• Journal of Industrial Convergence
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• v.18 no.1
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• pp.53-58
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• 2020

The 2015 revised curriculum aims to cultivate creative convergence talent. In this regard, SW education needs to study various convergence education methods to enhance computational thinking. The purpose of this study is to analyze the effects of SW convergence education centered on reading education and robot utilization education to improve computing thinking ability. For this purpose, SW education teaching and learning was designed by combining SW education using card coding-based robots with reading education based on interactive works and reading on the whole work. As a result, the convergence education between reading and SW improved all three areas of the concept, practice, and perspective of computational thinking ability and increased the learner's satisfaction.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.343-353
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• 2019

The purpose of this study is to analyze the elementary pre-service teachers' preferred strategies while they solve problems which require number sense and to study a way to improve their number sense ability based on computational thinking. In a survey with 57 elementary pre-service teachers using the instrument consisting of two different number sense components, they preferred much more the rule-based strategies to the number sense-based strategies, which was consistent with the prior studies[13][14][20]. To change this situation, we present a way to improve their number sense ability by utilizing the analyzed results and the nine computational thinking components which were suggested by CSTA and ISTE(2011).

• Journal of Digital Convergence
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• v.18 no.3
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• pp.35-42
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• 2020

Digital transformation is about revolutionizing the interaction between virtual and reality. The complex problems that arise in this process must be solved, and one of the methods is computing thinking. Therefore, this study aims to observe whether software education that uses unplugged as liberal education is effective in enhancing computing thinking. For this, 5 elements of computing thinking were extracted and unplugged was applied to liberal software classes, and classes were conducted. During one semester, 16 sessions of classes were conducted and computing thinking enhancement was measured through surveys. As a result, the computing thinking of the students increased overall after classes. Observation surveys showed that, among computing thinking elements, students of all academic fields felt difficulties conceptualizing abstraction elements, those of arts and physical education felt more difficulties with algorithm elements, and those of the humanities felt more difficulties with pattern recognition elements. In the future, various contents for each element should be developed by academic field to aid learner understanding.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.95-104
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• 2021

Software education is drawing attention as an education for fostering future talents who will lead the 4th industrial revolution. The purpose of software education for everyone from kinder to adults is not simply to develop programming skills, but to develop "Computational Thinking," a problem-solving ability that effectively solves real-world problems based on computing. Therefore, how to cultivate and evaluate computational thinking is a very important issue. This paper proposed a method of applying a process-based performance evaluation method to evaluate computational thinking ability in the process of solving learners' problems. The developed contents were revised and supplemented through two Delphi surveys by a group of experts consisting of five university professors and five incumbent information teachers majoring in computer science and computer education to verify the effectiveness of the final model. I hope This paper can contribute to the study of evaluating computer thinking ability from the perspective of problem solving.

• Proceedings of The KACE
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• 2017.08a
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• pp.251-252
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• 2017

본 논문에서는 컴퓨팅 사고력을 향상시키는 방안에 대한 교사들의 강의안에 대한 여러 가지 사례를 분석하였다. 연수에 참여한 정보 컴퓨터(특수 정보 컴퓨터 7명 포함) 교사 37명을 대상으로 실제 학교 현장에서 학생들을 대상으로 컴퓨팅 사고력을 향상시키는 여러 가지 방안을 제시한 후, 산출물을 분석하였다. 산출물 분석 결과 댄스 활동과 같은 학생들이 재미있어 하는 분야를 발굴하는 방법, 글쓰기와 같은 컴퓨터와 상관없는 일상생활의 사례를 활용하여 글쓰기 대회에 입상하는 사례, 수학여행 계획을 여러 학생이 함께 참여하여 완성하는 방법 등을 제시하였다. 본 논문에서는 여러 가지 사례들을 소개하고 사례들에서 컴퓨팅 사고력을 향상시키는 방안의 공통적인 요인을 도출하여 보고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.265-268
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• 2018

컴퓨팅 사고력의 함양을 위해서는 알고리즘을 설계하는 단계가 선행되어야 한다. 그러나 알고리즘 설계와 프로그래밍 구현 활동으로 이루어지는 소프트웨어 교육에서 구체적 조작기에 해당하는 초등학생들에게 추상적인 개념을 필요로 하는 알고리즘은 어려울 수밖에 없다. 학습자들의 흥미를 유도하기 위한 전략 중 하나로 게임 프로그래밍을 활용할 수 있다. 게임 프로그래밍은 또한 문제해결력, 학업성취도, 자기효능감을 향상시킨다. 따라서 본 연구에서는 엔트리와 자연어 알고리즘을 활용하여 초등학생의 컴퓨팅 사고력 향상을 위한 게임 프로그래밍 수업을 설계하고자 한다.

• Proceedings of The KACE
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• 2018.08a
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• pp.103-106
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• 2018

2015 개정 교육과정에서 컴퓨팅 사고력의 함양을 강조하고 있지만 컴퓨팅 사고력을 평가하기 위한 도구에 대한 개발이 미흡하다. 비버 챌린지 문항은 전 세계 60여개국의 정보 교육 전문가 집단이 약 1년 동안 공동 출제 및 검토를 통해 개발되는 문항이므로 문항의 타당도가 높다고 볼 수 있다. 다만 초기의 개발 목적이 평가도구로써 사용하기 위함이 아니었기 때문에 과연 컴퓨팅 사고력의 평가 도구로 사용할 수 있는 신뢰도를 가진 문항인가를 검증하기 위해 본 연구에서는 비버 챌린지 2017 그룹 III의 문항을 대상으로 문항내 적일관성신뢰도를 통계적으로 검증하였으며 그 결과 Cronbach ${\alpha}=.784$로 신뢰도가 높게 나타났다.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.335-342
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• 2017

The artificial intelligence, robot technology, Internet of things, and life sciences that create added value while dramatically transforming human life have been highlighted in the fourth industrial revolution, the next industrial revolution. In order to adapt to the 4th industry, it is necessary to educate students to develop fusion thinking and computing thinking ability. Therefore, in this study, we developed a digital Yut Playing system based on physical computing, reflecting STEAM and decomposition, pattern recognition, abstraction, and algorithm design, which are components of computing thinking. By experiencing the developed system and applying it to education, it raised interest and interest in programming education and improved programming lesson for fusion thinking and computing thinking ability.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.117-129
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• 2020

The purpose of this paper is to explore ways to assess computational thinking from a formative perspective and to design a process for assessing programming learning using Python. Therefore, this study explored the computational thinking domain and analyzed research related to assessment design. Also, this study identified the areas of Python programming learning that beginners learn and the areas of computational thinking ability that can be obtained through Python learning. Through this, we designed an assessment method that provides feedback by analyzing syntax corresponding to computational thinking ability. Besides, self-assessment is possible through reflective thinking by using the flow-chart and pseudo-code to express ideas, and peer feedback is designed through code sharing and communication using community.

• 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.