정보교육학회논문지 (Journal of The Korean Association of Information Education)

  • 제27권3호
  • /
  • Pages.345-359
  • /
  • 2023
  • /
  • 1229-3245(pISSN)
  • /
  • 2733-8428(eISSN)
한국정보교육학회 (Korea Association of Information Education)
권호 표지
DOI QR코드

DOI QR Code

프로젝트 기반 SW 수업의 인지적, 정의적 효과 분석: 대학 비전공 학생들을 중심으로

The Cognitive and Affective Effects of Project-based SW Class: Focused on Non-Majors

  • 노지예 (덕성여자대학교 차미리사교양대학) ;
  • 정혜진 (덕성여자대학교 차미리사교양대학)
  • 투고 : 2023.04.24
  • 심사 : 2023.05.24
  • 발행 : 2023.06.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 대학 비전공 학생들을 대상으로 프로젝트 기반 SW 수업을 설계하고, 수업의 효과를 검증하고자 하였다. 수업은 프로젝트 수업에 적합한 NDIS 모델을 기반으로 설계되었으며, 실행 단계에서 4C/ID 모델을 추가적으로 적용하여, 실습 과정에서의 학생들의 인지 부하를 고려하였다. 설계한 수업은 A 대학교 학생 108명을 대상으로 적용하였으며, 연구 결과는 다음과 같다. 첫째, 프로젝트 기반 SW 수업을 진행한 후 전체 학생들의 융합적 사고력, 융합적 가치창출, 태도가 모두 유의하게 향상되었다. 둘째, 상위, 하위 집단의 융합적 사고력, 융합적 가치창출, 태도가 모두 유의하게 향상되었다. 셋째, 태도 상, 하 집단 간 융합적 사고력은 통계적으로 유의한 차이가 관찰되지 않았으나, 융합적 가치창출은 통계적으로 유의한 차이가 나타났다. 본 연구는 프로젝트 기반 SW 수업을 설계하고, 인지적, 정의적 효과를 분석하였다는 점에서 연구의 의의를 찾을 수 있다.

The purpose of this study is to design project-based SW class and to verify the effects of the class. Classes are designed in accordance with NDIS model and 4C/ID model was additionally applied to consider students' cognitive load during the implementation. This class was applied to 108 undergraduate students and the results of this study were as follows: First, project-based SW class significantly improved convergent thinking, convergent value creation and attitude. Second, convergent thinking, convergent value creation and attitude improve significantly in both high and low initial score group. Third, there was not a statistically significant difference in convergent thinking, however, there was a statistically significant difference in convergent value creation between the high and low attitude groups. The implication of this study is that the SW class was designed and analyzed the cognitive and affective effects.

키워드

과제정보

이 논문은 2021년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임 (NRF-2021S1A5B5A17051410)

