• Title/Summary/Keyword: Informatics Subject

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Analysis of Relationship between PCK and Possibility of Teaching about Informatics Subject of Elementary School Teachers (초등교사의 정보교과 교수내용지식(PCK)에 대한 인식과 교수 가능성과의 관계 분석)

  • Hwang, JunYeong;Kim, JaMee
    • The Journal of Korean Association of Computer Education
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    • v.20 no.1
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    • pp.63-73
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    • 2017
  • Software education of 17 hours is essential in the elementary school in the 2015 revised curriculum. Unplugged is recommended as a teaching-learning method. Teachers should have a high level of PCK about Informatics Subject in order to utilize Unplugged. The purpose of this study was to clarify the relationship between PCK and possibility of teaching about Informatics Subject of elementary school teachers. For this purpose, 172 elementary school teachers were surveyed. The results of this study are as follows. First, elementary school teachers confirmed that the PCK level of informatics subject is low. Second, it was confirmed that there is a high correlation between PCK and possible of teaching. This study is meaningful that it suggested a method to increase the level of PCK about informatics subject of elementary school teachers.

Development and Validation of Items for the PCK Assessment about Informatics Subject (정보교과 교수내용지식(PCK) 수준 측정 문항 개발 및 타당화)

  • Kim, Ja-Mee;Yoon, Il-Kyu;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.13 no.6
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    • pp.23-34
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    • 2010
  • The PCK of teachers about informatics subject, which is viewed as one of required subjects in today's information society, is linked to what and how to teach, and that is very significant in terms of academic education. However, there are currently no efforts to develop items geared toward evaluating the PCK of teachers about informatics subject or to make a factor analysis of those items, though the importance of that subject in information society has been discussed. The purpose of this study was to develop and validate an instrument to size up the PCK of preservice elementary teachers about informatics subject. The finalized instrument consisted of 39 items regarding five factors that involved knowledge of curriculum, knowledge of expression, knowledge of content, knowledge of evaluation and knowledge of teaching methods.

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Operational Definition of Components of Logical Thinking in Problem-solving Process on Informatics Subject (정보 교과의 문제해결과정에서 논리적 사고력 구성요소에 대한 조작적 정의)

  • Yoon, Il-Kyu;Kim, Jong-Hye;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.13 no.2
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    • pp.1-14
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    • 2010
  • Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

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Analysis and Standard Development of Instructional Objectives for Informatics Subject in Elementary School (초등학교 정보 교과 수업목표 분석 및 기준 개발)

  • Jin, Young-Hak;Huh, Min;Jung, Bok-Moon;Kim, Yongsik
    • The Journal of Korean Association of Computer Education
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    • v.12 no.2
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    • pp.47-59
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    • 2009
  • Informatics textbooks for elementary school students have been developed by cities, provinces, and private publishers respectively, and instructional objectives differ depending on the textbook selected by each school. Therefore, discussion on the analysis of instructional objectives is highly needed. The purpose of this study is to develop standards of instructional objectives for Informatics textbooks in elementary school based on the analysis of instructional objectives. To do so, first, an analysis frame was made based on preceding studies for instructional objectives. Second, instructional objectives of current Informatics textbooks were analyzed. Finally, standards of instructional objectives were developed applying Delphi method. It is expected that the standards of instructional objectives suggested here will be referred to as a guideline for developing the curricula and textbooks for Informatics subject in elementary school and to contribute to the normalization of production for qualified textbooks and education in Informatics subject in the future.

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Study of the Assessment Criteria for Programming Education of KAIE curriculum based on Bloom's Theories (블룸 이론 기반 KAIE 교육과정의 프로그래밍영역 평가 기준 탐색)

  • Shin, Soo-Bum;Kim, Chul;Jeong, Young-Sik
    • Journal of The Korean Association of Information Education
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    • v.22 no.2
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    • pp.195-203
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    • 2018
  • This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

Convergence Organization Strategies of the Computational Thinking in Informatics Curriculums (정보과 교육과정에서 융합형 컴퓨팅사고력 구성 전략)

