• Title/Summary/Keyword: Software Education

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Software Battle for Algorithm Education - Focused on Sorting Algorithm (알고리즘 교육을 위한 소프트웨어 배틀 - 정렬 알고리즘을 중심으로)

  • Jeong, InKee
    • Journal of The Korean Association of Information Education
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    • v.22 no.2
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    • pp.223-230
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    • 2018
  • Software education will be implemented in elementary, middle and high schools from the 2018 school year. One of the core contents of software education is algorithm education. As with other subjects, algorithmic education can also be seen as the success of students' initiative. And students' initiative learning can lead to increasing students' interest and commitment. In this paper, I propose the concept of software battle by applying sports games to algorithm education. The software battle defined that the programmed objects play to solve a given problem without human intervention in the virtual world. This can be applied to various topics. In this paper, I tried to apply it to sorting numbers which is a representative subject of algorithm education. The results of applying the algorithm education to the software battles showed a positive response, although the students felt the unfamiliar side. This indicates that the software battle can be used as one of the various education methods.

Content Analysis on the Curriculum Achievement Standards in the Software·Mathematics·Science Convergence Teaching and Learning Material (SW·수학·과학 융합형 교수·학습 자료에 나타난 교육과정 성취기준 내용 분석)

  • Jung, Ungyeol;Lee, Youngjun
    • The Journal of Korean Association of Computer Education
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    • v.21 no.5
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    • pp.11-23
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    • 2018
  • In order to cultivate human resources to live in the 4th industrial revolution era, software (SW) education became mandatory in the 2015 revised curriculum. Furthermore the science mathematics informatics education promotion law was enacted to emphasize the importance of software convergence education. Therefore, it is necessary to study how to converge and educate mathematics and science with software education to solve problems in real life and various disciplines. This study is to find the directions and effectiveness of software convergence education through content analysis of the software mathematics science convergence teaching and learning materials, which are recently developed and distributed by the Ministry of Education et al. The results of this research are expected to suggest implications to future researches about software, mathematics and science convergence education.

Teachers' Perceptions of Software Education in Elementary School Practical Arts Curriculum and Improvement Plan (초등학교 실과 교육과정 소프트웨어 교육에 대한 교사의 인식과 개선방안)

  • Lee, Jaeho;Jo, Yoonsun
    • Journal of Creative Information Culture
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    • v.7 no.2
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    • pp.99-109
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    • 2021
  • As the era of the 4th industrial revolution began and the importance of software emerged, education also reflected this. Software education has already been provided in several countries, and Korea also started software education in the regular curriculum in 2019, when the 2015 revised curriculum was applied. This study attempted to present an improvement plan for revitalizing software education based on the feelings and difficulties of teachers who conducted software education for the first time in the practical education curriculum in elementary school. For the study, a survey was conducted on 96 teachers in charge of software education in elementary schools in 2019 with 36 questions related to personal competency, class operation method, textbooks and educational materials, class operation content, and educational environment. And three of them were interviewed. As a result improvements are needed, such as improving educational facilities and environment, revitalizing the development and dissemination of high-quality instructional materials, and expanding support for participatory training for teachers and teacher clubs.

Study on Method to activate Computer Assisted Education at Elementary Education Stage (초등교육에서의 컴퓨터 교육 활성화 방안에 관한 연구)

  • Kim, Dong-Jhoon
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2009.01a
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    • pp.485-492
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    • 2009
  • The purpose of this study is to allow all of the instructors including field instructors to understand relation between school education and computer, generalize and analyze basic data required to acquire basic knowledge to help utilizing the computer for education and seek for understanding. This study intented to present a method to activate computer education focused on utilization education at the elementary education stage. Accordingly, those computer educations on middle/high schools and universities and through social educations have been excluded from the object of the study. In order to conduct fruitful computer education, several supporting systems should be equipped completely such as teachers, facilities, software, etc. Especially, practical experience of using computer is the most important element in the computer education, every school should be equipped with computers to prepare for its generalization. Roles of the teachers have also very important influence on it. Research and development of education software require expert knowledge and enormous time and effort and the developed software should be followed by the systematic evaluation on its quality.

