• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.01a
• /
• pp.275-276
• /
• 2020

이 연구의 목적은 기호학적 관점에서 프로그래밍에서 발생하는 학습자의 사고 과정을 이해하기 위함이다. 그래서 프로그래밍의 표상과정을 이해하기 위한 기호작용 모형을 제안하였다. 이 연구의 결론은, 프로그래밍 교육에서 구성주의(constructivism) 학습 이론을 적용하기 위해서는 개인의 해석체와 프로그래밍 요소에서 인터텍스트(intertext) 속성을 파악하는 것이 선결과제인 것과 프로그래밍 맥락인 콘텍스트(context)의 중요함을 확인하였다. 후속 연구로 인지언어학적 방법으로 학습자가 프로그래밍에서 표상한 해석체(interpretant)와 콘텍스트(context), 인터텍스트(intertext) 등의 상호작용을 구체적으로 알아보는 연구를 진행하고자 한다.

• Journal of the Korea Convergence Society
• /
• v.6 no.1
• /
• pp.23-28
• /
• 2015

Teaching programming skills is not only required for computer related departments but through the area of engineering and natural science. Moreover recently teaching programming skill is emphasized in software education for primary schools and secondary schools. Since programming ability is considered an essencial element of national competitiveness, we need programming learning system which alleviates the difficulty. We implemented Blockly webc Programming Convergent Learning System which is based on the graphic tools called Blockly by Google. Inside system problem sets for the programming beginners are embedded in the system. These problem sets are gone under more than 20 years verification and these problem sets may be used to help beginning programmers escape novice coder in short time. Blockly webc Programming Convergent Learning System together with already developed Simple Visual Language2 Programming Learning System is expected to play an important role as a programming learning system for the beginners.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.1
• /
• pp.1-13
• /
• 2009

In spite of the revisions of guideline for ICT curriculum and Informatics curriculum a lot of people have yet a negative sight and indifferent attitude about their changes. In this research, we used programming course to correct their wrong recognition on Informatics Education. Our experiment study is based on the hypothesis that pre-teachers recognize spontaneously an effect of programming. There are 3 steps that a preliminary questionnaire, a programming course, a post-questionnaire are conducted to 130 pre-teachers to see how recognition changes. There were several findings made in this study. It revealed that pre-teachers's understanding of programming and the need of programming education was extremely poor. However, after programming course, it was found that recognition of pre-teachers change statistically regarding concept of programming and a need of programming education.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.6
• /
• pp.111-120
• /
• 2013

Programming novices have various difficulties when they learn C language for the first time. Novices have a large burden for understanding of a C language grammar, and have a tendency to focus on the grammar rather than problem solving. Moreover, it requires programming domains to arouse student's interest for software development. This paper presents a programming environment for C languages education focusing on a problem solving. To this end, this paper defines Tiny-VPL that is a simple visual programming language for NXT robot programming and presents robot programming environment using Tiny-VPL. This paper also presents an environment for NXT robot programming using Mini-C language which is a subset of C language. For the purpose of helping to understand the C syntax and semantics, the visual and interactive conversion system of Tiny-VPL to Mini-C is provided. Our programming environment can arouse student's interest through robot programming and can be used effectively for C language education focusing on problem solving with graphical and interactive conversion of the visual language Tiny-VPL to the textual language Mini-C.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.4
• /
• pp.33-45
• /
• 2013

This paper aims at exploring how a high school student is engaged with C computer programming language and explore deep aspects of programming experiences based on video recalled interview as part of portraiture. The single case was selected and several in-depth interviews and video recording were arranged after Oct 2011. The portrait of K reveals interesting strands of his computer programming experiences with his own thinking patterns and exploring ideas for more concrete ways of coding his thinking similar to scientific experiments; ie, design-development-implementation-debugging-revision. Overall, this case illustrates how the inner aspects of subjective programming experiences on the tower of Hanoi were integrated and unified within himself for inner growth. We discussed the student's inner faculties as part of the student's unity and suggested future research direction.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.1
• /
• pp.15-22
• /
• 2009

Computer programming language learning has an educational effect on improving the high level abilities such as a logical thinking ability and a problem solving ability as well as on understanding a computer working process through the process of programming and debugging tasks. In this study, the Flow Theory is applied for the students to have inner learning motive and continue their learning in the programming language learning. For this, we developed teaching-learning strategies applied by Flow elements, and designed to the WBI. We also applied to the actual teaching-learning field designed WBI and verified the effects on the changes in the learner's Flow level and academic achievement. The result of verification, WBI learning applied by Flow Theory is effective on improving Flow level, making the students have the learning goal and spirit of challenging, forming feedbacks. Also Flow experiences have effect on improving academic achievement(programming ability) through the positive effects on the results of the learning.

