• Journal of Creative Information Culture
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• v.6 no.2
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• pp.89-99
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• 2020

The purpose of this study is to statistically analyze the correlation between unplugged activities using SW educational board games and computational thinking ability of elementary school students, and then find a method of SW education through the results. The study was conducted with 40 students in the 5th grade at an Elementary School in Incheon. Students participated at unplugged activities using a board game for SW education with 12 hours of teacher guidance and 10 hours of free activities. After that, a post-test was conducted to analyze the degree of improvement in computational thinking ability. As the results, it was confirmed that the comprehensive computational thinking ability was improved, and that the four areas of the sub-domains of computational thinking ability were improved to a significant level. These results suggest that providing a basic SW education experience by utilizing a board game for SW education helps to improve students' computational thinking ability.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.1-10
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• 2016

Society is operating with software and a new digital era through the Internet of Things started. A variety of fields are being in conjunction with each other based on computing. As problems in real life become more complicated and communication based on various knowledge and problem solving skills are emphasized, these changes are reflected in the curriculum. These changes started from overseas in advance then Korea includes SW education in elementary and secondary education through curriculum revision of 2015. On the other hand, SW education for university students just started after the curriculum revision of elementary and secondary education. The new SW education highlights and develops Computational Thinking beyond programming and it will be a key for the future. Therefore, this study analyzed trends of Computational Thinking and examples of CT courses in Universities. Suggestions and ideas for instructional model to develop Computational Thinking were discussed.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.1-9
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• 2016

In this paper, We evaluated students' computational thinking in elementary school for SW education. Also, we analyzed on the difference of students' computational thinking according to the level of school's educational information. As a result, We confirmed that students' computational thinking were deferent according to the experience of schoolmaster's SW education and the ICT infra of school. In particular, students' computational thinking were meaningfully deferent according to the SW education experience of schoolmaster, the number of mobile devices for education and the speed of school network. Accordingly, we proposed the policy to heighten the effect of SW education. The policy were the extension of SW education for teacher, school network infra and mobile device for education.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.1-14
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• 2020

This study investigated the effects of SW-efficacy on computational thinking STEAM literacy and the dual mediation effects of interest and student engagement in the relationship between SW-efficacy, computational thinking and STEAM literacy in robot-utilized SW convergence education. For achieving this purpose, robot-utilized SW convergence education targeting 146 middle schools students were carried out, post-survey regarding SW-efficacy, computational thinking, STEAM literacy, interest, and learning engagement were conducted. Collected data were analyzed by SPSS macro process for analysis of the dual mediation effect. Results were as follows: first, SW-efficacy had a significant effect on computational thinking and STEAM literacy. Second, interest did not mediate the relationship between SW efficacy, computational thinking and STEAM literacy, while student engagement mediated it. Third, SW efficacy had a significant effect on computational thinking and STEAM literacy dual-mediating effect of interest and student engagement. These results imply the roles of SW efficacy, interest and student engagement to improve computational thinking and STEAM literacy in robot-utilized SW education and provide implications with regard to robot-utilized SW education and instructional directions.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.57-68
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• 2015

Since the entering SW-centered society in which people make the best use of SW in order to express their own personal ideas or to solve problems, the significance of SW education has been emphasized. It is generally known that storytelling provides motivational and contextual environments. This study conducted an experimental research to find out how Aesop's fables-applied SW educational program would influence computational thinking. Of these students who had participated in an SW educational camp on every Saturday for a total of 6 weeks, the experimental group learned on basic concepts of Scratch programming as working on Aesop's fables and they were led to diverse SW activities such as stories, games, simulations arts, and others. After that, the study carried out a comparison research in relation to the groups' SW concepts, SW implementation and attitudes toward SW education. The result shows that the experimental group came up with higher levels of SW concepts, implementation and positive attitude toward SW education.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.351-360
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• 2017

The purpose of this study is to analyze the effect of SW education applying design thinking on the creativity of elementary school pre-service teachers. We conducted research on 22 elementary school pre-service teachers who applied for a lecture on elementary computer education at a university in Jeju city. The pre-service teachers who did not have basic understanding of SW education and basic knowledge about scratch program which is an EPL tool for research. Therefore, we had time to learn the basic education of SW education and the basic functions of the scratch program over 18 periods before the pre-test of creativity. After conducting pre-test of creativity and conducting SW education applying design thinking over 21 hours, we conducted post-test of creativity. As a creativity test tool, TTCT pattern test forms A and B of Torrance were used. As a result of the verification, it was found that SW education applying design thinking was effective in improving creativity of elementary school pre-service teachers.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.29-37
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• 2020

There is a great deal of effort to improve Computational Thinking in education. In this paper, we define the relationship between SW capability and Computational Thinking, and then examine the current status of pre-service teacher's computing thinking. For this purpose, a survey about the attitude toward SW education and computing thinking was administered to prospective teachers who learned Entry software for one semester. The results of the survey showed that the improvement of abstraction, data analysis, and automation among the pre-service teacher's computing thinking is needed. When educating preliminary teachers, we can see that we need an education method that can increase the analysis and design capability beyond the Entry Software development tool.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.381-391
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• 2017

The purpose of this study was to propose instructional-learning strategies for designing effective software education investigating gender differences in computational thinking, creativity and academic interest on elementary SW education. 86 elementary school students who had SW education for 4 months, consisting of 49 boys (57%) and 37 girls (43%), participated for this study. They responded surveys regarding computational thinking, creativity, and academic interest. With the use of independent t-tests, this study found that there was significant differences in creativity and academic interest between boys and girls at elementary SW education. The mean of creativity of girls was higher than that of boys. however, the mean of academic interest of males was higher than that of girls. On the other hand, there was no difference in computational thinking between boys and girls. In conclusion, this study suggests design and implementation of successful SW education class considering gender.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.255-264
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• 2019

In the previous study on the effectiveness of SW education, the educational goals were mainly focused on developing computational thinking ability and researching changes in computational thinking ability. But the word "computational thinking" is difficult to the public. Also the definition of computational thinking is varies from scholar to scholar. Therefore, this study aims to inform the public of the excellence and effectiveness of SW education through the change of "writing ability" which is more familiar to us. To achieve this goal, 10 lectures of SW training materials were produced and conducted in elementary science gifted class. As a result, significant changes have been made in the fluency and quality of writing skills, proving that SW training improves students' writing skills. Through this, we confirmed the visible results through SW education, which can be called justification of SW education. Furthermore, it is expected that various educational attempts will be developed using SW in other subjects.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.427-438
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• 2018

The purpose of this study is to analyze the effect of SW education applying CSCL based design thinking on elementary school students' creativity and problem solving skills. The study was conducted on 28 elementary school students in grades 4,5,6 participated in J university-sponsored educational donation program during the winter break. A SW education program based on design thinking was developed and applied to experimental group. First, we conducted a pre-test to check creativity and problem solving skills. After that, SW education program applying CSCL-based design thinking was conducted for 42 hours. Finally, post-test was conducted to examine creativity and problem solving skills. As a creativity test tool, the TTCT pattern test forms A and B of Torrance were used and analyzed. As the problem solving skills test tool, the problem solving skills test for the elementary school students developed as a life-ability measurement tool were used and analyzed. As a result of the verification, it was found that SW education applying design thinking was effective in improving elementary school students' creativity and problem solving skills.