참고문헌

  1. Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. London: Sage.
  2. Chee, H. K., & Lim, C. I. (2022). A Study on Development of an Instructional Design Principles of Integrating Subject Matter and Software for Creative Problem Solving. Journal of Educational Technology, 38(2), 369-407.
  3. Choi, M. S., & Kang, D. H. (2022). Mediation Effects of Learning Attitude in the Influence of Self-directed Learning Ability and Collaborative Skill to Education Satisfaction in SW Education: Middle and High School Students in A City. Journal of the Korea society of computer and information, 27(9), 287-294. https://doi.org/10.9708/JKSCI.2022.27.09.287
  4. Glover, E. M., Jovanovic, T., Mercer, K. B., Kerley, K., Bradley, B., Ressler, K. J., et al. (2012). Estrogen levels are associated with extinction deficits in women with posttraumatic stress disorder. Biological Psychiatry, 72(1), 19-24. https://doi.org/10.1016/j.biopsych.2012.02.031
  5. Hong, S. Y., Goo, E. H., Shin, S. H., Lee, T. K., & Seo, J. Y. (2021). Development the Measurement Tool on the Software Educational Effectiveness for Non-major Undergraduate Students, The Korean Association Of Computer Education, 24(1), 37-46.
  6. Hong, S. Y., Seo, J. Y., Goo, E. H.m Shin, S. H., Oh, H. Y., & Lee, T. K. (2019). Exploratory study on the model of the software educational effectiveness for non-major undergraduate students. Journal of The Korean Association of Information Education, 23(5), 427-440. https://doi.org/10.14352/jkaie.2019.23.5.427
  7. Jang, E. S. (2022). A Case Study of the Design and Operation of a Flipped Learning Class using Edu tech in SW Basic Liberal Arts Education. Korean Journal of General Education, 16(2), 307-320. https://doi.org/10.46392/kjge.2022.16.2.307
  8. Jin, M H., & Lim, K. Y. (2021). Factors affecting computer and information literacy and computational thinking: Focusing on ICT self-efficacy and attitude toward ICT. Journal of educational studies, 52(1), 119-146. https://doi.org/10.15854/jes.2021.03.52.1.119
  9. Jun, S. J. (2017). The Effect of Design-Oriented Model (NDIS) based on Computational Thinking in SW Education. The Journal of Korean association of computer education, 20(2), 13-21.
  10. Jung, Y. S., Yoo, J. S., Lim, J. S., & Son, Y. K. (2016). SW Education. Seoul, Simath.
  11. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126.
  12. Kang, E. S. (2019). Structural Software Education Model for Non-majors - Focused on Python. Journal of Digital Contents Society, 2423-2432.
  13. Kim, A. Y., & Cho, Y. M. (2001). Relative Potency of Intelligence and Motivation Variables in Predicting Academic Achievement. Korean Journal of Educational Psychology, 15(4), 121-138.
  14. Kim, D. H., Seo, H. A., & Kim, M. J. (2013). Effects of Reading Motivational and Behavioral Factors on the Population of High, Middle and Low Scores in Science Achievements of PISA 2009. Journal of the Korean Association for Science Education, 33(2), 545-558.
  15. Kim, E. J. (2019). The Effect of Convergence Lesson Plan and Teaching Demonstration for Enhancing Creative Competency of The Pre-service Teachers'. The Journal of the Korea Contents Association. 19(3), 466-474.
  16. Kim, J. S., et al,. (2015). SW Education Teaching and Learning Model Development Research. Research Report, CR 2015-35. KERIS.
  17. Kim, J Y. (2017). Development and Validation of Creativity Confluence Competency Test for University Students. Doctoral dissertation, The Graduate School of Soongsil University.
  18. Kim, J. Y., & Lee, K. H. (2017). Verification of 5C model for university student's creativity confluence competency. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 7(7), 89-97.
  19. Kim, J. Y., & Tae, J. M. (2017). Comparison and analysis of the differences in creativity convergence competency of university students to develop a creativity convergence instruction. Journal of Curriculum Integration, 11(4), 145-164.
  20. Kim, K., & Kim, K. J. (2016). The Effects of Supportive Information Types in Web-Based Learning Using 4C/ID Model. Journal of The Korean Association of information Education, 20(6), 655-672.
  21. Kim, K. K., Lee, J. Y., & Son, S. H. (2021). Development and Application of Software Convergence Education Program according to Space Construction of Creative Convergence Information Education Room. The Journal of Korean association of computer education, 24(6), 33-46. https://doi.org/10.32431/KACE.2021.24.6.003
  22. Kim, S. H., Ham, S. J., & Song, K. S. (2015). Analytic Study on the Effectiveness of Computational Thinking based STEAM Program. The Journal of Korean association of computer education, 18(3), 105-114. https://doi.org/10.32431/KACE.2015.18.3.010
