• Title/Summary/Keyword: Programming Education

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Development of a C-Language Learning Tool using Console Wrapper (Console Wrapper를 활용한 C언어 학습도구 개발)

  • Hwang, Giu-Duck;Choi, Sook-Young
    • Journal of Digital Convergence
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    • v.7 no.3
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    • pp.113-122
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    • 2009
  • The majority of programming education in the learning place attaches importance more to grammar, memorization of the imperative sentence and explanation of the program language itself than the specific way to use the target language. In addition, it is mainly used to teach theoretical knowledge based on the text. Consequently, current programming education has not interested learners in the programming learning and has not improved their ability in programming problems of the real world. We therefore developed a learning tool of C-language, which is based on the Console Wrapper. The purpose of proposing the learning tool was to make the programming education break from the typical theoretical learning and to let learners be interested in the programming education. By using the dynamic screen instead of the static console screen, the learners could enjoy learning the program. As a result of this study, we could know that the programming education using our learning tool is more effective than the typical C language programming education.

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A Study on Design and Implementation of a Programming Teaching Model Using Emotional Intelligence

  • Bae, Yesun;Jun, Woochun
    • Journal of Internet Computing and Services
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    • v.19 no.6
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    • pp.125-132
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    • 2018
  • In this paper, we design a programming education model that uses emotional intelligence and apply the model to programming education in elementary school. In our previous work, we found that there is a meaningful correlation between emotional intelligence and programming ability. In this paper, as a follow-up study, we design a programming education model based on a storytelling model and emotional intelligence. In order to test the performance of the proposed model, we applied our proposed model to the 5th grade elementary school students who have no programming experience. Based on extensive survey work and statistical analysis, we found that the experimental group by the programming education using the emotional intelligence got a statistically significant higher achievement than the comparative group by the traditional programming education. We hope that our model will be helpful in programming education in schools.

Impact of Robot Programming Education in Application of Web 2.0 on Improving Problem Solving Ability (웹 2.0을 활용한 로봇프로그래밍 교육이 문제해결력 신장에 미치는 영향)

  • Bae, Young-Kwon;Nam, Jae-Won
    • The Journal of the Korea Contents Association
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    • v.10 no.11
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    • pp.468-475
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    • 2010
  • We survey the effects of robot programming education using web 2.0 on improving problem solving ability. For this, we constructed a robot programming education system using springnote based web 2.0 and taught computer gifted students of D region. Furthermore, we investigated about the problem solving ability when the robot programming education using web 2.0 is executed. In conclusion, the robot programming education using web 2.0 stimulate problem solving ability for learners.

Comparison of the Effects of Robotics Education to Programming Education Using Meta-Analysis (메타 분석을 이용한 로봇교육과 프로그래밍교육의 효과 비교)

  • Yang, Changmo
    • Journal of The Korean Association of Information Education
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    • v.18 no.3
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    • pp.413-422
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    • 2014
  • The positive impacts of robotics education and programming education on learners are similar. However, robotics education differs from programming education because it includes purchasing and building robots that cause financial and cognitive load of learners. Due to these differences, two kinds of education may not possess equal efficacies for all schools or all learning objectives. To verify this hypothesis, we conducted meta-analysis of studies on robotics education published in South Korea to estimate the effect sizes and compare it to that of programming education. The difference between the average effect sizes of robotics education and of programming education was significant, as the former was 0.4060 and the latter 0.6664. The average effect size of programming education was significantly larger than that of robotics education for primary school students. Middle school students achieved the highest results in both robotics education and programming education. Also, robotics education became more effective than programming education as students were older. Analysis on objectives showed that programming education uniformly affected all areas, whereas robotics education had more impact on affective domain than cognitive domain. Robot construction had the largest effect size, followed by robot construction and programming, robot programming, and robot utilization. Programming education has larger positive impacts on students overall compared to robotics education. Robotics education is more effective to upperclassmen than programming education, and improves affective domain of students. Also, robotics education shows higher efficacy when combined with various subjects.

A Development of the Evaluation Metrics and Analysis of the Object-Oriented Visual Programming Education Using Alice Programming (Alice 프로그래밍을 통한 객체 지향 시각 프로그래밍 교육의 평가 지표 개발 및 유용성 분석)

  • Jung, Deok-Gil;Jung, Min-Po;Cho, Hyuk-Gyu;Lho, Young-Uhg
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.18 no.3
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    • pp.742-748
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    • 2014
  • The research of the object-oriented visual programming education is related to investigate the instructional method for computer programming, the process for program development for students, and the suitability analysis and design methodology for program development. In order to develop the educational methodology for the students who have the difficulties to study the computer programming and to enhance the abilities for the development of object-oriented programs, in this paper, we suggest the evaluation metrics to apply and assess for the object-oriented programming education. Also, we introduce the visual programming education methodology and curriculum using Alice programming. The evaluation metrics for the visual programming education suggested in this paper, is accepted when the visual programming languages/tools are used in the programming education to assess and analyze the suitabilities for the programming education for students, so to utilize the analyses for abilities of understanding, abstraction, and program implementation by level.

