• Title/Summary/Keyword: Informatics Subject

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A Measurement and Comparative Analysis for Test Items Related to Informatics of High School Students in Korea and Japan (한·일 고등학생 대상으로 '정보' 관련 문항을 통한 수준 측정 및 비교 분석)

  • Noh, HyunA;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.19 no.6
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    • pp.1-14
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    • 2016
  • As the importance of informatics education has been accentuated all around the world, Japan is considering adopting 'informatics' as a subject in the university entrance examination from 2020. Under these circumstances, Informatics university entrance research group in Japan has annually conducted an 'informatics' nationwide mock test since 2013 to prepare for the time when 'informatics' is adopted as a subject in the university entrance exam and has accumulated the data which help understand the informatics education level of high school students and its trend. This study thus provided the Korean high school students with the questions which are the same as those from the informatics nationwide mock tests conducted in Japan so far in order to identify the education level of informatics among Korean and Japanese students. Overall mean scores and mean scores in each subject of Korean and Japanese students in the 2015 informatics nationwide mock tests were compared and analyzed and the gender analysis was conducted. These results will be expected to suggest the direction for the future informatics education such as adopting 'informatics' as a subject in the university entrance exam in order to be a compulsory subject in the high school curriculum that can ensure the required skills in society.

Subject 'Informatics' that Originated from Informatics in a Metascience as Academic base (메타학문인 정보학을 모태학문으로 하는 교과 '정보')

  • An, YoungHee;Kim, JaMee;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.19 no.3
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    • pp.1-10
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    • 2016
  • In the $21^{st}$ century, countries around the world including Korea attempted many changes in informatics education. Considering its own situation, each country has recognized the necessity of informatics education and is taking actions. This research aims to study informatics which is the foundation of informatics education called in different names including computer science education and programming education. Terms related to information were focused. Mainly, it was analyzed the frequency of these terms from academic papers, higher educational institutions' department names, and academic journals. Results of this analysis suggested that infomatics subject is originated from informatics which can be a Meta science of all fields. This research investigated informatics education not only as academic perspectives but social-needs and provide evidence that informatics subject which is originated from the informatics of a meta science needs to be a mendatory subject in primary and secondary 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.

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.

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.

A study of the effect analysis and development of informatics ethics education program based on subject integrations (교과융합 정보윤리교육 프로그램의 개발과 효과 분석)

  • Kim, SungYul;Lee, OkHwa
    • The Journal of Korean Association of Computer Education
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    • v.19 no.4
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    • pp.21-31
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    • 2016
  • As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

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.

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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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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Analysis of Informatics Curriculum and Teaching Cases for Digital Literacy Education (디지털 리터러시 교육을 위한 정보과 교육과정 및 수업 사례 분석)

  • Lee, Jaejin;Kim, Sungwook
    • The Journal of Korean Association of Computer Education
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    • v.22 no.5
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    • pp.11-25
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    • 2019
  • This study aims to examine how the subject-matter contents related to digital literacy are adopted in Informatics curriculum in middle school and draw implications by exploring and analyzing teaching cases based on how digital literacy education is put into practice in real Informatics classes. Especially the result showed that 13 items out of all 17 standards of Informatics curriculum in terms of achievement standards are directly related with digital literacy. Also, it confirmed the position of Informatics subject-matter as a core subject for digital literacy education by analyzing the related curriculum contents. Furthermore, the study investigated the aspects of digital literacy education's being applied and the possibilities of the digital literacy education which is implemented in diverse manners in Informatics subject-matter through the analysis of teaching cases. Finally, it identified the limitations and improvement directions revealed in the process.