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A Study on the Effectiveness of AI-based Learner-led Assessment in Elementary Software Education (초등 소프트웨어 교육에서 AI기반의 학습자 주도 평가의 효과성 고찰)

  • Shin, Heenam;Ahn, Sung Hun
    • Journal of Creative Information Culture
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    • v.7 no.3
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    • pp.177-185
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    • 2021
  • In future education, the paradigm of education is changing due to changes in learner-led and assessment methods. In addition, AI-based learning infrastructure and software education are increasingly needed. Thus, this study aims to examine the effectiveness of AI-based evaluation in future education by combining it with learner-led assessment. Using AI education and evaluation literature and Step 7 of the Learner-Driven Software Assessment Method, we sought to extract evaluation elements tailored to elementary school level in conjunction with the 2015 revised elementary practical course content elements, software understanding, procedural problem solving, and structural evaluation elements. In the future, we will develop a grading system that applies AI-based learner-led evaluation elements in software education and continuously demonstrate its effectiveness, and help the school site prepare for future education independently through AI-based learner-led assessment in software education.

An Analysis and Definition of Software Education Learning Elements for Pre_service Elementary Teacher (예비 교사들의 소프트웨어 교육의 학습 요소 정의 및 효과 분석)

  • Kim, Kapsu
    • Journal of The Korean Association of Information Education
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    • v.23 no.3
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    • pp.245-254
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    • 2019
  • In the 2015 revision curriculum, software education must be conducted for 17 hours in elementary school fifth or sixth grade. Pre_service elementary teachers should be able to teach software. In this study, learning factors according to the achievement criteria for software education will be defined for pre-service elementary teachers. Pre-service teachers were taught by learning elements. As a result, the pre_service teachers were able to create teaching and evaluation materials for each learning element. It was also found that the pre-service teachers improved their ability to teach software education in elementary school based on these materials.

A Study of Software Quality Evaluation Using Error-Data (오류데이터를 이용한 소프트웨어 품질평가)

  • Moon, Wae-Sik
    • Journal of The Korean Association of Information Education
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    • v.2 no.1
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    • pp.35-51
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    • 1998
  • Software reliability growth model is one of the evaluation methods, software quality which quantitatively calculates the software reliability based on the number of errors detected. For correct and precise evaluation of reliability of certain software, the reliability model, which is considered to fit dose to real data should be selected as well. In this paper, the optimal model for specific test data was selected one of among five software reliability growth models based on NHPP(Non Homogeneous Poission Process), and in result reliability estimating scales(total expected number of errors, error detection rate, expected number of errors remaining in the software, reliability etc) could obtained. According to reliability estimating scales obtained, Software development and predicting optimal release point and finally in conducting systematic project management.

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Study on the Achievement Goals and Teaching-Learning Methods of 'Information' Topic of Software Education in Elementary School (초등학교 소프트웨어 교육에서 '정보' 영역의 성취 목표 및 교수-학습 방법에 관한 연구)

  • Jeong, Inkee
    • Journal of The Korean Association of Information Education
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    • v.19 no.4
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    • pp.499-508
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    • 2015
  • As society evolves into the information society, major countries strengthen software education. Especially, the curriculums of school to enlarge software education are made in major countries. Therefore, Korea Association of Information Education (KAIE) have studied a standard model for software education and revised the standard model that was published in 2014. The KAIE suggested a new plan that contents of software education classify by 'Software', 'Computer System' and 'Convergence Activities.' Therefore, I studied on a curriculum for 'Information' topic in elementary school. In this paper, I suggested the achievement goals for education of 'Information' topic. I nextly suggested teaching-learning and evaluation methods to meet the achievement goals. And I expect that the achievement goals, teaching-learning and evaluation methods I suggested about 'Information' topic will contribute to develop the curriculum for software education.

A Recognition Analysis of Elementary Teachers for Software Education of 2015 Revised Korea Curriculum (2015 개정 교육과정의 소프트웨어 교육에 대한 초등 교사들의 인식 분석)

  • Kim, Kapsu
    • Journal of The Korean Association of Information Education
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    • v.20 no.1
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    • pp.47-56
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    • 2016
  • In order to nurture creative talent in the 21st century knowledge-based society in elementary education software is carried from the year 2018. The educational content and achievement standards to conduct a software education had been made in the 2015. In this study, the recognition of educational software for elementary school teachers 199 people is investigated. Findings are as follows. Elementary education is the first software required, and is lacking in 17 hours. Second, the idea of a common training software education, teaching and learning methods, evaluation methods, how to develop information materials. Third, lower cognitive development and educational materials for the teaching methods appropriate for understanding, achievement standards for achievement standards. Therefore, should allow teacher training teaching materials development, assessment methods, teaching methods suitable for the achievement standards available to all teachers throughout the school know.

Analysis of Types and Characteristics of Self-Directed Learning of Learners in Online Software Education (온라인 소프트웨어 교육 학습자들의 자기주도학습 유형 분류 및 특징 분석)

  • Sung, Eunmo;Chae, Yoojung;Lee, Sunghye
    • The Journal of Korean Association of Computer Education
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    • v.22 no.1
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    • pp.31-46
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    • 2019
  • The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.