The Effects of MINDSTORMS Programming Instruction on the Creativity (MINDSTORMS을 이용한 프로그래밍 학습이 창의력에 미치는 효과)

  • Yoo, In-Hwan;Kim, Tae-Wan
    • The Journal of Korean Association of Computer Education
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    • v.9 no.1
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    • pp.49-59
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    • 2006
  • Traditional programming education lacked consideration of contents, methods and learners. In particular, the importance of programming education has been decreased in school because almost no suitable teaching has been executed for elementary school students. To solve these problems, this study proposed the use of MINDSTORMS that is a programming education tool suitable for elementary school students, and verified its effects on learners' creativity. The results of this study show that the tool is highly effective in improving students' creativity. The objectives of programming education are not only learning programming languages but also improving problem-solving ability, logical thinking and creativity. We must offer environment, in which students can control their own learning activity and solve problems by themselves. In addition, MINDSTORMS can be a very useful and suitable tool for programming education.

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A Study on the Programming Education Using Robots for Elementary School (로봇을 활용한 초등학교 프로그래밍 교육 방안)

  • Yoo, In-Hwan;Chae, Jae-Ho
    • Journal of The Korean Association of Information Education
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    • v.12 no.3
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    • pp.293-302
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    • 2008
  • Since 2008, it has been stipulated to conduct programming education for grade 5 and 6 elementary school student. However, it is the reality that the plans and studies for this are seriously lacking until now. The objective of this study is to propose a programming education utilizing robots as a plan to overcome limitations of existing programming education, find the problems through developing and applying education program for general elementary school students. As a result of experimental application of the developed program, since the gap of academic accomplishment for the robot programming is large for each student, it is necessary to develop education program to enable individual studies of each level and operate program with the focus on programming education rather than the robot. Moreover, it is pointed that the difficult and unnecessary elements in the robot programming course must be improved or reduced, it is better to exercise it on the grade 6 program for concentration on the programming education, and there should be improvement on equipment, environment for robot programming.

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Study of Teaching Strategies and Methods of Programming Education based on the Learning Style (학습 양식 기반의 프로그래밍 교수 전략과 방법 연구)

  • Choe, Hyun-Jong
    • The Journal of Korean Association of Computer Education
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    • v.15 no.1
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    • pp.13-21
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    • 2012
  • In this paper I present the teaching strategies and methods of programming education based on the learning style which teachers can apply it to their class on condition that learning style can classify their students' preferences about learning strategies and methods. Recent related researches that prove the differences about student's specific abilities based on their learning styles could never help teachers design and do their teaching of programming in the class. Therefore this study about teaching strategies and methods of programming education will be necessarily. I propose the teaching strategies and methods of programming education based on the learning styles as a results of questionnaire to some professors of computer science education in university. Then, I design and do programming education in the experimental class in order to verify the availability of the proposed teaching strategies and methods. After teaching in class, I evaluate the statistical results of students' achievement test of programming. This study has some restrictions about small number of class and periods of teaching programming, but it will be a good case study about teaching strategies and methods of programming education based on the learning style.

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A Study on Recognition Analysis of Elementary School Teachers about Programming Education in Elementary Schools (초등학교 프로그래밍 교육에 대한 교사의 인식 분석)

  • Ham, Seong-Jin;Yang, Chang-Mo
    • 한국정보교육학회:학술대회논문집
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    • 2011.01a
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    • pp.53-58
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    • 2011
  • As we have entered into the 21st century knowledge and information society, the necessity of computer education has emerged and even its expectation is getting bigger. In spite of that, the present computer education neglects computer programming education which may be the basis of information, as understanding it only as the ability to utilize computer that deals with the usage of application program. Through the programming experience, students are likely tn understand abstract concepts on computer hardware, and to acquire knowledge needed tn solve problems given to them through computer. In this paper, on the basis of the significance and necessity in programming education, using a questionnaire, analyzed the necessity in programming education based upon responses of elementary school teachers to investigate the recognition analysis of elementary school teachers about programming education in elementary schools.

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Programming Education Contents of Local Elementary School Textbooks in Korea and China (한국과 중국 지역 초등학교 정보교육 교재의 프로그래밍 교육 내용)

  • Kim, Hyunbae
    • Journal of The Korean Association of Information Education
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    • v.24 no.1
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    • pp.79-86
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    • 2020
  • This study investigates the contents of programming education in elementary information education textbooks in Busan and Zhejiang. Two textbooks identify the contents of elementary school information education textbooks on setting goals of programming education, selecting educational programming languages, and selecting and developing contents of programming education. Textbooks in the two regions are designed to select programming languages for elementary school levels and to select creative learning topics to help learners learn programming in the process of solving problems themselves. The textbooks identified in this study are designed so that learners can learn programming naturally in the process of solving problems.