• International Journal of Advanced Culture Technology
• /
• v.9 no.1
• /
• pp.203-209
• /
• 2021

When carrying out computer programming, the process of checking and correcting errors in the source code is essential work for the completion of the program. Non-computer majors who are learning programming for the first time receive feedback from instructors to correct errors that occur when writing the source code. However, in a learning environment where the time for the learner to practice alone is long, such as an online learning environment, the learner starts to feel many difficulties in solving program errors by himself/herself. Therefore, training on how to check and correct errors after writing the program source code is necessary. In this paper, various types of errors that can occur in a Python program were described, the errors were classified into simple errors and complex errors according to the characteristics of the errors, and the distributions of errors by Python grammar category were analyzed. In addition, a coding learning process to refer error lists was designed to present a coding learning method that enables learners to solve program errors by themselves.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.1
• /
• pp.211-217
• /
• 2019

The term project executed at the university is a learner-centered learning method in which students select their topics, draw up their plans, and produce results by themselves based on the content they have learned during the semester. Through the term-end project of the subjects relating software, students learn various techniques for the programming language and produce the outcomes of their project by the creative program development process. However, non-computer majors who take software course as liberal arts subjects have difficulty in understanding the programming language, so it is necessary to provide feedback from their professor for encouraging students in carrying out their projects smoothly. Therefore, a feedback method by the discussions between a professor and learners that can be applied to the term-end project of programming subject for the non-computer majors is proposed. The proposed method was apply to the actual term-end projects and the meaningful results were confirmed through the analysis of the project processes and outcomes.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2022.10a
• /
• pp.258-260
• /
• 2022

In order to nurture talents who will lead the digital convergence era of the 4th industrial revolution that creates new knowledge and industries, research is being conducted on teaching methods that can improve the understanding of non-majors' SW concept, computational thinking ability, and convergence with majors is becoming Non-majors face difficulties in understanding and understanding the SW development environment, relevance to their major, and ability to converge. We used software education that is relatively easy to access for non-majors, and applied a demonstration-oriented model (DMM) that can be applied to beginners in SW education to understand the components and logical flow of ideas related to applications and majors used in real life. A convergence SW Learning method that combines repetitive implementation through instructor's demonstration and learner's modeling and learning motivational factors was proposed. In the experiment applying the teaching and learning method proposed in this paper, meaningful results were shown in terms of learning motivation and academic achievement in SW education.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.11 no.5
• /
• pp.511-522
• /
• 2016

Breaking down the boundaries between recent study has emerged as a key issue of convergence education to create new knowledge. The core of IT Convergence Education is being made through educational SW, SW purpose of education has been focused on improving the CT(: Computational Thinking). The purpose of this paper is to design a CT teaching model for activating IT Convergence Education. In this study, we designed a CT Curriculum focusing on algorithm and program for the purpose of enhancing non-majors learner's CT ability and software adaptability and being utilized in the majors. It is expected to be utilized to design a CT teaching methods and curriculum in University.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.4
• /
• pp.35-47
• /
• 2020

The purpose of this study is to provide a guideline for the programming beginners, including SW non-majors, to reduce the difficulty of establishing procedures for solving problems and to refine the work process properly in a computing environment. To accomplish this, we derive the unfolding types of typical procedures that can unfold the working procedures typically implied in daily operation in terms of recognition(input)-judgment(processing)-behavior(output). Through learning to unfold the procedure for each type, it was confirmed that the learner define the scope and rules of the problem himself and extended the procedure implied in any action. The unfolding model of the procedure developed in this study can be used as a tool for constructing a procedure operable in a computing environment to solve problems in the early stages of programming learning for non-majors or beginners.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.2
• /
• pp.263-270
• /
• 2020

Recently, the necessity of education for developing the capability to create new knowledge and creatively solve problems through cooperation and integration with various disciplines is increased. And a lot of universities carry out software capability education to bring up talents capable of creative fusion with other major and software knowledge. To bring up talents capable of creative fusion through software education for non-computer majors, it is important for learners to develop ability to solve problems by using and applying various knowledge for themselves. Therefore, this study explores the possibility of convergence between software and learner's major fields by analyzing software projects made by non-computer major freshmen through software class and the results of pre-post surveys of the class and proposes the future direction of software education for them.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.12
• /
• pp.1832-1837
• /
• 2022

In the SW education of non-majors who encounter liberal arts education experience difficulties in the SW development environment and understanding they encounter for the first time, relevance to their major, and convergence thinking ability. In order to compensate for the difficulties of non-major learners in liberal arts education, a relatively easily accessible software was used to utilize a demonstration-oriented model that can be applied to beginners in SW education. In order to understand the logical flow of applications and problem solving used in real life, we proposed a convergence SW teaching method that combines repeated implementation through demonstration by the instructor and imitation of the learner, and learning indicators to increase the learning satisfaction and achievement of the learner. In the experiment applying the teaching and learning method proposed in this paper, meaningful results were shown when evaluating the learning effect, academic achievement, learning satisfaction, and teaching and learning method aspects of SW education.

• Journal of the Korea Convergence Society
• /
• v.12 no.9
• /
• pp.93-98
• /
• 2021

The change of programming language learning experience on learning motivation was analyzed. Learning a programming language is generally evaluated as a difficult process even for majors. Measuring psychological changes related to programming learning at this point in expanding to non-majors is necessary for learner analysis. The overall learner attitude change was investigated by measuring achievement goals, academic interest, academic self-efficacy, cognitive involvement, and academic self-regulation, which are motivation-related factors. All factors related to learning attitude showed a decrease in the post-test results. This result is interpreted that the difficulty of the learning process decreased the motivation to learn programming. It was found that the greater the difficulty perceived by the learner, the greater the decrease in the motivation to learn. Based on the results of this study, it has implications that a learning environment and learning process that can give feedback and a situation that can reduce the level of learning difficulty felt by learners should be systematically given.

• Journal of Digital Convergence
• /
• v.15 no.9
• /
• pp.55-64
• /
• 2017

As the importance of software has become more widely recognized, many Korean universities are designating software classes as an essential subject. However, there is a difficulty in achieving the educational goal because the education is done without sufficient understanding of the non-Major learner. Therefore, in this paper, we analyze the opinions of the humanities college students who have taken the software basic education course and confirm the changes of the students' digital minds. Based on this, we suggest considerations for the basic software education for non-Majors. The results of the analysis show that pre-admission software education does not contribute much to university education, while students respond positively to the practice-based education using student-oriented project subjects. Therefore, it is desirable to provide an environment where learners can gradually develop their digital minds by providing students with more software access opportunities based on hands-on practice in basic software education for non-Majors.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.2
• /
• pp.41-51
• /
• 2020

The goal of this study is to test the hypothesis that the practicality of EXCEL VBA will be beneficial for SW education for SW non-majors. To this end, we planned the education for non-majors using the EXCEL VBA and conducted 15 weeks of education. According to a follow-up survey conducted after the 15-week education period, 72.21% of the survey respondents said EXCEL was practical. Also, learners who were aware of the necessity of SW education and the importance of SW competence recognized that the computational thinking education using EXCEL VBA had a positive effect on the improvement of computer-related knowledge and experience. Also, learners recognized that learning with EXCEL was easy, while learning with VBA was difficult. The learning process using VBA needs to be composed of project-oriented educational contents that can give a sense of achievement to learners rather than programming-oriented education. And continuous research on project-based learning is needed.