• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.139-146
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• 2020

There is a hot debate about what the core competencies of future generations, who have to live an uncertain future, should cultivate. The future society is expected to become a Software-oriented Society driven by software. Under these circumstances, interest in software education is exploding around the world, and interest in cultivating computational thinking through software education is also increasing. Also, discussions about what computational thinking is and what competence factors are made up are in progress. However, the research on the relationship between the competence factors of computational thinking is relatively insufficient. In order to solve this problem, this study proceeded as follows. First, five competence factors of computational thinking were selected. Second, we defined a path model to analyze the relationships among the competence factors of computational thinking. Third, we chose a test tool to test computational thinking. Fourth, the computational thinking tests were conducted for 801 students in grades 3 through 6 of elementary school. Fifth, implications were derived by analyzing various viewpoints based on the results of the computational thinking test.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.67-77
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• 2019

The purpose of this study is to develop and validate a general-purpose evaluation tool and to analyze their applicability in problem solving programming education for college students of teacher training college. For this purpose, we have redefined the area of computational thinking and detail elements from the viewpoint of problem solving programming, and developed general-purpose computational thinking scale to evaluate them. The reliability and validity were analyzed by applying the evaluation tool developed for the actual college students of teacher training college. Through this study, it was confirmed that the a general-purpose evaluation tool developed in this study can be used as a tool to computational thinking assessment and can be generalized.

• Journal of the Korea Society of Computer and Information
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• v.25 no.5
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• pp.229-241
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• 2020

In this study, we developed a test tool to measure the computational thinking ability of middle school students and investigated their computational thinking power using the tool. The test tool used exploratory factor analysis to examine the computational thinking scales of Korkmaz et al. (2017) and derive suitable factors and questions for middle school students in Korea. The developed test tool was applied to 492 middle school students to analyze differences in computational thinking ability according to gender, grade, programming experience, type of programming language, and interest. According to the study, male Korean middle school students had higher computing power than females. In addition, students who had programming experience or used text-based rather than block-based programming languages demonstrated higher computational thinking. There was no significant difference in the computational thinking of middle school students according to grade, and the level of interest in artificial intelligence only had a slight influence on computational thinking.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.105-114
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• 2015

A SW competency based on computational thinking is considered as one of the core competencies in the future society. However, the concept of computational thinking is difficult to be introduced to the class because of the lack of appropriate educational program and the shortage of proper understandings of students and teachers. Thus, we have applied computational thinking based STEAM program and analyzed its effectiveness to explore the educational possibilities of computational thinking. The 49 samples were selected, 23 for the experimental group, and 26 for the control group. Pre-post tests for integrated thinking abilities and computational thinking were done to explore the CT-STEAM program's effectiveness. As a result, the components of integrated thinking abilities, science preference and self-directed learning abilities were enhanced after CT-STEAM instruction. In addition, computational thinking assessment score was statistically significant. We expect new STEAM programs using various computing tools to be developed in the future.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.17-25
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• 2017

In order to ensure that the 2015 revised curriculum is successfully settled at the field of school, there are 68 national SW schools operated by 2015 and 2016 at national level, and an inspection tool was developed to measure the effectiveness of SW education. The purpose of this study is to present the direction of the computing thinking inspection tool which can verify the effectiveness of the curriculum from 2018 through the analysis of the previously developed computing thinking inspection tool. As a result of the analysis, the validity of the ability factors to measure the problem solving process based on computing thinking was not enough. In the analysis of the item characteristics, the degree of discrimination was good, but difficulty was not enough to accurately measure the competence of students because of the high percentage of easy questions. Based on the results, this study suggested the development of the items considering the problem solving process based on the computing thinking, the application of the students' empirical knowledge, and the constitution that can confirm the flow of the thinking power with materials in the real life.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.377-385
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• 2021

This study attempted to develop and apply a physical computing SW education program applying design thinking. The produced SW education program was applied to 22 students in the 5th and 6th grades of J and B elementary schools located in Jeju-si. Computational thinking ability and creativity pre-test was conducted, and Physical computing software training applied design thinking was conducted over a total of 5 sessions for 20 hours, followed by a post-test on creativity and computational thinking ability. As a result of the verification, it was found that physical computing SW education program applying design thinking was effective in improving the creativity and computing thinking ability of elementary school students.

• Journal of Creative Information Culture
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• v.6 no.2
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• pp.89-99
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• 2020

The purpose of this study is to statistically analyze the correlation between unplugged activities using SW educational board games and computational thinking ability of elementary school students, and then find a method of SW education through the results. The study was conducted with 40 students in the 5th grade at an Elementary School in Incheon. Students participated at unplugged activities using a board game for SW education with 12 hours of teacher guidance and 10 hours of free activities. After that, a post-test was conducted to analyze the degree of improvement in computational thinking ability. As the results, it was confirmed that the comprehensive computational thinking ability was improved, and that the four areas of the sub-domains of computational thinking ability were improved to a significant level. These results suggest that providing a basic SW education experience by utilizing a board game for SW education helps to improve students' computational thinking ability.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.779-790
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• 2021

This study analyzed the effect of AI maker coding education on improving students' computational thinking. The subjects of the study were 10 students at H Elementary School in Ansan, and a total of 8 AI maker coding education using the Instructional Model for Maker Education based on SW Coding was applied to students to find out the degree of improvement of computational thinking. Students who participated in the class performed a process of solving real-life problems through coding and making activities, measured the degree of improvement in computing thinking before and after education through a computing thinking test paper, and observed students' thinking processes related to computing thinking components through interviews. As a result, it was confirmed that the average score of all students' computational thinking skills was improved, and the deviation of scores between students decreased. Through the interview, it was found that students actively utilize their thinking skills related to computational thinking skills in the problem-solving process. Through this, it was confirmed that AI maker coding education can have a positive effect on improving students' computing thinking skills.

• 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.3
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• pp.89-99
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• 2019

The purpose of this study is to develop and validate assessment tools and to analyze their applicability in problem solving programming education for college students of teacher training college. For this purpose, we have redefined the area of computational thinking and detail elements from the viewpoint of problem solving programming, and developed paper type inspection and self - report questionnaires to evaluate them. The reliability and validity were analyzed by applying the evaluation tool developed for the actual college students of teacher training college. Through this study, it was confirmed that the paper type inspection and self - report questionnaires developed in this study can be used as a tool to computational thinking assessment.