• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.607-619
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• 2019

As software education was introduced through the 2015 revised curriculum, various research activities have been carried out to improve the computational thinking of learners beyond the existing ICT literacy and software utilization education. With this change, the purpose of this study is to examine the research trends of various research activities related to computational thinking which is emphasized in software education. To this end, we extracted the key words from 190 papers related to computational thinking subject published from January 2014 to September 2019, and conducted frequency analysis, word cloud, connection centrality, and topic modeling analysis on the words. As a result of the topical modeling analysis, we found that the main studies so far have included studies on 'computational thinking education program', 'computational thinking education for pre-service teacher education', 'robot utilization education for computational thinking', 'assessment of computational thinking', and 'computational thinking connected education'. Through this research method, it was possible to grasp the research trend related to computational thinking that has been conducted mainly up to now, and it is possible to know which part of computational thinking education is more important to researchers.

• Journal of Korea Multimedia Society
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• v.20 no.2
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• pp.382-395
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• 2017

Learning computational thinking is very important in programming education. Computational thinking refers to the problem solving ability based on the theories of computer science, indicating the importance of algorithm thinking. That is the reason for focusing on promoting creativity and improving the problem solving ability of the students in programming education. This paper commented the elements to consider for teachers when teaching computational thinking to elementary school students with online coding education website 'code.org' that helps beginners have easy programming experiences based on the characteristics of the website, and proposed the appropriate teaching methods.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1534-1537
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• 2011

컴퓨터 사용이 우리의 일상 생활이 되면서 컴퓨터 과학은 이미 우리 사회 여러 영역을 바꾸어 놓았다. 그리고 이런 관점에서 볼 때 컴퓨터 과학자처럼 사고하고 문제를 해결하는 능력인 Computational Thinking은 앞으로의 사회에서 나타날 문제를 해결하는 해결 방법이 될 것이고 미래사회를 살아가는데 필수 능력이 될 것이다. 따라서 본 연구에서는 Computational Thinking의 정확한 개념을 살펴보고 초등교육에서는 어떤 부분에서 Computational Thinking을 찾아볼 수 있는 지 알아보고자 한다.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.585-596
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• 2016

Software Education will be implemented at elementary, middle and high schools starting in 2018. The goal of software education is to help students develop Computational thinking skills. Computational thinking is largely composed of abstraction and automation. However, the concepts related to abstraction are defined differently for each country, giving confusion to students and teachers. Therefore, in this paper several definitions of abstraction are compared and defined reasonably. And we proposed an abstraction teaching method and evaluation criteria in elementary school based on a reasonable definition. The definition of abstraction presented in this paper is expected to be able to present a solution to the problems encountered in the course of software education in the future.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.543-550
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• 2019

In 2006, Janet Wing defined computational thinking and operated SW education as a formal curriculum in the UK in 2013. This study collected related research papers by using computational thinking, which has recently increased in importance, and analyzed it using text mining. In the first, CONCOR analysis was conducted with the keyword of computational thinking. In the second, text mining of the components of computational thinking was selected by the repr23esentative academic journals at domestic and foreign. As a result of the two-time analysis, first, abstraction, algorithm, data processing, problem decomposition, and pattern recognition were the core of the study of computational thinking component. Second, research on convergence education centered on computational thinking and science and mathematics subjects was actively conducted. Third, research on computational thinking has been expanding since 2010. Research and development of the classification and definition of computational thinking and components and applying them to education sites should be conducted steadily.

• Journal of Internet Computing and Services
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• v.19 no.2
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• pp.57-67
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• 2018

The $4^{th}$ industrial revolution has brought innovation in the educational environment. The purpose of this study is to verify the educational effectiveness of smart learning environment especially with the computational thinking. A big data analysis was performed to confirm that computational thinking is the one to prepare the 4th industrial revolution. To teach computational thinking at university, educational design should be careful. This study verified the relationship between improvement of computational thinking ability and major of students with coding education. There was difference in effectiveness of the coding education depending on the major of students, it means students must be guaranteed to be educated by the differentiated coding education for different major. This study extracted factors of computational thinking through literature review. Thirteen research hypotheses were applied for the statistical analysis in R language. It was proved that expectation of class and improvement of abstraction ability and algorithmic thinking ability had mediation effect to the relationship between knowledge acquisition and problem-solving abilities. Based on this study, effectiveness of education can be improved, and it will lead to produce a lot of distinguished students who are ready for the 4th industrial revolution.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.4057-4071
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• 2018

The software centered world following the fourth industrial revolution is rapidly approaching us. Countries around the world attach importance to software's ability as one of the key elements for training future human resources. In order to train software centered human resources, each university has designated Software Education as an essential curriculum for not only major but also non-majors. In the past Software Education was an education for a major, but recent Software Education was changed to the essential education that is necessary for all living in the software centered world. In the past the curriculum was focused on software development and implementation-oriented education, but recent curriculum emphasizes sequential arranging and thinking of problem solving. In order to reflect trends in recent Software Education in detail, we integrate Software Education with major concept of Computational Thinking. In this paper, we analyzed the effect of the main concept of Computational Thinking on Software Education for non-majored learners who received Software Education based on Computational Thinking (here refers to learners who major in humanities, social sciences and arts). In addition, research models of satisfaction, self-efficacy, and occupational change was established as the elements of Software Education, and it was found that there was a relation between Computational Thinking and Software Education.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.105-114
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• 2017

Because the concepts and components of computational thinking included in the Information Education Curriculum and the Software Education Guidelines are different, it has been difficult to establish computational thinking-based software education in schools. Therefore, this study, which is based on the Delphi survey results from 39 experts, we defined computational thinking as 'computing thinking' and separated the components of computational thinking into five main categories: (1) problem definition, (2) data analysis, (3) abstraction, (4) automation, and (5) generalization. In addition, we selected software areas that are strongly related to computational thinking in the KAIE's information Curriculum Standard Model and surveyed experts to decide which computing thinking components are related to the achievement criteria of the software areas.

• Journal of Korea Multimedia Society
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• v.22 no.4
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• pp.472-479
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• 2019

Today, computational thinking takes an important role in problem solving in software education. As a result, software education as liberal arts for non-CS major students is rapidly expanding. It is necessary to study the effects of computational thinking on software problem solving ability compared to traditional programming language education. In this paper, we propose an evaluation model for analyzing the effects of computational thinking on the overall software development process, and analyze how the problem solving process is different for learners who take computing thinking classes and programming language courses as liberal arts courses. As a result, students who learned computational thinking showed higher ability in problem analysis and design process.

• Journal of Internet Computing and Services
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• v.21 no.4
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• pp.69-76
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• 2020

This paper presents direction for efficient software education. Due to the impact of the Fourth Industrial Revolution, the whole world is interested in software education. However, simply teaching how to code is not software education. The thinking abilities used in coding for software implementation are even more important. Therefore, computational thinking is getting great attention. Several institutions suggest factors for computational thinking and encourage to teach in a relevant way based on the suggestion. In this study, the verification of the factors they suggested was conducted through a questionnaire. The total of 419 freshman students of the College of Social Sciences who were taking "Computational Thinking and Software Coding" class participated in the survey at the beginning and the end of the semester. We first analyzed Wing's proposal that summarized the concept of computational thinking, and reviewed the proposal of ISTE (International Society for Technology in Education) for defining computational thinking factors for coding education, also checked on the suggestion of Google for factors necessary for software coding. As a result of research analysis, this paper suggests a direction for efficient software education.