• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.37-45
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• 2017

In this paper, I analyzed on the differnce of thinking for SW education of SW education research schools' students in 2016 according to background variables - school level, period of SW education and time of internet using. Also, I analyzed the corelation between student's thinking for SW education and background variables. As a result, I found the lower school level and the longer period of SW education, the more positive thinking for SW education is. Also, I found that when time of student's internet using are 1 hour or 2 hour, student's thinking for SW education is the most positive. But I confirmed that the period of SW education and time of student's internet using didn't give any influence to student's think for SW education. Based on result of analysis, I proposed necessities for research of method that method middle school student feel interesting on SW education and method that student keep interesting on long-term SW education.

• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.11-20
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• 2019

As the influence of SW spreads, many countries concentrate on SW education policies for women. Although the SW education is strengthened, study on the curriculum suitable for women is still insufficient. The study conducted 422 middle school students to investigate differences in perception of SW by gender. It consisted of 207 male students and 215 female students, and survey analyzed in three categories : SW environment, SW education awareness and SW career interest. The analysis showed that SW education for female students is necessary to increase the confidence and interest in them, and that SW education opportunities for female students should be expanded so that interest and expectation of information education should be increased. In addition, it is necessary to introduce and promote SW related career path which can increase interest in SW related job and SW related major. This study is meaningful in that at this point when the revised curriculum begins to be applied, there are differences in perception of informatics and SW by gender, and that it is necessary to study the SW curriculum suitable for gender for effective achievement.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.83-94
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• 2017

The purpose of this study is to analyze factors affecting elementary school students' computational thinking and SW education attitude using a 3-level multi-level models. The results of this study are as follows: First, 'Computer at home', 'SW competition participation experience', 'SW education satisfaction', and 'SW awareness' have a statistically significant effect on the initial value of computational thinking while 'SW period of education' and 'SW education experience at after school' have a statistically effect on the change rate of computational thinking. Second, 'SW awareness', 'SW education satisfaction' and 'gender' have a positive effect on the initial values of SW education attitude whereas 'SW period of education' has a slight negative influence on the change rate of SW education attitude.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.187-196
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• 2015

This study is conducted to analyze the parents' perceptions of policy and needs of the elementary SW education. We surveyed in targeting 273 parents who did not participate living in big and small cities and 74 parents participated in the SW-related event. And we analyzed the differences in policy and the need of the SW education of the groups. Analysis showed that parents who participated in the SW-related events were considered to be positive about education than parents who non-participated in the SW-related events. They who participated in the SW-related events also recognized that the SW education needs for the child' s future. Based on these results, in order to include the SW education in formal education curriculum in elementary education, we have to conduct a variety of SW-related events aimed at parents. And we could see the effort required for the promotion of the general public people.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.21-31
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• 2018

Recently, there is an increasing number of universities in which SW education is operated as a liberal arts education regardless of major. In this paper, the survey is conducted to analysis the factors affecting the non-majors students' perception of the necessity of SW education through a case study of SW liberal arts by gender, college, and SW learning experience. As a result, men, students of social science college, and students with SW learning experience strongly agreed that SW education for non-majors is essential. 'SW education is very helpful in studying my major' was analyzed as a necessary condition of SW education for non-majors. Especially, the difficulty of SW learning did not affect the recognition of the necessity of non-majors SW education. If the SW liberal education is based on the SW technology that helps their major, it will be expected that the improved learning motivation due to majors-relevance will deepen a consensus on SW education.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.135-143
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• 2019

In this study, the perceptions on SW education of K-12 students and teachers were surveyed and analyzed. At the primary school level, there was no significant difference in SW attitude based on school location. However, at the secondary level, students from metropolitan areas showed significantly higher SW attitude scores. In the case of gender, male students showed higher SW attitude scores both in primary and secondary schools. With regard to attitude differences based on prior experience of SW education, students with prior experience showed higher attitude scores in SW education in both primary and secondary schools. The awareness survey among teachers showed that both primary and secondary school teachers showed positive responses to SW education. For the successful induction of the SW education at K-12, four factors (participants, curriculum, teaching-learning method, and support from inside and outside of school) were highlighted.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.591-598
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• 2019