• Journal of the Korea Society of Computer and Information
• /
• v.11 no.2 s.40
• /
• pp.319-327
• /
• 2006

Higher grade elementary school students who have superior cognitive abilities need education of basic principles of computer or programming rather than computer in education. In this study, all the errors occurring while elementary school students wrote and executed programs were collected. in the method of predicting and dealing with possible-to-occur problems on programming education of the higher grades (4th, 5th and 6th grades) during their optional special activities or during talent aptitude activities after school, classified by type and analyzed. If the errors analyzed are put to practical use, optimal programming curriculums could be written and such curriculums could be a great contribution to induction of learning effect and interest on teaching learning. It was found by analyzing the errors collected for this study that the most of elementary school students during programming felt difficulties in simple errors by poor use of software and in simple coding by poor use of reserved words in English. In the next, students occurred errors by difficulties in understanding grammar. It was exposed that these error types were the opposite phenomena to those analyzed by commercial software developing companies, however, it is predicted that if teaching learning is setting improved, the same phenomena could be found desirably.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.4
• /
• pp.15-25
• /
• 2004

Previous researches on the effect of programming learning upon logical thinking ability have used a standardized test to measure logical thinking ability in the general and comprehensive aspect after programming learning. Considering that the areas of intelligence are separated from one another and work independently, the existing standardized tool to measure general and comprehensive logical thinking ability has a limitation in measuring a logical thinking ability required at specific areas. Thus this study extracted logical thinking and its sub-factors related to computer programming and suitable for the level of cognitive development through analyzing standardized test sheets at home and abroad, and developed logical thinking test I and II of the same form according to a development procedure model. The result of verifying the developed logical thinking tests proved that the two tests are logical thinking tests of the same form. The developed tests can be utilized in identifying the effect of programming learning upon logical thinking and its sub-factors.

• Journal of The Korean Association of Information Education
• /
• v.14 no.3
• /
• pp.319-328
• /
• 2010

Computer programming education gives students a chance to use computers independently and actively. This plays a very positive role in acquiring higher cognitive skills such as mathematical skills and creative logical thinking. Thus the purpose of this study is to measure the degrees of students' problem-solving abilities using MCU programming kits based on the ICT Education Guide. The experiment confirms that programming classes using MCU kits have a more positive effect on the students problem-solving abilities than do those using the existing computer textbooks. The sub-constituents of problem-solving abilities - problem recognition, information gathering, analysis, diffuse thinking, decision-making, planning, execution, evaluation and feedback - also show significant statistical differences. Therefore, we can conclude that programming classes using MCU kits are very effective in advancing problem-solving abilities.

• Journal of the Korea Society of Computer and Information
• /
• v.18 no.10
• /
• pp.97-107
• /
• 2013

The latest programming paradigm has been mostly geared toward object-oriented programming and visual programming based on the object-oriented programming. However, object-oriented programming has a more difficult and complicated concept compared with that of existing structural programming technique; thus it has been very difficult to educate students in the IT-related department. This study designed and implemented a Java robot training kit in which the Java virtual machine is built so that it may enhance the desire and motivation of students for learning the object-oriented programming using the training kit which is possible to attach various input and output devices and to control a robot. The developed Java robot training kit is able to communicate with a computer through the USB interface, and it also enables learners to manufacture a robot for education and to practice applied programming because there is a general purpose input and output port inside the kit, through which diverse input and output devices, DC motor, and servo motor can be operated. Accordingly, facing the IT fusion era, the wall between the academic circles and the major becomes lower and the need for introducing education about creative engineering object-oriented programming language is emerging. At this point, the Java robot training kit developed in this study is expected to make a great commitment in this regard.