national competitiveness, we need programming learning system which alleviates the difficulty. We implemented Blockly webc Programming Convergent Learning System which is based on the graphic tools called Blockly by Google. Inside system problem sets for the programming beginners are embedded in the system. These problem sets are gone under more than 20 years verification and these problem sets may be used to help beginning programmers escape novice coder in short time. Blockly webc Programming Convergent Learning System together with already developed Simple Visual Language2 Programming Learning System is expected to play an important role as a programming learning system for the beginners.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.11-22
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• 2009

Scratch, one of the educational programming languages, provides a media-rich programming environment and easy interface to users. It supports Korean language and is utilized usefully in programming classes in elementary and middle schools. However, programming causes cognitive loads to young students. Because the programming process is a complex problem solving procedure that requires logical and abstract thinking abilities. Therefore, we developed a problem based scratch programming teaching and learning model to enhance intrinsic motivation of learners and to maximize the effects of using the scratch, educational programming language. The developed problem based teaching and learning model considered elementary students' characteristics. It was implemented in fifth grade elementary school classes and the educational effects of the model was analysed. The developed model was helpful in enhancing students' problem solving potential and logical thinking abilities.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.5 no.10
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• pp.1799-1813
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• 2011

Many researches indicate that programming learning could help improve problem solving skills through algorithmic thinking. But in general, programming learning has been focused on programming language features and it also gave a heavy cognitive load to learners. Therefore, this paper proposes a programming activity process to improve novice programming learners' algorithmic thinking efficiently. An experiment was performed to measure the effectiveness of the proposed programming activity process. After the experiment, the learners' perception on programming was shown to be changed, to effective activity in improving problem solving.