The purpose of this study is to identify the perceptions of SW education among elementary, middle and high school students, parents, and teachers, and to identify the variables that influence the perception of SW education. For this study, a total of 50 elementary schools, 14 middle schools, and 8 high schools were selected from the stratified sampling method, and an online survey was conducted for students, parents, and teachers. According to the results, the questionnaires of 2,231 students, 615 parents, and 173 teachers were analyzed. According to the results of the study, students, parents, and teachers who had experienced SW leading schools had a high awareness of SW education, and school-level students showed higher recognition in the order of elementary, middle, and high school. As a result of analyzing the difference of perception according to the characteristics of the study subjects, the students were more aware of the fact that male students, students who participated in SW-related club activities, students who participated in SW-related competitions, higher class times of the desired. In the case of parents, the parents of male students, parents who taught SW-related educational activities outside the school, and the parents with high hopes had high awareness. In the case of teachers, the higher the educational experience of SW, the higher the students' perception of the desired time of 2 hours. As a result of analyzing the influence of the characteristics of the subjects on the perception through the multiple regression analysis, the students 'and parents' awareness and the degree of hemming on the SW-related education were found to have a positive effect. In addition, teacher awareness and SW education career were found to have a positive effect.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.443-450
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• 2016

In this study, we analyzed what factors parents have on the SW education willingness for the child. In order to design a structured model, we set the configuration of five variables; child's SW interest, recognition of SW policy, importance of SW competency, child's SW profession and willingness of SW education. We surveyed the parents who their children have SW education experiences. According to the results, mediating factors on parental commitment to their child's SW education was recognized SW-related jobs. SW-related job was worked the recognition of SW policy and the importance of SW capabilities as independent variables. In addition, SW interest of child affected an important independent factor.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.437-438
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• 2021

본 논문에서는 SW중심사회로 나아감에 따라 SW와 관련된 진로에 대한 지향도를 높이기 위해 디지컬 테크놀로지를 활용한 직업 체험의 효과성을 검증하고 시사점을 도출해낸다. 다양한 직업인이 되어 인공지능, 사물인터넷, 빅데이터, 3D모델링, 가상현실 등 디지털 테크놀로지를 활용한 직업 체험을 경험한 학생들은 향상된 SW진로 지향도를 보인다. SW진로에 대한 선호도, SW교육에 대한 선호도, SW진로교육에 대한 필요성 인식, SW진로에 대한 정보제공의 필요성 인식이 모두 증가하였고, 이처럼 SW진로지향도를 높이기 위해서는 직업과 연계한 디지컬 테크놀로지 교육이 활발히 이뤄져야 한다.

• Journal of Internet Computing and Services
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• v.24 no.6
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• pp.57-64
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• 2023

This study analyzed the perceptions of elementary and secondary school teachers regarding the importance of SW/AI education in fostering students' fundamental knowledge and the necessity of integrating SW/AI into education. A total of 830 elementary and secondary school teachers were selected as study subjects using the judgment sampling method. The analysis of survey data revealed that elementary and secondary teachers exhibited a strong awareness of the importance and necessity of SW/AI education, irrespective of school characteristics, region, educational experience, or prior involvement in SW and AI education. Nevertheless, the primary reasons for not implementing SW/AI education were identified as excessive workload and a lack of pedagogical expertise. An analysis of opinions on the essential conditions for implementing SW/AI education revealed that workload reduction, budget support, teacher training to enhance teacher competency, content distribution, expansion of subject-linked courses, and dedicated instructional time allocation were the major influencing factors. These findings indicate a significant demand for comprehensive instructional support and teacher capacity-building programs.