• Title/Summary/Keyword: 정보 교과

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Development of Selection Criteria for Informatics Textbooks in Middle School (중학교 정보 교과서의 선택 기준 개발)

  • Choi, Gil-Su;Kim, Yeong-Ju;Lee, Jong-Yun
    • The Journal of Korean Association of Computer Education
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    • v.13 no.5
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    • pp.1-13
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    • 2010
  • According to the 2007 national curriculum amendment, new 'informatics' textbooks have been used since 2010 as a textbook for middle school first graders and will eventually be used in other grades. However, only a few studies that have evaluated the 'informatics' textbooks, have been performed. What is worse is the fact that none of the evaluating tools even exist. Therefore, we propose the criteria of selecting 'informatics' textbooks in middle school. Its contents can be summarized as follows: First, this paper classifies previous studies on textbook evaluation into general criteria of selecting textbooks, method of textbook analysis based on how inquisitively students can learn and previous studies which analyzed existing secondary school 'informatics' textbooks and propose the criteria of selecting 'informatics' textbooks in middle school. Second, using the proposed selection criteria for 'informatics' textbooks and other evaluation criteria, five kinds of informatics textbooks were analyzed. Furthermore, it is expected that we can use the selection criteria as a material to choose the new 'Information science' textbooks, and to suggest alternative directions of future studies in the area of evaluating 'Information science' textbooks.

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Categorization of Selection Criteria for Information Textbooks (정보 교과서를 위한 평가 준거의 유목화)

  • Kim, Yeong-Ju;Lee, Sun-Young;Bae, Woo-Sik;Lee, Jong-Yun
    • Proceedings of the KAIS Fall Conference
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    • 2009.12a
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    • pp.370-373
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    • 2009
  • 2007년 개정 교육과정이 시행되면서 새로운 정보 교과서가 개발됨에 따라 개발된 정보 교과서를 평가할 수 있도록 평가 준거를 유목화하여 제시할 필요성이 생겼다. 따라서 본 논문에서는 기존의 일반적인 교과서 평가 준거들과 탐구성을 위한 교과서 평가 준거를 기반으로 정보 교과서에 적합한 평가가 이루어질 수 있도록 평가 준거들을 유목화하여 제시한다. 따라서 유목화는 정보 교과서의 평가를 위한 분명하고 체계적인 평가 준거를 제시함으로써 정보 교과서를 위한 타당성 있는 평가를 가능하게 할 것이다.

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Relationships between Self-Efficacy, Career Maturity, and Information Subject Achievement According to Information Classes (정보교과수업에 따른 자기효능감, 진로성숙도, 정보교과성취도의 관계)

  • Park, Sungjun;Im, Hyeonseung
    • Journal of The Korean Association of Information Education
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    • v.25 no.6
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    • pp.907-915
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    • 2021
  • In this study, in order to investigate the relationships between the self-efficacy, career maturity, and information subject achievement of information-specialized high school students according to information subject classes, their correlations were analyzed through a survey of 214 second and third year students enrolled in two information-specialized high schools in Seoul. The main results are as follows. First, in the analysis of differences in self-efficacy, career maturity, and information subject achievement according to demographic characteristics, there was no significant difference according to gender, grade, extracurricular or individual learning for information subjects. The more they recognized that their grades belonged to the upper group, the higher their sense of self-efficacy and information subject achievement were perceived, and the higher their career maturity. Second, the students' self-efficacy was analyzed to have a positive effect on their career maturity and information subject achievement. Finally, it was found that the students' career maturity had a positive effect on their information subject achievement. Based on the above results, we briefly present the development direction for the education system to improve students' self-efficacy, career maturity, and information subject achievement.

A Study on the Elementary Informatics Curriculum Design Through Future Competency Analysis (미래 역량 분석을 통한 초등 정보교과 구성 방향성 탐색)

  • Choi, Eunsun;Park, Namje
    • Journal of The Korean Association of Information Education
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    • v.25 no.2
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    • pp.249-264
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    • 2021
  • Many countries design and implement informatics curriculum based on core competencies to respond to the demands of development and reform in rapidly changing times. In this paper, we developed the core competencies framework of elementary information education by comparing and analyzing the core competencies and suggested the direction of the composition of elementary informatics subjects. We found that social-emotional skills, communication, creativity, responsibility, culture and ethics, problem-solving, collaboration and abstract competencies overlapped among the capabilities presented by each country and institution, and computational thinking and information technology utilization skills in Korea. Therefore, we proposed to reflect the core competencies of the framework in the elementary informatics curriculum. Moreover, we also suggested enhancing problem-solving skills, strengthening social responsibility and cultivating convergent skills to organize the curriculum. We hope that this thesis will expand the necessity of organizing an elementary information curriculum that reflects core competencies in the 2022 revised curriculum.

