Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Development of Cryptography Learning Program with the PCM Model for the Gifted Elementary Students of Information Science

초등 정보 영재학생들을 위한 병행 교육과정 모델을 적용한 암호화 교육 프로그램 개발

  • Kim, Jeehyun (Dept. of Computer Education, Seoul National University of Education) ;
  • Kim, Kapsu (Dept. of Computer Education, Seoul National University of Education)
  • 김지현 (서울교육대학교 컴퓨터교육과) ;
  • 김갑수 (서울교육대학교 컴퓨터교육과)
  • Received : 2014.02.28
  • Accepted : 2014.06.06
  • Published : 2014.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

There is a little curriculum for gifted and talented elementary information. Generally parallel curriculum model(PCM) for gifted children is being applied to many subjects. It is necessary to apply the PCM for gifted elementary children of information science. This model is a prime example of a training program was applied to the encryption. There are four parallel curriculum model. The four curriculum model can be used individually or combined, may be used only partially. In this study, the benefits of parallel curriculum model in order to reflect as much as possible in order all four courses were used. This program for 19 students in the gifted children for information science class were applied to four periods. Observe and record the activities of students in class, the survey targeted learners, assignments, methods of analysis were used. We found that the level of the program was suitable and the aspects of giftedness such as an ability to focus on the task and an ability to solve the problem were enhanced. Moreover, participants became more interested in the topic of encryption following the program.

초등 정보 영재 교육을 위한 교육과정은 매우 부족하다. 일반적으로 영재교육 과정 개발에 병행교육과정이 많이 적용되고 있다. 따라서 정보영재아들을 위한 병행교육과정 모델을 적용하는 것이 필요하다. 대표적인 사례로 암호화 교육 프로그램에 적용하였다. 병행 교육과정 모델에는 4개의 교육과정이 각각 또는 결합되어 사용될 수 있고 일부만 사용될 수도 있다. 본 연구에서는 병행 교육과정 모델의 장점을 최대한 반영하기 위하여 네 교육과정을 차례대로 모두 사용하였다. 본 교육 프로그램을 초등 정보영재학생 19명을 대상으로 4차시 수업에 적용하였다. 수업 중 학습자들의 활동 관찰 및 기록, 학습자들 대상의 설문 조사, 과제물 분석의 방법을 사용하였다. 그 결과, 본 연구에서 개발된 교육 프로그램은 초등 정보영재학생들의 수준에 적절하였으며 과제 집착력, 문제 해결력, 창의성 등의 영재성 향상에 도움이 된 것으로 나타났다. 또한 수업 후 암호화 주제에 관심을 갖게 된 학습자가 많았다.

Keywords

References

  1. Kapsu Kim(2012). A Modular Integrated Curriculum Model for the Gifted Information Children. Journal of the Korean association of information education, 16(3), 299-307.
  2. Renzulli, J. S.(1976). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Gifted Child Quarterly, 20(3), 303-326. https://doi.org/10.1177/001698627602000327
  3. Renzulli, J. S.(1986). The three-ring conception of gifted: A developmental model for creative productivity. In R. J. Sternberg, & J. E. Davison(Eds.). Conceptions of giftedness. New York, Cambridge University Press.
  4. Renzulli, J. S. & Reis, S. M.(1997). The schoolwide nrichment model: A how-to guide for educational excellence. Mansfield Center, CT, Creative Learning Press.
  5. Renzulli, J. S.(1988). The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented. Gifted Child Quarterly, 32(3), 298-326. https://doi.org/10.1177/001698628803200302
  6. Treffinger, D. J.(1975). Teaching for self-directed learning : A Priority for the gifted and talented. Gifted Child Quarterly, 19(1), 149-162. https://doi.org/10.1177/001698627501900222
  7. Penny Van Deur(2004). Gifted Primary Students' Knowledge of Self Directed. Learning International Education Journal, 4(4), 64-74.
  8. George Betts(2003). The Autonomous Learning Model for high school Programming. Gifted Education Communicator FALL/WINTER, 38-61.
  9. Carol Ann Tomlinson et al.(2002). The Parallel Curriculum: A Design to Develop Learner Potential and Challenge Advanced Learners. Crown Press.
  10. Simon Singh(1999). The Code Book.
  11. Whang, Woo Hyung, Yoon, Na Rea(2009). A study on the effectiveness of the mathmatically gifted program, J. Korean Soc. Math. Ed. Ser. E:: Communications of Mathematical Education, 23(1), 53-72.