정보교육학회논문지 (Journal of The Korean Association of Information Education)

  • 제26권6호
  • /
  • Pages.567-577
  • /
  • 2022
  • /
  • 1229-3245(pISSN)
  • /
  • 2733-8428(eISSN)
한국정보교육학회 (Korea Association of Information Education)
권호 표지
DOI QR코드

DOI QR Code

S-PUMA 교수법을 활용한 글 읽기 교육이 초등학생의 문학적 상상력과 컴퓨팅사고력에 미치는 영향 분석

Analysis of the Effects of Reading Education Using S-PUMA Teaching Method on Elementary Students' Literary Imagination and Computational Thinking

  • 손얼 (전주교육대학교 컴퓨터교육과) ;
  • 정영식 (전주교육대학교 컴퓨터교육과)
  • 투고 : 2022.11.24
  • 심사 : 2022.12.27
  • 발행 : 2022.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

2022 개정 초등학교 교육과정에서 디지털 소양이 강조되면서 인공지능 교육과 소프트웨어 교육에 관심이 높아지고 있다. 초등학교에서 정보 교육을 위해 할당된 수업 시수는 34시간뿐이어서, 학생들의 디지털 소양을 기르는 데 한계가 많다. 따라서 인공지능과 소프트웨어 교육을 위한 수업 시수를 확보하려면 다른 교과와 정보 교육이 융합하는 형태로 이루어져야 한다. 본 연구에서는 S-PUMA 교수법을 활용한 글 읽기 교육이 초등학생의 문학적 상상력에 어떤 영향을 미치는지는 분석하였다. 이 연구를 위해 초등학교 6학년 2개 반을 선정하여 실험 집단과 통제 집단으로 구분하고, 실험집단에만 5차시에 걸쳐 S-PUMA 교수법에 따라 글 읽기 교육을 진행하였다. 그 결과, S-PUMA 교수법을 활용한 글 읽기 교육이 문학적 상상력과 컴퓨팅 사고력을 향상시킨 것으로 분석되었다. 다만, 문학적 상상력의 하위 영역인 창조적 상상력은 모든 집단에서 향상되었기에 S-PUMA 교수법에 의한 효과인지, 교육 내용에 따른 자연적인 효과인지 추가적인 연구가 필요하다.

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

키워드

과제정보

이 연구는 2022년 전주교육대학교 국립대학 육성사업의 연구비 지원으로 수행하였음

참고문헌

  1. Bae, Y. G. (2022). Development of the information curriclum in elementary school. 2022 revised practical arts(technical·home economics) curriculum draft development research forum, 22-25. Korea Institute of Curriculum and Evaluation. 
  2. Bin, M. Y. (2005). (The)analysis of literary imagination in poetry and novels of the high school Korean language textbook. Doctoral Dissertation, The Graduate School of Kyungnam University Graduate School. 
  3. Jeong, Y. S. (2018). The Problems and Improvement of the SW Education Policy in Elementary School, The Korean Association of Information Education Research Journal, 9(1), 91-97. 
  4. Joint with Relevant Ministries (2020). Direction and Key Challenges of Education Policy in the Age of Artificial Intelligence. 
  5. Joint with Relevant Ministries (2022). Digital Talent Development Plan. 
  6. Kim, B. S. (2015), A study on the aspects of text-meaning extractedfrom the inference in reading comprehension, Textlinguistic, 38, 1-25 
  7. Kim, C. W., Jeong, J. C., & Choi, J. H. (2000). Imagination and teaching literature, Journal of Reading Research, 5(5), 131-193. 
  8. Kim, C., Park, N. J., Sung, Y. H., Shin, S. B. & Jeong, Y. S. (2016). Development of Standard Curriculum Model for Information. The Korean Association of Information Education. 
  9. Kim, S. H. & Jeong, Y. S. (2018). Exploring a Method of Physical Programming Education using Story-based PUMA Model. The Korean Association of Information Education Research Journal, 9(2), 117-122. 
  10. Kim, S. H. & Jeong, Y. S. (2019). An Effect Analysis of Storytelling-based Programming Education, The Korean Association of Information Education Research Journal, 10(2), 181-186. 
  11. Lee, H. Y. & Chin, Y. E. (2014). Trend of Imagination Studies and Re-characterizing of Imagination Types, Journal of LearnerCentered Curriculum and Instruction, 14(7), 281-308. 
  12. Lee, M. J. (2014). A Study on Enhancing Literary Imagination though Storytelling. 47-57. Master's Thesis, The Graduate School of Busan National University
  13. Ministry of Education. (2015). 2015 Revised Elementary School Korean Language Curriculum. 
  14. Ministry of Education. (2022). Elementary School Curriculum Practical (Technology․Home Economics)/Information Curriculum, Ministry of Education Notice No. 2015-74 [Attachment 10]. 
  15. Oh, E. J. & Jeong, Y. S. (2018). A Case Study of T-PUMA Teaching and Learning Model using Traditional Fairy Tales. The Korean Association of Information Education Research Journal, 9(2), 163-167. 
  16. Seo, H. S. & Jeong, Y. S. (2018). The Effects of Writing to Describe using Block-based Programming on Computational Thinking and Writing Skills. Journal of The Korean Association of information Education, 23(6), 665-674. 
  17. Shin, H. J. & Kim, J. E. (2010). A Study on Fairy Tale Teaching Methods for Enhancing Literary Imagination, The Journal of Korea Elementary Education, 21(2), 149-168.  https://doi.org/10.20972/kjee.21.2.201010.149
  18. Woo, H. Y. (1998). On the Education Literary Symbol, Korean Language Education, 97, 67-90. 
  19. Wing, M. J. (2011). Computational Thinking, OurCS Workshop. Carnegie Mellon University. 
  20. Yi, M. H. (2019). The Impact of Literary Imagination throughReading Modern Poem to 'Self-efficacy.', Unified humanities, 80, 210-237.