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Study of the Assessment Criteria for Programming Education of KAIE curriculum based on Bloom's Theories

블룸 이론 기반 KAIE 교육과정의 프로그래밍영역 평가 기준 탐색

  • Received : 2018.01.31
  • Accepted : 2018.02.09
  • Published : 2018.04.30

Abstract

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

본 연구는 정보과교육이 정규교육과정에 편입됨에 따라서 정규교육과정에서 활용할 수 있는 평가기준의 이론적인 기반을 제시하기 위한 것이다. 교육평가에서 가장 일반적인 이론적인 근거를 제시하고 있는 블룸의 지식유형, 교육목표분류를 분석하였다. 또한 프로그래밍 영역은 컴퓨팅사고력을 향상시킬 수 있는 가장 중요한 정보과교육의 단원이라고 할 수 있다. 이에 본 연구에서는 2017년도에 개발한 한국정보교육학회 정보과교육과정에서 프로그래밍 영역만을 요약하여 블룸의 이론을 적용하였다. 그리고 블룸의 지식유형을 적용하고 전문가 패널을 통해 질적 조사를 한 결과 16개의 교육과정 요목에서 14개, 87%가 개념 및 절차적 지식이었으며 12개, 75%가 이해 및 적용 단계 목표 수준으로 나타났다. 이와 같은 블룸 기준의 적용은 정규교육에서 필요한 평가 방향, 도구 개발에 이론적인 기반을 제공해 줄 수 있을 것이다.

Keywords

References

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