• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.293-302
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• 2016

It is the latest fashion of interesting with software education in public school environment and also consider as high priority issue of curriculum for college freshman with programming 101 courses. The block-based programming tool is used widely for the beginner and provides several positive features compare than text-based programming language tools. To measure quality of programming code elaborately which is based script language, it is need to very tough manual process. As a result the previously research related with evaluation of block-based script code has been focused very simple methods in which normalize the number of blocks used which is related with programming concept. In such cases in this, it is difficult to measure structural vulnerability of script code and implicit programming concept which does not expose. In this research, the framework is proposed which enable to measure and evaluate quality of code script of block-based programming tools and also provides method to find of vulnerability of script code. In this framework, the quality metrics is constructed to structuralize implicit programming concept and then developed the quality measure and vulnerability model of script to improve level of programming. Consequently, the proposed methods enable to check of level of programming and predict the heuristic target level.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.35-43
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• 2015

Tangible programming tool based on a graphic interface platform is unlike programming on a computer due to the fact that young students can utilize their hands and tools without an on-line interface. This is effective in enhancing student understanding about difficult programming algorithms. B-Bricks was constructed to consolidate multiple commands onto one block, having immediate feedback about the result, and other algorithms based on assessing the problems that arose from the previous tangible block model. Upon experimenting on 29 students of grades 4th~6th, it was observed that as problems became more difficult, the accuracy of the answers derived diminished and their problem-solving time increased.

• Proceedings of The KACE
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• 2018.08a
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• pp.3-6
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• 2018

2015 개정 교육과정에 따라 2019년 3월부터 초등학교 5~6학년 학생을 대상으로 소프트웨어 교육이 실시된다. 궁극적인 소프트웨어 교육의 목표는 컴퓨팅 사고력을 갖춘 창의 융합형 인재를 양성하는 것이다. 이를 위해 초등학교에서는 알고리즘과 프로그래밍의 체험을 통해 소프트웨어 기초 소양을 함양하는 것을 목표로 한다. 이러한 컴퓨팅 사고력을 수업에 효과적으로 적용하기 위해 전용주(2017)는 소프트웨어 및 컴퓨팅에 관련된 사고과정과 원리를 실생활의 소재와 관련지어 창의적이고 능동적으로 그 해결방안을 구현해가는 과정으로 제시할 수 있는 수업 구성 원리인 CT-CPS 수업 모형을 개발하였다. 또한 교육부는 2015 개정 교육과정 실시 전, 소프트웨어 교육을 위한 선도학교를 전국에 지정하여 운영하였다. 선도학교에서의 소프트웨어 교육과정을 분석한 결과 주로 컴퓨팅 사고력의 구성요소 중 알고리즘과 자동화에 초점이 맞춰져 있었다. 엔트리와 스크래치와 같은 블록 프로그래밍 도구를 사용한 코딩교육과 로봇교육을 주로 실시했고, 실제 문제에 대한 학생들이 자료를 직접 다루는 시간은 찾아보기 힘들었다. 컴퓨팅사고력 향상을 위해서는 학생들이 실제 자료를 수집, 분석, 표현해보는 활동이 반드시 필요하다. 이에 본 연구에서 NetsBlox을 활용하고자 한다. NetsBlox는 학생들에게 익숙한 블록형 프로그래밍 도구로 실제 데이터를 온라인상에서 쉽게 받아와서 수집, 분석, 표현을 하게 도와주는 역할을 한다. 따라서 본 연구에서는 초등학생을 위한 NetsBlox를 활용한 CT-CPS기반 프로그래밍 수업을 설계하고자 한다.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.357-366
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• 2018

The Code Block Based Educational Programming Language(EPL) is the mainstream tool for software education for elementary students. However, Code Block Based EPL has limitations in scalability, even though there are many advantages as an introductory tool for software education. In this study, we searched the approach of SW education using Python, which is a text-based programming language actively used in real industrial field. We developed a learning program and model using Python and applied it to the sixth grade elementary school students for 10 hours. As a result, we found that the robot-based Python learning model had a significant effect on improving students' thinking skills and confirmed the applicability of text-based programming language to elementary school students.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.361-374
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• 2022

