정보교육학회논문지 (Journal of The Korean Association of Information Education)

  • 제23권4호
  • /
  • Pages.355-362
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  • 2019
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  • 1229-3245(pISSN)
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  • 2733-8428(eISSN)
한국정보교육학회 (Korea Association of Information Education)
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ARCS 모형을 적용한 컴퓨팅사고력 기반 코딩 프로젝트 개발

Development of computational thinking based Coding_Projects using the ARCS model

  • 남충모 (제주대학교 대학원) ;
  • 김종우 (제주대학교 교육대학 초등컴퓨터교육전공)
  • 투고 : 2019.07.30
  • 심사 : 2019.08.17
  • 발행 : 2019.08.31
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초록

초등학생을 위한 소프트웨어교육에서 파이썬과 같은 텍스트 기반 프로그래밍언어를 사용해 코딩을 교육하려는 연구가 활발히 이루어지고 있다. 일반적으로 블록 기반의 프로그래밍언어에 비하여 이러한 고급언어는 피지컬 컴퓨팅용 키트 또는 다양한 프로그래밍언어와 결합해 수행하는 학습 활동을 지원하고 있다. 본 연구는 텍스트 기반 언어의 어려움을 극복하기 위해 ARCS 모형을 적용한 컴퓨팅사고력 기반의 코딩 프로젝트를 수행하였다. 실험 결과에서 학생들은 전반적으로 동기유발 측면에서 프로그래밍에 대한 자신감 및 흥미를 나타나고 있으며, 특히 컴퓨팅사고력의 변화에서 반복, 함수, 객체에 대한 이해가 높게 나타났는데, 이러한 경향은 텍스트 기반 언어 사용과 파이썬 모듈의 효과로 여겨진다.

Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

키워드

참고문헌

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피인용 문헌

  1. 파이선(Python) 학습을 위한 평가 프로세스 설계 vol.24, pp.1, 2019, https://doi.org/10.14352/jkaie.2020.24.1.117