Development of Teaching and Learning Methods Based on Algorithms for Improving Computational Thinking (컴퓨팅사고력 향상을 위한 알고리즘 기반의 교수학습방법 개발)

  • Lim, Seoeun;Jeong, Youngsik
    • Journal of The Korean Association of Information Education
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    • v.21 no.6
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    • pp.629-638
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    • 2017
  • This study investigated the definition and characteristics of computer science problem to be solved through computational thinking. It also explored types and cases of both computer science problems and teaching learning methods to solve computer science problems. Before studying computer science problems, I examined the definition, type, and the importance of problem solving in other subjects. Based on this research, We found that informatics can solve ill-structured problems through computational thinking and the power of computing. This includes counting, decision, retrieval, and optimization problems. Teachers can improve their students' skills in computational thinking, particularly as related to abstraction, automation, and generalization, by choosing the appropriate teaching and learning method or based on the characteristics of the problem.

Operational Definition of Components of Logical Thinking in Problem-solving Process on Informatics Subject (정보 교과의 문제해결과정에서 논리적 사고력 구성요소에 대한 조작적 정의)

  • Yoon, Il-Kyu;Kim, Jong-Hye;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.13 no.2
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    • pp.1-14
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    • 2010
  • Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

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Analysis of Recognition Difference Regarding Informatics Textbook (정보 교과서에 대한 인식 차이의 분석)

  • Kang, Oh-Han
    • Journal of the Korea Industrial Information Systems Research
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    • v.16 no.2
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    • pp.191-198
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    • 2011
  • In this paper, we examine the different viewpoints of teachers and undergraduates on middle school informatics textbook. For this research, a survey is conducted on middle school informatics teachers and undergraduates who are preparing the state examination for informatics-computer teachers. Items of the survey were chosen to investigate the level of completion on the contents and structure of the textbook and to examine overall satisfaction with the textbook. Seven items concerning the level of completion are based on national textbook authorization criteria. A t-test was performed to analyze meaningful difference in perception of textbook between the teacher and student groups. The result shows there is meaningful difference on two items which are 'compliance with informatics curriculum' and 'content selection and organization'.

Comparative Content Analysis of Middle School Informatics Textbooks and Suggestions for Improvement (중학교 정보 교과서 비교 분석 및 개선 방안)

  • Jin, Young-Hak;Huh, Min;Kim, Yung-Sik
    • The Journal of Korean Association of Computer Education
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    • v.13 no.3
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    • pp.25-34
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    • 2010
  • This study is done to compare and to analyze middle school Informatics textbooks developed according to 2007 revised national curriculum. In this paper, suggestions are made for improvement on Informatics textbooks. Textbooks were analyzed based on two criteria, in framework and content, and collected data were analyzed according to Content Analysis method. As a result of analysis, a framework of textbooks showed differences in the entire construction, discipline-specific weight, content developing structure, and types of assessment, and content of textbooks showed differences in the concepts and the kinds of programming language. Six improvements in developing Informatics textbook from the results of content analysis were suggested and this will be helpful in developing the Infomatics textbook in the future.

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A study of Assessment elements in Information Subject Curriculum (정보교과 교육과정 평가 구성 요소 고찰)

  • Cho, Young-Chan;Han, Sun-Kwan
    • 한국정보교육학회:학술대회논문집
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    • 2004.08a
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    • pp.73-79
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    • 2004
  • 정보 교과 교육과정의 평가에 관한 연구는 기존의 교육평가의 연구와 마찬가지로 대부분 평가 방법에 초점을 맞춘 특징을 보인다. 타일러에 의해 교육과정의 한 영역으로 자리잡은 교육평가는 구성주의 이론의 발달과 더불어 결과중심 평가에서 과정 중심평가로 관점이 이동하고 있으며 형성평가, 협동학습에 네트워크를 적용한 연구가 활발하게 진행되고 있다. 본 연구는 구성주의 이론을 바탕으로 세부 구성 요소들에 대하여 평가 구성요소 분류 개념에 따라 각 국의 정보교과교육과정 평가 체계를 고찰하였다.

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A research on ways to use 3D printing technology for middle school informatics (중학교 정보 교과에서의 3D 프린터 활용 방안 연구)

  • Park, Hye Ran;Lee, Young Jun
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2016.07a
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    • pp.179-180
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    • 2016
  • 본 연구의 목적은 중학교 정보 교과에서 3D 프린터를 활용하는 방안을 제시하는 것이다. 연구는 문헌조사를 중심으로 이루어 졌다. 먼저, 3D 프린터에 관한 효과성과 각 과목별 활용사례에 관한 선행 연구를 분석하였다. 다음으로 중학교 정보 교과 교육 과정을 분석하였다. 이를 통해 중학교 정보 교과 영역 중 '문제해결과 프로그래밍' 영역이 3D 프린터를 활용하기에 가장 적합하다고 판단되어 해당 영역에서 3D 프린터를 활용할 수 있는 두 가지 방안을 제시하였다. 첫째는 3D 프린터를 프로그래밍의 도구로 활용하는 것이고, 둘째는 3D 모델링과 프린팅 자체를 통해 학습하는 것이다.

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