• Journal of the Korea Society of Computer and Information
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• v.25 no.12
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• pp.349-357
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• 2020

In this paper, I propose a presentation examples of the development of teaching materials using Arduino. For this purpose, a six-step low-cost microcontroller teaching-learning development model was used, the steps being topic selection, exploration of implementation methods, experimentation, production of teaching and learning materials, implementing lesson plans, and improvement. After analyzing the composition of the source code and circuits introduced in the existing Arduino book, this content was reconstructed to fit the programming education context. A simple method of constructing a circuit using materials such as Arduino and a piezo buzzer is proposed to save time on circuit composition. Using this circuit, examples of use in teaching-learning activities for various programming content elements are presented. The core concept of this study is that it provides a direct experience of the content of C language programming exercises that can only be found on existing screens.

• Journal of KIISE:Software and Applications
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• v.32 no.1
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• pp.50-61
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• 2005

With the wide spread use of multimedia device, the demand for the image processing engineers are increasing in various fields. However there are few engineers who can develop practical applications in the image processing area. To teach practical image processing techniques, we need a visual programming environment which can efficiently present the image processing theories and, at the same time, provide interactive experiments for the theory presented. In this paper, we propose a visual programming environment of the integrated environment for image processing. It consists of the theory presentation systems and experiment systems based on the visual programming environment. The theory presentation systems support multimedia data, web documents and powerpoint files. The proposed system provides an integrated environment for application development as well as education. The proposed system accumulates the teaching materials and exercise data and it manages, an ideal image processing education and research environment to students and instructors.

• 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.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.33-41
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• 2012

Elementary school students should have many opportunities to find their abilities and talents. However, informatics education in Korea does not target the entire elementary school students, opportunities for informatics education are given only to some students. Unlike possibilities to find mathematics gifted students and science gifted students, opportunities to find informatics gifted students are very limited. This study aims to solve current problems through a robot education program based on SEM(Schoolwide Enrichment Model). Using modified curriculum and school enrichment cluster, robot programming education is implemented at the pilot school. The result shows that robot education program based on SEM improved creative potentials of elementary school students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.355-356
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• 2022

본 연구는 IT 비전공 대학생을 위한 코딩교과목 개발을 목표로 한다. 이를 위해 선행연구 및 이론탐색을 통해 대학교양 교과목으로서 코딩교육을 탐색하고, 적용 가능한 수업모형 및 교육내용을 선정하여 기초내용을 구성한 후 3인의 교육공학 전문가와 3인의 코딩교과목 개발 유경험 대학교수를 대상으로 FGI 인터뷰 방법을 통하여 연구결과를 도출한다. 대학교양 교과목으로서 코딩교육의 필요성이 대두되고 있음에도 불구하고 현재 운영 중인 코딩교과목은 프로그래밍이 중심으로 구성되어 비전공 대학생들에게는 환영받지 못하고 있다. 이에 본 연구에서는 코딩교과목의 방향을 컴퓨팅사고 및 SW 기초교육을 목표로 메타버스 등의 플랫폼을 활용한 체험중심 수업설계를 통해, 실행 가능한 수업모형을 개발하고 대상자 인터뷰와 분석을 통해 이를 위한 교수학습방법을 설정할 것이다. 본 연구를 통해 제시될 메타버스 플랫폼을 활용한 체험중심 코딩교육은 이후 고등교육기관의 교딩교육 교과목 개발을 위한 기초자료로 활용될 것이다

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.693-703
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• 2017

In this study, 37 elementary, middle, and high school science teachers attending graduate schools of education were surveyed about their thoughts about the difficulty of teaching science units and teaching methods to teach these units to students. After experiencing the activity of making new teaching tools using scratch, we tried to confirm the development of TPACK among the teachers. Through the questionnaire survey for elementary, secondary, and high school science teachers, we selected the unit of Planetary Movement of the Solar System as a unit that is difficult for teachers to teach. We gave them the experience of instruction on tool making process for implementing a planetary operation model using scratch. Then, based on the questionnaires and class presentations, we analyzed the change of awareness about technology introduction and the development of their TPACK. As a result, most of the teachers showed changes of perceptions related to TK, TCK, TPK; the use of programming for creating teaching materials enhances teachers' understanding of the teaching contents; the teachers were convinced that students would develop the ability to construct models that fit observational phenomena; they thought that there would be a positive educational effect in the positive domain.