  • Shin, Soo-Bum;Kim, Chul;Park, Namje;Kim, Kap-Su;Sung, Young-Hoon;Jeong, Young-Sik
    • Journal of The Korean Association of Information Education
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    • v.20 no.6
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    • pp.607-616
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    • 2016
  • Computational thinking is complexity and independent subject matter being capable to learn concept of computer science and providing methodology of problem solving. Also many experts have said that computational thinking will be grow essential tool in the further developing information society. Thus our country has been trying to introduce it in the K12 informatics subject matter education. Therefore we proposed a introducing method of computational thinking being appropriated of a character of it in the informatics curriculum. To do this, we analyzed character and worthy of it, advanced model cases introducing it into the curriculum. And we proposed that introduced case of it into curriculum is divided 3 cases archiving computational thinking itself, being connected aim of general subject matter with it and computer science education. According to this advanced cases, this study selected permeative style of computational thinking with the informatics subject matted curriculum. This method is divided achievement criterion into contents and means. also we proposed that contents area of informatics subject matter achievement criterion is composed Computing System, Information Life, Software and means area can be filled with subset of computational thinking. This introducing method can make informatics subject matter education settle subject matter helping problem solving through computer system beyond character of technology oriented subject matter.

Comparative Study of Informatics Subject Curriculums and Textbooks in Middle School Between Korea and England

  • Choe, Hyun-Jong;Song, Tae-Ok;Lee, Tae-Wuk
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.2
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    • pp.145-152
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    • 2016
  • In this paper, we propose a comparative study of Informatics subject curriculums and textbooks in middle school between Korea and England because both countries have similar national curriculums about software education which has computational thinking as objectives of education and good-qualified textbooks for teachers and students. we looked through the Informatics and Computing curriculums and textbook of both countries in order to give good reference case to Informatics textbook manufacturer. In addition, we verified the validity of this study through FGI. The results of this study will be a good case study about designing Informatics curriculum and making Informatics textbooks in middle school.

A Study on the Development and Implementation of Computational Thinking Education Framework

  • Choe, Hyun-Jong;Lee, Tae-Wuk
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.9
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    • pp.177-182
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    • 2016
  • In this paper, we propose the computational thinking education framework which provides three steps of computational thinking process and three kind of activities about computational thinking learning in class. The key idea of this framework is to provide the guidelines of designing activity steps of teaching and learning computational thinking in class using three axles of framework such as problem area, process of learning, and steps of computational thinking process. After designing a framework, we show that sample course of programming education program containing contents of Informatics subject in middle school by implementing our framework. Proposed framework and programming education program in middle school will be the good case study and guide to implement computational thinking concerned education programs in elementary, secondary, and universities.

Analysis of 2015 Middle School Informatics Curriculum by Viewpoint of Core Competence

  • Choe, Hyun-Jong
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.10
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    • pp.183-190
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    • 2016
  • In this paper, we have looked at through core competences and contents of Informatics curriculum in middle school by expert questionnaire and Focus Group Interview(FGI). Among nine core competences of Informatics subject in curriculum, abstraction and automation were easily found, but creative harmony and cooperation were indirectly confirmed in the statements of teaching and assessment sections of Informatics curriculum in middle school. It was also identified that some core competency elements are redundant or hardly to found in the contents of Informatics curriculum. In addition, various opinions about Informatics curriculum have been put forward over the FGI. The results of this study will be the case that can be consulted on new revised Informatics curriculum to be developed further.

Development of informatics subject education system using cloud-based social platform for maker education (메이커 교육을 위한 클라우드 기반 교육용 소셜 플랫폼을 활용한 정보교과 교육시스템 개발)

  • Yang, Hwan-Geun;Lee, Tae-Wuk
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2019.07a
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    • pp.409-412
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    • 2019
  • 본 논문에서는 인공지능과 빅데이터 클라우드 등 다양한 4차 산업혁명시대의 기술과 교육을 융합한 에듀테크를 기초로 하여 에듀테크에 대한 교사의 학습 방향을 제시하며 전체적인 클라우드의 개념 및 분류체계, 교육의 활용을 제시하였고 클라우드 기반 교육용 소셜 플랫폼과 R. M. Gagne(1985)의 9가지 이론을 토대로 정보교과 추상화 단원의 학습 지도안을 설계 후 성취도 평가를 제시하였다. 연구 내용 분석 결과 기술의 발전성과 교육현장에서의 개인정보 교육 및 정보보안 교육의 필요성이 강조되며 확고한 플랫폼 구축과 빅데이터 확보 및 분석하여 개인에게 맞춤형 서비스 제공이 필요하다. 또한 사용자 편의성 극대화 서비스 및 UX 간결이 요구된다. 본 논문을 토대로 에듀테크의 일부분인 클라우드 기반 소셜러닝의 다양하고 체계적인 선행연구 활성화에 시발점이 되었으면 한다.

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