• Journal of Engineering Education Research
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• v.23 no.2
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• pp.14-23
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• 2020

Based on the constructivist learning environments model and the learner-centered psychological principles, STEAM education program with the theme of eliminating smog was developed. Through the program, senior elementary school students will learn and apply the convergence knowledge of science, technology, engineering, arts and mathematics such as the human body's respiratory system (S), immune system (S), big data (M, T), computer programming(M), and aduino sensor utilization (E) directly to solve the problem. After expert validity testing, we found that developed program meet the standards of STEAM education program development and can develop creative thinking skills to find and solve problems in students' daily lives. In addition, this study is meaningful in providing a reference example for the development of STEAM education programs that enhance convergence knowledge in the future.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.307-312
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• 2010

본 연구는 초등학교 4학년 학생들을 대상으로 창의적이고 자기주도적인 문제해결력 향상에 도움이 되는 프로그래밍 수업을 재량시간을 통해 진행하려 한다. 프로그래밍 수업은 전문 용어, 결과가 눈에 쉽게 보이지 않는 이유 등으로 초등학생에게는 지루하고 어려워서 적용하기에는 부담스러운 면이 있다. 이에 본 연구는 프로그래밍을 아동인지단계에 맞추어 흥미를 느끼고 쉽게 접근할 수 있는 Scratch 프로그램을 활용하여 프로그래밍 수업을 하고자 한다. 단일 집단에게 수업을 실시하고 사전사후 검사를 통하여 Scratch 프로그램을 활용한 프로그래밍 수업이 문제해결력 향상에 도움이 되는지를 검증해 보고자 한다.

• Convergence Security Journal
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• v.19 no.2
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• pp.105-111
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• 2019

Since the problem-based learning (PBL) shows the effectiveness of self-directed learning ability and internalization of learning motivation in the process of solving real problems, studies on PBL and application cases are actively pursued in the university education. This study analyzed the effects of PBL on the academic achievement and computational thinking in a non-SW major students' programming course. The programing course was divided into the PBL class and non-PBL class, and at the end of the classes, the scores of the exams and the results of questionnaires about the educational effectiveness and computational thinking were analyzed. As a result, the students in the PBL class, compared to those in the non-PBL class, showed significantly higher scores in the areas of the algorithm implementing skill, self-directed learning, problem solving ability, and continuous learning motivation.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.409-419
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• 2013

The aims of this paper were to review the usable possibility of the educational App Inventor Program in the field of programming education and to develop programming teaching materials that can overcome limitations of the established programming instruction. The study showed that the learners' motivations were strengthened through smart device programs. Containing the elements of STEAM, the teaching materials were developed for the logical and systematic learning that deals with elementary students' real-life situations, and that helps children follow the procedures of software development. By introducing the Waterfall Model to the process of programming, students are able to follow the software developers' thinking process. In addition, beyond the simplistic programming language and simply acquiring related knowledge, the App Inventor programming was designed to enhance students' higher-order thinking skills such as creativity, problem solving ability, collaborative thinking, and so forth.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.61-68
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• 2017

The purpose of this study is to develop and validate the effects of the software education contents for enhancing metacognition of the cognitive issues that improve the creative problem solving ability. The experimental group was taught by entry programming class using the software education contents developed in this study while the control group was taught by traditional method for entry programming. To confirm the changes of two groups, metacognitive post t-test was performed and compared with pre t-test results. The analysis result of the post t-test showed the following: There are statistically significant differences between the experimental group and the control group at a significance level of 0.05 for the interest of the experimental group. Therefore it was confirmed that the programming classes using software contents is effective in improving the metacognition of students.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.35-43
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• 2015

Tangible programming tool based on a graphic interface platform is unlike programming on a computer due to the fact that young students can utilize their hands and tools without an on-line interface. This is effective in enhancing student understanding about difficult programming algorithms. B-Bricks was constructed to consolidate multiple commands onto one block, having immediate feedback about the result, and other algorithms based on assessing the problems that arose from the previous tangible block model. Upon experimenting on 29 students of grades 4th~6th, it was observed that as problems became more difficult, the accuracy of the answers derived diminished and their problem-solving time increased.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.529-537
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• 2020

Scratch is Educational Programming Language, and it has been widely used in Elementary school SW Education. Many studies show that Scratch education is helpful for students' computational thinking and problem solving. However, the lower grade students use scratch less than the higher grade students, and the higher grade students have difficulty in understanding basic programming principles such as sequence, repetition, and condition. Therefore, in this study, we developed Scratch electronic blocks and programming education curriculum. We had classes for 2nd grade and 6th grade students, and it was confirmed that the score of 2nd grade students' interest about programming increased from 3.28 to 3.58 and 6th grade students' interest increased from 3.41 to 4.09. As a result of the programming basic principles understanding assessment, 84% of the 2nd grade students solved more than 7 of the 9 questions and 62% of the 6th grade students solved more than 7 of the 9 questions.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.11-20
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• 2012

The core of programming learning is based on an algorithm learning and the promotion of problem solving abilities is the purpose of this learning. Then, we need to think about what kind of algorithms in what order we teach and we need to study the effect of this learning. The purpose of this study is development and implementation of algorithm instructional materials and examine the effect of an algorithm learning with conceptual algorithms in KOI(Korea Olympiad in Informatics) final test of elementary students.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.317-327
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• 2013

Algorithm education that become at the base of thinking is emphasized from primary school. However, It is difficult to understand algorithm in elementary school students level. In this research, it considered curriculum that can teach universally to elementary school students by solution plan of problem. So we chose Scratch program with education data, because it is verified the effect in education of algorithm, and easy to control among EPL (Education Programming Language). It was composed curriculum so that interaction is accomplished through group activities to coincide in various level of students, and approached to the problem-solving center to emphasize important thinking process in algorithm education, and got educational value in relevant level of each student. According to validation of expert groups and surveys, we concluded the curriculum that is appropriate. The curriculum proposed in this paper can help to enhance the problem solving ability and the creativity.

• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.47-61
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• 2019

As the SW-centered society has emerged, SW-based problem-solving capabilities is emphasized in all areas of society. It is a trend that universities are obliged to do SW basic education for non-majors students and they are carrying out programming education. This study derives grammatical elements based on conciseness, generality, and efficiency among the design principles of programming language and based on it, compares and analyzes visual programming language and diagramming language. As a result, the efficiency of Raptor is more powerful than Scratch in the simplicity and generality, and the same tendency can be confirmed in the result of the learner's obtained in programming lesson. We hope that this study will contribute to the design and implementation of programming education based on features of programming language.