• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.395-413
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• 2019

The purpose of this study is to explore non-major students' perception and experiences in college software education. For this, we analyzed the reflection journals of 36 non-major students in D University based on the Consensual Qualitative Research(CQR). As a result, there was not general core concept to all students nor a typical core concept that appeared to more than 50% students. However, various variable core concepts could be derived. Overall, 57 variable concepts were derived from experience in SW education and 7 variable concepts for perception of SW education. Based on this result, we found many of non-major students feel difficulty from unfamiliarity to SW education. Also, many students have satisfaction in their perception to SW education about personalized learning that their professor provided in the class. Lastly, we conclude that a methodology for SW education needs to have a careful operation strategy and interactive design. Although this study has not been able to elucidate general core concepts that appear to all learners, it has significant implication in terms of providing various implicit core concepts and suggestions for effective software education for non-major students.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.83-92
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• 2016

In accordance with the 2015 Revised Practical Curriculum, software education for elementary school students will focus on making software and not using software. Therefore, we must revise the computer education curriculum at national universities of education to include classes on programming. In this study, I surveyed computer education students to learn more about their programming experience as well as their understanding of and necessity for software education. Based on results of the survey, I found that students had a strong understanding of software education and that they recognized its importance; however, students who had not experience related to programming education had a weak the understanding and necessity for software developing education. I suggested that software-related courses should open as a major subjects at the universities.

• Journal of Internet Computing and Services
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• v.20 no.4
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• pp.81-90
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• 2019

Since 2015, the government has been striving to strengthen the software capabilities required for future talent through software-oriented university in Korea. In the university selected as a software-oriented university, basic software education is given to all departments such as humanities, social science, engineering, natural science, arts and the sports within the university in order to foster convergent human resources with different knowledge and software literacy. In this paper, we analyze the contents of basic software education for twenty universities selected as software-oriented universities. As a result of analysis, most of the basic software education which is carried out to the students of the non-majors students was aimed at improvement of problem solving ability centered on computational thinking for future society and improvement of convergence ability based on computer science. It uses block-based educational programming language and text-based advanced programming language to adjust the difficulty of programming contents and contents reflecting characteristics of each major. Problem-based learning, project-based learning, and discussion method were used as the teaching and learning methods for problem solving. In the future, this paper will help to establish the systematic direction for basic software education of non-majors students.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.329-341
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• 2019

Computer education in universities has been expanded and specialized from ICT-based education in recent years to software education such as computational thinking and programming. Especially, as the 4th Industrial Revolution is emphasized in all fields of society, software education, which is its core, is being applied as an essential liberal arts course in universities. In the case of basic SW education for all students, it is necessary to provide differentiated education that is suitable for students because their special characteristics are different. In this study, we conducted a basic SW course for general liberal arts at A-university in Seoul and analyzed the survey data from 4,927 students for about 3 years, and classified the major series and searched the appropriate education method for each subdivided group. Through the analysis, we were able to find characteristic groups such as business and commerce, art and sports major. Finally, six groups for basic-SW education are presented. Educational directions such as programming language and level of difficulty setting suitable for differentiated education are presented for each group.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.26 no.2
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• pp.30-34
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• 2008

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.514-517
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• 2021

The purpose of this study is to discover the occupational identity by examining the narrative of the life of a vocational training teacher with self-esteem in programming fields. The following six types of occupational identity were found: 'a positive image of a vocational training teacher(fits oneself)', 'I feel proud of myself while doing vocational training activities.', 'a teacher who continues to develop him/herself as an expert in the subject class', 'a teacher who immerses him/herself as an expert on student change and growth', 'a teacher engaged in leading activities to create opportunities for vocational training', and 'a teacher of continuous pursuit'. This study has significance in exploring the structure of occupational identity recognition and experience of its formation of a self-esteemed vocational training teacher in programming fields, which have not been studied.

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.15-26
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• 2018

This study aims to examine whether software education has effects on improving creative competency. To this end, the study designed software education lessons to strengthen creative competency for 15 weeks and developed assessment tools. Based on the designed lessons, the 15-week lessons were provided for university students, including a pre-test in the first week and a post-test in the 15th week. The result showed that there was a significant difference in the effects of the lessons, with the mean value of creative competency 0.31 point higher and p-value of 0.002 in the post-test than in the pre-test. The sub-factors of creative competency, including flexibility, originality, openness, and creative implementing skills showed significant differences with p-value all lower than 0.05.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.201-207
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• 2021

As artificial intelligence gradually expands into jobs, iIt is necessary to nurture talents with AI literacy capabilities required for non-majors. Therefore, in this study, based on the necessity and current status of AI education, AI literacy competency improvement education was conducted for non-majors so that AI learning could be sustainable in relation to future majors. For non-majors at University D, problem-solving solutions through project-based data analysis and visualization were applied over 15 weeks, and the AI ability improvement and effectiveness of learners before and after education were analyzed and verified. As a result, it was possible to confirm a statistically significant level of positive change in the learners' data analysis and utilization ability, AI literacy ability, and AI self-efficacy. In particular, it not only improved the learners' ability to directly utilize public data to analyze and visualize it, but also improved their self-efficacy to solve problems by linking this with the use of AI.

• 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.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.1-8
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• 2019

In order to provide basic data necessary for developing a curriculum to enhance SW education for elementary school teacher students, a questionnaire survey was conducted on 1,260 students at G National University of Education. The results are summarized as follows. First, it is necessary to improve class time of SW education for the college students and revise the SW curriculum to improve SW education capacity for teacher students. Second, in the liberal arts course, it is necessary to develop the teaching and learning materials and the textbooks using various software. Third, in the major course, the Subject Pedagogy programs should be expanded rather than the subject content programs. Fourth, in the specialization course, the programming language education focusing on the Entry and EPL should be strengthened so that it can be linked with the elementary school curriculum. In addition, it is necessary to expand the choice of subjects for the students by reducing the number of required courses and increasing the number of elective courses.