The National Institute of Special Education developed and distributed software textbooks for disabled students according to the necessity of practical course in elementary school and information in middle school in the 2015 revised curriculum. It is a textbook provided from the perspective of education opportunity equity but the content of programming education for visually impaired students was insufficient. Therefore this study was conducted for the purpose of confirming the effectiveness of programming education for visual impaired students and providing the direction of future programming education. In order to achieve the purpose, programming classes were conducted for blind students in the 6th grade of elementary school. As a result of a study using "Blocks4All", a block-based programming tool with robots, students participated in classes actively and efficacy, intrest, and usefulness of programming are high. This study is meaningful in that it confirmed the possibility of programming education for visually impaired students.

• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.107-117
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• 2017

here are many cases that take a software education as a required course for non-major students in university curriculums. However, non-major students are experiencing various difficulties in the process of learning programming languages, and there is also the opposite opinion in terms of their effectiveness. In this study, we developed a design based software education model (DBSEM) and curriculum to solve these problems and applied it to undergraduate non-undergraduate students for the last 8 years. In the proposed method, we provide a specialized educational tool such as 'block-based programming tool', but developed 'core module' and 'concept learning module' for computational thinking and applied 'prototype design module' and coding strategy based on it. As a result, non-major undergraduates could easily learn block-based scripting tools and acquire core concepts of computational thinking.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.519-526
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• 2016

MIT App Inventor 2, much like the other block-based programming languages such as Scratch and Alice, is a useful tool that can be utilized to improve the computational thinking skills for students. The coding and the execution of program are done mainly on the computer in Scratch programming, but in App Inventor 2 programming, the students can execute the program and get immediate feedback on the smart-phone in the middle of the programming. Therefore, we can expect better enhanced learning effect. In this study, it has been claimed that the learning of App Inventor2 can strengthen the computational thinking skills of our students by extracting four core concepts of the computational thinking and then showing how these concepts are applied through the learning of App Inventor 2.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.11-18
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• 2019

Software education is required from elementary schools to prepare students for the fourth industrial revolution, which aims to improve algorithmic thinking. In general, teaching is divided into two stages: using a flowchart to design algorithms and implementing them through programming. However, converting a flowchart into code and checking the results in an educational programming tool is time consuming and requires additional programming activities. This study proposes a tangible coding tool that enables elementary students to convert algorithms designed at the unplugged activity into educational programming tool codes. This tool was developed in order for students to design algorithms at the level of assembling paper blocks and input them into a programming tool by taking a picture. Sixth graders were participated in this activity to evaluate its usability.

• Proceedings of The KACE
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• 2018.01a
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• pp.15-17
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• 2018

사회적인 요구와 어플리케이션에 대한 여러 긍정적인 교육 효과로 인해 어플리케이션 개발 교육을 위한 시도가 초 중등학교에서 이루어지고 있다. 블록형 어플리케이션 개발 도구가 개발되어 있지만 프로그래밍 환경과 운영체제의 국한, 기기 관리의 활용과 난이도의 문제로 초등학교 저 중학년 학생에게는 적합하지 않다. 따라서 본 연구에서는 초등학교 중학년 학생들의 프로그래밍 의사소통 능력을 향상시키기 위한 페이퍼 프로토타입 기반의 어플리케이션 개발 교육 모델을 제안하려 한다.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.33-40
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• 2018

This study highlights the experiences and lessons learned, through the introduction and production of virtual reality in elementary school classes. We analysed the effects of virtual reality-contents production education using the data from the K.A.P survey, as well as the results from the class using virtual reality. We used Cospaces as a tool for coding the virtual reality content. It was not difficult for students to learn its functions because it could be coded with blockly based programmes. We analysed the results in the practice area. Based on these results, we suggest how to apply this to the elementary school field.