• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.83-90
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• 2011

Cyber learning goes up in the quantity of educational contents as informational technology develops in Korea. However some research for the structure of the contents has not been tried to examine its quality. Therefore this research analyzed the most popular cyber learning contents in Korea. They were characterized as "presentational contents". The main research methods are survey and execution of the presentational contents. For the survey, 100 trainee teachers were interviewed. The result of survey is that presentational contents are close to both the tutorial contents type and drill and practice type. On the other hand it is revealed that the response for simulation and game contents type is very rare. The result of the execution for presentation contents recorded high level for frequency of presentation and motivation. To solve these problems, the approach for developing presentational contents should select an appropriate curriculum for cyber learning system and incorporate effective teaching presentation with technology.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.147-155
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• 2020

The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.255-262
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• 2016

In this paper, we proposes a method to effectively evaluate learner competencies of computational thinking. Developed descriptive performance assessment tool is the use of assessment items presented in a creative computing MIT. This tool is selected and modified items through expert delphi technique. The performance assessment tool is composed of four areas that are an experimenting and iterating, testing and debugging, reusing and remixing and abstracting and modularizing. We apply to software classes for the pre-service teachers and conducted this descriptive performance assessment. Applying result of the assessment, the developed assessment tool shows the reliability $Cronbach-{\alpha}$ values higher than 0.6. In addition, the validity of the test results is higher in experts delphi test. Descriptive assessment tool suggested in this study are identified as a useful assessment tool to effectively measure student CT competencies.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.225-232
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• 2020

This study is to clarify how college students think about quality computer classes. Q methodology is applied to extract the subjective thinking of college students. After extracting the statements through students' interviews and advanced study, the 54 Q samples were selected. The P sample consisted of 50 college students. They performed Q sort against the Q sample questionnaire. The Q sort results were analyzed by performing QUANL program. As a result of the analysis, four types of perceptions of quality computer classes based on college students' ideas were extracted. There were no differences between male and female students, but there was a clear difference between general college and teacher's college students by type. The types were divided into four categories which we named as follows: is 'Value change-oriented class through creative problem-solving', is 'Improving computer application skills through the learner's competition', is 'Improving advanced computer technology with programming skills' and is 'Learner centered pleasant class'.

• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.69-76
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• 2009

This paper proposes a teaching plan of programming language class for university of education students amusingly with LEGO Mindstorms NXT robot. The goal of class is not fragmentary knowledge acquirement but problem-solving of maze. This robot communicates with GUI named NXT-G installed in computer via USB. GUI is not text-based but icon-based programming tool. This paper designs a semester with 3 steps such as beginner, intermediate, high-rank. Beginner step is consists of learning of basic functions such as GUI usage and several sensors of robot. Intermediate step is consists of solving of maze problem with low complexity. High-rank step is consists of solving maze problem with medium and high complexity. All maze problem-solving have 3 process with algorithm, flowchart, and programming with stack.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.661-669
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• 2018

As SW education has become essential since 2018 due to the revised curriculum in 2015, researches on SW education are actively being carried out. In order to understand the level of pre-service teachers' computational thinking level, we analyzed a correlation of CT element scores with each year and each grade based on the calculated Scratch project by years using the analysis tool Dr. Scratch, which was targeted for 325 students in K National University of Education who passed the scratch course from 2016 to 2018. The result indicated that there is a positive correlation between all the CT related factors and both the year and the grade. Conclusionally, it is crucial to have students undergo revising process by using an automated evaluation tool such as Dr. Scratch and cultivate ability to create and utilize required materials. Furthermore, it is necessary to educate students to utilize logical thinking elements such as complex conditions and logic operations.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.149-157
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• 2019

The fourth industrial revolution era calls for the ability to solve problems creatively based on basic literacy for technology. These capabilities can be enhanced through the maker education linked to SW education STEM convergence education. Meanwhile, one of the tasks that must be set prior to the maker education is to take an educational approach rather than a tech-centric approach and consider ways to stimulate interest and motivation of the participants. For this purpose, this study developed and applied an engineering-oriented Reading & Maker education program to prospective teachers so that they could participate in active making activities on their own with interest and sympathy rather than simply guiding maker activities. As a result of the study, the results of the maker education recognition survey after the application of the program showed a statistically significant improvement(p<.000).

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.307-317
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• 2019

This study is an example of the education of block coding and physical computing teaching tool for preservice teachers at the college of education. The students were familiar with coding and improved their coding skills in solving various problems through 'Entry' that support block coding. In addition, the students configured the computing system with various input / output devices of the physical computing teaching tool and controlled things through programming and produced the educational portfolio to experience the whole process of problem analysis, design, implementation, and testing in coding. We applied Flow based coding and Pair programming as the teaching methods, and the results of the survey to measure the effectiveness of the study show that students have a good understanding of the entry and physical computing teaching tool and using the combination of the entry and physical computing teaching tool were more effective in learning than the Entry-only coding. In addition, it was confirmed that the effect of Pair programming applied in the physical computing teaching tool.