• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.1-8
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• 2020

Korean 8-grade-students who participated in the ICILS 2018 were educated in the 2009 revised curriculum, where the 'Informatics' subject was an optional course in the regular curriculum. In order to closely analyze the ICILS 2018 results, it was necessary to take into account the situation in Korea that related educational experiences may differ among students. This study surveyed the students' educational experiences related to Informatics subject in the context of individual and schools. The average scores of computer and information literacy (CIL) and computational thinking (CT) of the ICILS 2018 were analyzed and compared by students' educational experiences. As a result, the average CT score of students who experienced the coding and programming education was higher than those who did not. Also, the more time students took the Informatics subject, the higher the average CT scores were. Based on these results, this study discussed implications in terms of expanding computational thinking education for elementary and secondary education.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.1-9
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• 2016

In this paper, We evaluated students' computational thinking in elementary school for SW education. Also, we analyzed on the difference of students' computational thinking according to the level of school's educational information. As a result, We confirmed that students' computational thinking were deferent according to the experience of schoolmaster's SW education and the ICT infra of school. In particular, students' computational thinking were meaningfully deferent according to the SW education experience of schoolmaster, the number of mobile devices for education and the speed of school network. Accordingly, we proposed the policy to heighten the effect of SW education. The policy were the extension of SW education for teacher, school network infra and mobile device for education.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.1-10
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• 2016

Society is operating with software and a new digital era through the Internet of Things started. A variety of fields are being in conjunction with each other based on computing. As problems in real life become more complicated and communication based on various knowledge and problem solving skills are emphasized, these changes are reflected in the curriculum. These changes started from overseas in advance then Korea includes SW education in elementary and secondary education through curriculum revision of 2015. On the other hand, SW education for university students just started after the curriculum revision of elementary and secondary education. The new SW education highlights and develops Computational Thinking beyond programming and it will be a key for the future. Therefore, this study analyzed trends of Computational Thinking and examples of CT courses in Universities. Suggestions and ideas for instructional model to develop Computational Thinking were discussed.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.367-375
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• 2021

This study developed and applied an artificial intelligence education program as an educational method for increasing computational thinking of elementary school students and verified its effectiveness. The educational program was designed based on the results of a demand analysis conducted using Google survey of 100 elementary school teachers in advance according to the ADDIE(Analysis-Design-Development-Implementation-Evaluation) model. Among Machine Learning for Kids, we use scratch for block-based programming and develop and apply textbooks to improve computational thinking in the programming process of learning the principles of artificial intelligence and solving problems directly by utilizing numerical data. The degree of change in computational thinking was analyzed through pre- and post-test results using beaver challenge, and the analysis showed that this study had a positive impact on improving computational thinking of elementary school students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.482-485
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• 2021

In this study, the effect of the workbook-based unplugged activity program on the improvement of computational thinking skills of elementary school students in 3rd and 4th grade was statistically analyzed. The study was conducted with 18 students in the 3rd and 4th grades of G Elementary School located in Chungcheongnam-do, and after conducting a computational thinking ability test in advance, an unplugged program based on the workbook was conducted in a total of 6 sessions with 9 members of the experimental group. After that, a post-mortem examination was conducted to analyze the degree of improvement in computational thinking ability. As a result of the analysis, it was confirmed that the workbook-based unplugged program improved the computational thinking skills of elementary school students in 3rd and 4th grade and had a positive effect.

• The Journal of Korean Association of Computer Education
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• v.22 no.4
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• pp.21-34
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• 2019

SW education is being implemented in all the school due to the application of the 2015 Curriculum. The purpose of SW education is to improve Computational Thinking by using Unplugged Activities, Educational Programming Language, and Physical Computing. Among them, 73 domestic and 85 overseas researches related to 'Unplugged Activities' were compared and analyzed using semantic network analysis techniques. As a result, the research on 'Unplugged Activities' has been started from 1998, and the research has started in Korea since 2006. As the CT is recognized as a core competence for the future society in line with the 4th Industrial Revolution, researches have been rapidly increasing in both the domestic and overseas countries since 2016. In Korean studies, it was analyzed that many main words related to the elemental factors such as 'unplugged activity', 'robot utilization', 'educational programming language' were found. This suggests that future research should move toward research for the promotion of 'CT' which is the purpose of computer science.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.665-674
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• 2019

To determine the educational effects of writing to describe using Entry, block-based programming language, we instructed first year students at the national university of education on these activities for four weeks and analyzed the changes in their writing perception and attitude, ability of descriptive writing, computational thinking and learner's competencies. As a result, writing to describe using Entry did not affect students' writing perception and attitude change. However, the experimented students who wrote to describe using Entry became acquainted with the way of writing to describe, and improved their ability to describe objects. In addition, the computational thinking and critical thinking improved. Based on these results, it is hopped to be used as a basic material for expanding the education of descriptive writing using programming languages.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.355-362
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• 2019

Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.341-344
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• 2021

현재 우리나라는 소프트웨어(SW)에 대한 관심 증가에도 불구하고 초등 소프트웨어 교육을 위한 표준 교육 계획이 마련되지 않아 체계적인 교육을 통한 컴퓨팅 사고력 배양이 어려운 상황이다. 따라서 본 논문에서는 언플러그드 활동을 통해 컴퓨팅 사고력을 증진시킨 후 이를 바탕으로 코딩 문제해결능력을 향상시킬 수 있는 교육 콘텐츠의 필요성에 대해 인식하였고, 언플러그드와 블록 코딩을 연계한 초등 소프트웨어 교육 계획을 제안한다. 교육 계획은 소프트웨어에 대한 접근, 언플러그드 교육을 통한 컴퓨팅 사고력 향상, 코딩 교육을 통한 문제 해결 능력 향상 과정 등 총 3단계로 구성되었다. 개발된 콘텐츠의 매 주제는 언플러그드 교육과 코딩 교육이 서로 연계되도록 구성하여, 코딩 개념 학습 및 이와 연관된 컴퓨팅 사고력 향상 후, 학습된 내용을 코딩 과정에서 실체화 하도록 하여 응용력이 배양될 수 있도록 하였다.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.45-54
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• 2015

A whole society has become software-driven and each independent fields has become convergence based on computing as the new digital economy era has come. This change affect computational literacy using computational thinking is emphasized the importance as the core competence for the future living. It means that supply of manpower with understanding software principle will decide the fate of the country. For this reason, each country are reinforcing computer science education or computing education. In this paper, we researched and analysed on new global trends of computer education in school especially focused on national curriculum and policy.