• Proceedings of The KACE
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• 2018.01a
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• pp.3-6
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• 2018

오늘날 미국과 영국 등을 포함한 세계 주요국가에서는 미래사회에 경쟁력을 기르기 위한 방법으로 소프트웨어교육을 내세우며 컴퓨팅 사고력 기반 문제 해결을 위한 소프트웨어 교육을 정규 교육과정에 포함 시키고 있다. 이에 우리나라도 교육부에서 '2015 개정 교육과정'에 소프트웨어 교육을 포함시키고, 초등 소프트웨어 교육의 목표를 '컴퓨팅 사고력과 건전한 정보윤리의식을 바탕으로 알고리즘과 프로그래밍을 체험하여 실생활의 다양한 문제를 이해하여 컴퓨팅 사고력을 가진 창의 융합 인재를 기르는 데에 목표가 있다'라고 발표하였다. 또한 소프트웨어 교육의 방향과 운영에 필요한 내용들 중에 교육 현장에서 소프트웨어 교육을 하기에 부족한 초등 소프트웨어 교육 시수의 적절한 확보와 교수 학습 방법의 연구가 필요한 것으로 발표하였다. 이에 소프트웨어 교육 목표에 부합하고, 초등학교 현장에서 부족한 소프트웨어 교육 시수 해소와 소프트웨어 교육 활성화를 위한 초등 소프트웨어 융합 교육 지도의 실제를 연구해 보기로 하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.163-166
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• 2012

본 논문에서는 퍼즐을 활용하여 초등정보영재교육 방안을 제안하고자 한다. 현재의 정보영재 교육과정을 살펴보면 프로그래밍학습과 알고리즘 학습에 치중하고 있다. 이것은 직접 체험하고 조작하며 학습하는 초등학생의 특성상 효과적인 방법이 아니다. 따라서 흥미와 재미의 요소를 포함하고 정보교과의 부담을 줄여주며 논리적인 사고력을 향상시켜줄 수 있는 퍼즐을 활용한 초등정보영재교육을 제안한다. 또한 최근 컴퓨터 과학에서 강조하고 있는 계산적 사고(Computational Thinking)와 퍼즐활용교육과의 관계를 살펴보고 퍼즐활용 교육을 통해 계산적 사고를 기를 수 있음을 제시한다. 추후에 초, 중, 고 정보영재교육을 연계를 위한 퍼즐 교육에 많은 연구가 필요하다.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.403-410
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• 2016

Computer game is a result of integration of various academic areas, and the production of computer game requires knowledge and experience from various areas. This study demonstrates a game production process using Scratch. The intent was to experience the game development process and the production principle through actually building the core functions of a game using Scratch. As such, the computer game production principle was understood and it was made possible to learn more easily and more enjoyably the functions of multimedia and programming necessary for the production process. As the result, the learning of game production principles using Scratch was found to enhance the interest of the learner, and help with the understanding of game structure and learning software/programming language.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.43-52
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• 2013

As a tool of programming education, a robot is effective in creative problem solving abilities and logical thinking skills. It also provides practical, operational learning experience to learners, when using as a tool of learning, it can help learners' specific understanding for the contents of education and lead to an active participation in learning. This research focuses on the robot's instrumental use in the mathematics class. So the lesson activities with relation to the fourth grade math curriculum were developed after the functional analysis of the robot and the extraction of educational utilization with function. The result shows that there wasn't a significant difference in achievement test but there was a positive response in the most of the survey items. It shows that robots lead to an active participation in class, to be interested in math class and were helpful to understand math concepts. There was also a positive response in the result of learner interviews such as dynamic, collaborative communication, experiential, practical lessons that are rare sights in normal math class.