• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.1-10
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• 2019

As the 2015 revised curriculum is implemented and the software education is emphasized, the education field demands more informatics teachers with computational thinking and programming skills. In this thesis, we have studied ways to improve the practical evaluation of informatics·computer teacher-appointment test so that a preliminary teacher can be selected through the evaluation of programming skills. We analyzed existing informatics·computer appointment tests and conducted questionnaires for professors and teachers to suggest improvement and expansion of practical skill evaluation. According to the results from the questionnaire, 88% of the respondents answered that expanding the evaluation of programming practice is necessary. In the questionnaires regarding the programming language, the number of questions, and the test time, the highest response rate was C language(51%), 5 questions(66%) and 2 hours(56%).

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.25-34
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• 2015

The purpose of this research is to suggest the method of code analysis for evaluating learners' projects in computational thinking(CT) education. Recently, block programming tools are applied to K-12 SW education, this study considered the assessment method for evaluating students' levels and learning about CT concepts through analyzing codes of the Scratch projects that students created. As a result from the analysis of 45 projects of novices, it showed the bad coding patterns of novices and verified that it is possible to evaluate students' learning about CT concepts through the analysis of their codes. The higher learner's level, the greater scores of logical thinking, synchronization, flow control, and data representation. This result is able to apply to student assessment of CT concepts in K-12 SW education.

• Journal of the Korea Society of Computer and Information
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• v.25 no.10
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• pp.261-268
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• 2020

In this paper, we propose an effective software education model for youths with disability. This software education model consists of a four-step process. In the first step, it draws the education curriculum of the software education for different types of disabled youths based on the results of comparative analysis of software education field in special education curriculum. In the second step, it suggests achievement standards for effective software education for the disabled students by classifying students with intellectual disabilities and visual, hearing, and physical disabilities without any multiple disabilities. In the third step, the study developed a modular textbook comprised of unplugged activities using coding robot Albert, physical computing, and block/text coding with the reflection of the characteristic of each type of disability. In the fourth step, it applied the textbook to the school field and educated disabled students focusing on experience to allow them to think logically and by stages about different problems they face in daily lives. In addition, by analyzing the results of youths' performance evaluation and surveys, it was shown that 82.3% of developmental disabilities, 78.8% of visual impairments, 90.9% of hearing impairments, and 78.8% of physically disabilities achieved achievements above the "medium" level. These results prove that the software education model for youths with disabilities proposed in this paper is very effective in improving computational chinking of youths with disabilities.

• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.13-22
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• 2015

The purpose of this research is to develop scratch code analysis system about scratch project for assessment in computational thinking(CT) education. Recently, scratch which is event-based language is used actively in K-12 SW education but it is difficult to understand the structure of scratch project. Therefore, in this study, we developed the system that students can use it to debug their scratch project and teachers can give feedback to students or evaluate students' projects through this system, and verified its usability. We are able to use this system to facilitate students' debugging process and to evaluate students' project in K-12 SW education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.719-720
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• 2023

본 연구에서는 온라인 저지 문항을 블록 프로그래밍 언어로 학습하기 위한 방안에 대해서 탐구하였다. 온라인 저지를 활용한 프로그래밍 교육은 알고리즘을 설계하는 추상화 과정과 이를 프로그래밍 언어로 작성하는 자동화 과정이 포함되며 이는 컴퓨팅 사고력 발달에 영향을 준다. 온라인 저지는 대부분 텍스트 프로그래밍 언어(이하, TPL)에서 지원되어 초보 학습자가 사용하기에 어려움이 있다. 블록 프로그래밍 언어(이하, BPL)를 기반으로 한 온라인 저지는 BPL로 작성한 것을 TPL로 변환하는 방법과 그래픽 기반 문제상황을 해결하는 방법이 있으며 TPL로 변환하는 것은 텍스트 기반 온라인 저지 문항을 사용할 수 있으나 사용하는 방법이 어렵다. 반면 그래픽 기반 문제 상황은 사용하는 방법이 쉽지만 문항이 제한적이고 순차적 사고가 강조된다. 이에 엔트리 '스터디'와 '나의 학급-과제'를 이용하면 자동 평가 기능은 없지만 학습자가 익숙한 환경에서 학습할 수 있고 교사는 문항을 직접 개발할 수 있으며 문제 제시, 예시 작품 제시, 블록 제한, 과제제출 등을 사용하여 BPL에서 온라인 저지 문항을 학습할 수 있다.

• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.251-261
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• 2020

Based on the recent consensus on the need for software education, software education has become mandatory in universities in Korea. However, the suitability of class contents and the relationship between class contents and learner satisfaction has not been fully discussed. Therefore, in this paper, we analyzed the suitability of the contents used in the basic software education for the humanities students from the learner's perspective. For this purpose, three types of curriculum, which are 'computer science', 'usage of tools, and humanities in the digital world' and 'computational thinking', were compared using the lecture assessment questionnaire. As a result, we found that the learners evaluated positively over the curriculum that focused on the use of tools, the humanities approach, or the thinking ability rather than the theoretical contents of computer science. We also found that the subjects related to computer science could not give high satisfaction due to their unfamiliarity, relatively low academic value was given to the tool-centered curriculum, and fatigue was expressed in discussion-based thinking ability education.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.1-14
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• 2017

The informatics in the 2015 revised national curriculum has established the identity as the core subject for the intelligent information society. However, while the nature, objective, scopes and contents, and achievement standards of the curriculum are systematic, there is a lack of research on effective teaching and learning, and assessment methods. This study analyzed the applicability of Bebras Challenge, which began in Lithuania in 2004 and has been attracting attention as a new informatics education model with 1.3 million students as participants in 2015 around the world. Furthermore this research presented related issues for the indigenization of Bebras Challenge. This study will be a basis for the research of teaching and learning, and assessment models as well as the spread of Bebras Challenge.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.157-165
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• 2020

As interest in software education has increased, discussions on teaching, learning, and evaluation method it have also been active. One of the problems of software education teaching method is that the instructor cannot grasp the content of coding in progress in the learner's computer in real time, and therefore, instructors are limited in providing feedback to learners in a timely manner. To overcome this problem, in this study, we developed a software education support system that grasps the real-time learner coding situation under block-based programming environment by applying a learning analysis technique and delivers it to the instructor, and visualizes the data collected during learning through the Hadoop system. The system includes a presentation layer to which teachers and learners access, a business layer to analyze and structure code, and a DB layer to store class information, account information, and learning information. The instructor can set the content to be learned in advance in the software education support system, and compare and analyze the learner's achievement through the computational thinking components rubric, based on the data comparing the stored code with the students' code.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.267-275
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• 2017

The purpose of this study is to analyze the teachers' perceptions about the various evaluation methods used in SW education and to find ways to improve the usefulness of the field. To do this, we surveyed the teachers who were educated about SW education evaluation. As a result of the study, it was recognized that the use of output, portfolio, and observation evaluation in SW education class is suitable for evaluating Computational Thinking(CT) and useful for field application. On the other hand, paper and self-evaluation are useful for field application, but they are relatively inadequate to evaluate CT. Portfolio, design, and interview evaluations are good for measuring CT, but they are difficult to apply to the field. Also, evaluation criteria, evaluation factors, and strategies were found to be difficult to apply. Therefore, we suggest the necessary measures to apply SW education evaluation method more effectively.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.59-69
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• 2020

The purpose of this study is to design the framework of evaluation on learner's cognitive skill for artificial intelligence(AI) education through computational thinking. To design the rubric and framework for evaluating the change of leaner's intrinsic thinking, the evaluation process was consisted of a sequential stage with a) agency that cognitive learning assistance for data collection, b) abstraction that recognizes the pattern of data and performs the categorization process by decomposing the characteristics of collected data, and c) modeling that constructing algorithms based on refined data through abstraction. The evaluating framework was designed for not only the cognitive domain of learners' perceptions, learning, behaviors, and outcomes but also the areas of knowledge, competencies, and attitudes about the problem-solving process and results of learners to evaluate the changes of inherent cognitive learning about AI education. The results of the research are meaningful in that the evaluating framework for AI education was developed for the development of individualized evaluation tools according to the context of teaching and learning, and it could be used as a standard in various areas of AI education in the future.