정보교육학회논문지 (Journal of The Korean Association of Information Education)

  • 제19권1호
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  • Pages.57-68
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  • 2015
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  • 1229-3245(pISSN)
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  • 2733-8428(eISSN)
한국정보교육학회 (Korea Association of Information Education)
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Storytelling기반 SW교육이 Computational Thinking에 미치는 영향

Effects of Storytelling Based Software Education on Computational Thinking

  • 투고 : 2015.01.29
  • 심사 : 2015.03.18
  • 발행 : 2015.03.31
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초록

개인의 아이디어 구현이나 문제해결에 SW를 중심적으로 활용하는 SW중심사회로의 진입으로 SW교육이 강조되고 있다. 일반적으로 스토리텔링은 학습자의 흥미를 끌며 맥락적 환경을 제공하는 것으로 알려져 있다. 본 연구는 이솝우화를 활용한 SW교육프로그램이 Computational Thinking에 미치는 효과를 알아보기 위해 실험연구를 실시하였다. 총 6주 동안 토요 SW교육 캠프에 참여한 학생 중 실험집단은 이솝우화를 통해 스크래치 프로그래밍의 기초개념을 배운 후 이야기, 게임, 예술, 시뮬레이션 등의 다양한 SW표현활동을 경험하였다. 프로그램 적용 후 실험 및 비교집단을 대상으로 SW개념, SW구현 그리고 SW교육에 대한 태도를 비교 검증하였다. 연구결과 실험집단에 참여한 학생들의 SW개념과 SW구현 결과가 더 높게 나타났다. 그리고 SW교육에 대한 태도에서도 더 긍정적인 결과를 확인하였다.

Since the entering SW-centered society in which people make the best use of SW in order to express their own personal ideas or to solve problems, the significance of SW education has been emphasized. It is generally known that storytelling provides motivational and contextual environments. This study conducted an experimental research to find out how Aesop's fables-applied SW educational program would influence computational thinking. Of these students who had participated in an SW educational camp on every Saturday for a total of 6 weeks, the experimental group learned on basic concepts of Scratch programming as working on Aesop's fables and they were led to diverse SW activities such as stories, games, simulations arts, and others. After that, the study carried out a comparison research in relation to the groups' SW concepts, SW implementation and attitudes toward SW education. The result shows that the experimental group came up with higher levels of SW concepts, implementation and positive attitude toward SW education.

키워드

참고문헌

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피인용 문헌

  1. Computational Thinking 증진을 위한 학습자 중심의 교수학습 전략의 효과 vol.19, pp.3, 2015, https://doi.org/10.14352/jkaie.2015.19.3.323
  2. 코딩 교육용 게임에 나타난 수행적 글쓰기 - <The Foos>를 중심으로 vol.16, pp.1, 2016, https://doi.org/10.7583/jkgs.2016.16.1.51
  3. 컴퓨팅 사고력(Computational Thinking) 함양을 위한 대학에서의 SW교육에 관한 고찰 vol.14, pp.4, 2016, https://doi.org/10.14400/jdc.2016.14.4.1
  4. 초등 SW교육에서 성별에 따른 컴퓨팅 사고력, 창의성, 학습흥미의 차이 vol.21, pp.4, 2017, https://doi.org/10.14352/jkaie.2017.21.4.381
  5. 고등학생 대상 저작도구 활용 앱 개발 교육의 정의적·인지적 효과 분석 vol.21, pp.4, 2015, https://doi.org/10.14352/jkaie.2017.21.4.415
  6. SW교육에 참가하는 학생의 학습 지속의도에 미치는 변인에 관한 연구 vol.22, pp.1, 2015, https://doi.org/10.14352/jkaie.2018.22.1.91
  7. 초등학교 소프트웨어 교육에서 에듀테인먼트 특성에 대한 주관성 유형 탐색 vol.22, pp.2, 2015, https://doi.org/10.14352/jkaie.2018.22.2.177
  8. A Case Study on the Teaching and Learning Method of SW Education for Data Analysis Problem Solving vol.20, pp.10, 2015, https://doi.org/10.9728/dcs.2019.20.10.1953
  9. 컴퓨팅 사고력 평가에 관한 시스템 매핑 기반 국내 문헌 고찰 vol.22, pp.6, 2015, https://doi.org/10.32431/kace.2019.22.6.003
  10. CT 능력 향상을 위한 코딩 동화 개발 및 적용 vol.24, pp.2, 2015, https://doi.org/10.14352/jkaie.2020.24.2.167
  11. SW 교육 훈련특성이 개인 특성과 교육 결과에 어떠한 영향을 미치는 지에 관한 연구 vol.20, pp.2, 2015, https://doi.org/10.7236/jiibc.2020.20.2.247
  12. 고등학생 대상 메이커 교육이 소프트웨어 교육에 대한 태도, 창의적 문제해결력, 컴퓨팅 사고에 미치는 영향 vol.24, pp.6, 2015, https://doi.org/10.14352/jkaie.2020.24.6.585