• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.47-57
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• 2017

The purpose of this study is to verify the effectiveness of a CT-CPS(Computational Thinking-based Creative Problem Solving) instructional model on the cognitive and the affective area of middle school students' software class. To achieve our goal, we explored theoretical background and designed a lesson plan based on CT-CPS instructional model. Then we analyzed our experimental results after applying the lesson plan to middle school students. We performed our experiment to an experimental group by using our CT-CPS instructional model-based lesson plans, and we carried out three pre and post tests about cognitive and affective area, i.e. creative problem solving ability, meta cognition and motivation of learning. As a result, most of the test factors were statistically improved, so the effectiveness of the CT-CPS instructional model on the cognitive and the affective area of middle school students' software class was verified.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.549-558
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• 2014

This study aims to provide suggestions for software education in an afterschool program, deriving from the analysis of student experiences of working on Scratch team projects. This study reports on the implementation of the 12 week afterschool software education program in an elementary school, where students worked in pairs to learn Scratch programming from ideation to design and presentation. For an in-depth study of student-generated artifacts, we selected three groups' Scratch projects and conducted artifact-based interviews to unpack student experiences working on Scratch projects as a group. Adopting the computational thinking framework as an overarching analytical lens, we focused on examining student experiences from three dimensions of computational thinking (CT), namely, CT concepts, CT practices, and CT perspectives. The present study provides both theoretical and practical implications. Firstly, we demonstrate the feasibility of applying the CT framework for assessing student-generated artifacts in design-oriented software education. We also believe that this study provides important suggestions to future software education programs adopting CT as an overarching design and assessment framework.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.215-223
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• 2020

The results of the analysis of the 523 questions presented in the six textbooks and SW and robot units in the Blosser four-step classification categories are as follows. First, in the software unit, the analysis results showed that 77.1% were closed questions and 22.9% were open questions. Second, in the robot unit, the analysis results showed that 74.8% were closed questions and 25.2% were open questions. The CT Trigger Question was developed to overcome the limitations of the textbook questions, which were mainly closed questions, and to directly or indirectly induce computational thinking that teachers can utilize according to their educational content and activities.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.323-332
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• 2015

The purpose of this study is to verify the effectiveness of teaching and learning strategies of learner-centered learning for the computational thinking that is the educational purpose of SW education. For improving computational thinking, funny and easy educational contents and appropriate teaching and learning strategies are needed. In this study, I applied and verified the learner-centered strategies for non-computer major learners in computational thinking education: collaboration, sharing, self-directed learning. As the result, the teaching and learning of learner-centered learning affects the pleasure and the interest of learners; they affect computational thinking efficacy; it affects intention to use. It is able to apply this learner-centered learning strategies to computational thinking education as an effective educational strategies.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.140-160
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• 2017

The purpose of this study was to develop computational thinking (CT) analysis tool that can be used to analyze CT practices; first, by defining what CT practices are, and then, by identifying which components of CT are reflected in STEAM classes. Exploring various kinds of CT practices, which can be identified while applying the proposed CT analysis tool for exemplary STEAM classes, is another goal of this study. Firstly, to answer the question of "What is CT in science education" and thereby to develop the proposed CT practice analysis tool, three types of published documents about CT definition as the main data in this study have been considered. In the first "analysis tool development" part of this study, the following five elements have been identified as the main components of CT analysis tool as follows; (1) connecting open problems with computing, (2) using tools or computers to develop computing artifact, (3) abstraction process, (4) analyzing and evaluating computing process and artifact, and (5) communicating and cooperating. Based on the understandings that there is a consistent flow among the five components due to their interactions, a flow chart of CT practice has also been developed. In the second part of this study, which is an implementation study, the proposed CT practice analysis tool has been applied in one exemplary STEAM program. To select the candidate STEAM program, four selection criteria have been identified. Then, the proposed CT practice analysis tool has been applied for the selected STEAM program to determine the degree of CT practice reflected in the program and furthermore, to suggest a way of improving the proposed CT analysis tool if it shows some weak points. Through the findings of this study, we suggest that the actual definition of computational thinking will be helpful to converge Technology and Engineering to STEAM education and a strong complement to reinforce STEAM education.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.255-262
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• 2019

The informatics curriculum which was revised in 2015 presents the growth of creative and convergent talents as a main goal, and what is essential in the growth of creative and convergent talents is Computational Thinking(CT). In this study, in line with the goal of the growth of creative and convergent talents, the subject of IoT technology and liberal arts and natural sciences integration course was combined with the contents of informatics textbook, and the teaching-learning program was developed. In order to verify the effect of the developed teaching-learning program, the experimental research was conducted, and as a result of study, the mean of the experimental group was 10 points higher than that of the control group. Therefore, it could be known that there was an effect in the teaching-learning program suggested in this study. It is expected that the teaching-learning program suggested in this study can induce the learning motive and interest in SW education by directly implementing SW skill to the various fields of a real life through CT education based on Iot as well as a programing language, and improve convergent and scientific thinking through the experience of solving the problems which are blended with many subjects through liberal arts and natural sciences integration course, and designing them creatively.

• 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.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.317-325
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• 2021

In this paper, the degree of reflection of SW·AI elements and CT elements was investigated and analyzed for a total of 44 textbooks of Korean, social, moral, mathematics and science textbooks based on the 2015 revised curriculum. As a result of the analysis, most of the activities of data collection, data analysis, and data presentation, which are ICT elements, were not reflected, and algorithm and programming elements were not reflected among SW·AI content elements, and there were no abstraction, automation, and generalization elements among CT elements. Therefore, in order to effectively implement SW·AI convergence education in elementary school subjects, we will expand ICT utilization activities to SW·AI utilization activities. Training on the understanding of SW·AI convergence education and improvement of teaching and learning methods using SW·AI is needed for teachers. In addition, it is necessary to establish an information curriculum and secure separate class hours for substantial SW·AI education.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.53-62
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• 2016

This study aims to suggest an instructional design to improve CT(Computational Thinking) skills in terms of problem solving. CT can be defined as a thought processes for computer-based problem solving. Examining the related CT concepts in the general problem solving process can be helpful for learners to understand CT. For this, this study selects the key elements of CT through literature review, describes how the elements are related to each phrase of the problem solving process, and explores cognitive aspects of the CT elements. In addition, this study describes learning activities and learning assessments of the CT elements according to each phrase of problem solving process and suggests a basic instructional design framework for CT in view of problem solving.