  23. Kim, W. S. (2019). Exploring the direction of granular basic-software education considering the major of college students. Journal of the Korean Association of information Education, 23(4), 329-341. https://doi.org/10.14352/jkaie.2019.23.4.329
  24. Ku, J. H. (2023). Analysis of Educational Needs by College Majors for Liberal Arts SW Coding Classes: Based on Coding Projects Applying PBL, General Education and Citizen, 7, 113-138. https://doi.org/10.47142/GEC.7.5
  25. Lee, E. K., & Lee, Y.　J. (2008). The Effectsof4CID Model based Robot Programming Learning on Learners' Flow Level. The Journal of Korean Association of Computer Education, 11(4), 37-46. https://doi.org/10.32431/KACE.2008.11.4.004
  26. Lee, M. H. & Rim, H. M. (2013). A Design and Effect of STEAM PBL based on the History of Mathematics. School Mathematics, 15(1), 159-177.
  27. Lee, S. B. (2020). A Study on Convergent Thinking and Creative Leadership of Physical Activities Using Computing Thinking Ability. Journal of the Holistic Convergence Education, 24(2), 113-126. https://doi.org/10.35184/kshce.2020.24.2.113
  28. Lee, Y. R., & Kim, T. Y. (2020). CT-CPS based Informatics and Science Creative Convergence Class Design Using Physical Computing. Proceedings of the Korean Association of Computer Education, 24(1), 189-192. https://doi.org/10.46392/kjge.2020.14.4.189
  29. Noh, J., & Lee, J. (2020). Effects of Robotics Programming on the Computational Thinking and Creativity of Elementary School Students. Educational Technology Research and Development, 68, 463-484. https://doi.org/10.1007/s11423-019-09708-w
  30. Oh, K. S., & Jang, E. S. (2021). Analysis of SW Experience in AI Basic Liberal Arts Education. Journal of the Korean Association of information Education, 25(5), 769-778. https://doi.org/10.14352/jkaie.2021.25.5.769
  31. Oh, K. S., & Kim, H. J. (2020). An Analysis of the Influence big data analysis-based AI education on Affective Attitude towards Artificial Intelligence. Journal of the Korean Association of information Education, 24(5), 463-471. https://doi.org/10.14352/jkaie.2020.24.5.463
  32. Oh, M. J. (2017). Non-Major Students' Perceptions of Programming Education Using the Scratch Programming Language. The Journal of Korean association of computer education, 20(1), 1-11.
  33. Oh, M. J., & Kim, M. R. (2018). Analysis of Effects of Scratch Programing Education to Improve Computational Thinking. Journal of Korean Association for Educational Information and Media, 24(2), 255-275.
  34. Park, J. Y. (2019). Analysis of Relationship between Big-five Personality Factors and Creativity Convergence Competency of Undergraduate Students. Journal of Korea Academia-Industrial cooperation Society, 20(8), 371 - 380.
  35. Park, J. Y. (2021). Analysis of the Effectiveness of Computational Thinking Classes for Improving Convergent Thinking Skills. The Journal of Korean association of computer education, 24(1), 71-80.
  36. Park, Y. S. (2020). A Study on Improving Computational Thinking Education of University by Reflecting Learner's Perception and Instructor's Opinion. Korean Journal of General Education, 14(1), 167-191.
  37. Roh, E. H. (2020). A Study on Non-Majors Student's Perception of SW Education and Contents of SW Liberal Education. Journal of Digital Contents Society, 21(7), 1241-1250. https://doi.org/10.9728/dcs.2020.21.7.1241
  38. Seo, J. Y. (2017). A Case Study on Programming Learning of Non-SW Majors for SW Convergence Education. Journal of Digital Convergence, 15(7), 123-132. https://doi.org/10.14400/JDC.2017.15.7.123
  39. Seo, J. Y., Shin, S. H., & Goo, E. H. (2018). A Study on Non-Majors Students' Perception of the SW Liberal Education in University. Journal of Digital Convergence, 16(5), 21-31. https://doi.org/10.14400/JDC.2018.16.5.021
  40. Van Merrienboer, J. J., Kirschner, P. A., &Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational psychologist, 38(1), 5-13. https://doi.org/10.1207/S15326985EP3801_2
  41. Yoo, J. W. (2022). The effect of SW project education using App Inventor on the computational thinking-oriented problem-solving skills and perceived SW learning task value: For freshmen in the humanities and social sciences. The Korean Association of Computer Education, 25(5), 27-36.
  42. Yoon, J. A., Nam, Y. K., & Cho, Y. S. (2020). Development and Application of a Science-SW Convergence Education Program Using Micro:Bit. The Journal of Korean association of computer education, 23(6), 77-87. https://doi.org/10.32431/kace.2020.23.1.007