• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.6
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• pp.704-710
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• 2019

Programming learning has been recognized as a difficult subject for a long time. To solve these problems, various studies have been conducted. This study was conducted on motivation to break away from programming learning according to gender, one of the characteristics of learners. In this study, pre-post questionnaire surveys were conducted for male students and female students who were involved in scratch learning and Python learning. The results of the study showed that male students had higher confidence in programming learning than female students, but there was no significant difference in overall items. In addition, it was possible to find the difference in motivation to break out from the learning according to the major of students by gender. Through this study, it is expected that it will be helpful to prepare learning strategies to enhance learning motivation and satisfaction by considering learner characteristics in programming learning.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.83-92
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• 2007

Curriculum can represent the identity of University as an important factor, and especially university has sole power to design and manage his curriculum. So, the information literacy curriculum which teach students to create, store, communicate their knowledge is very important position in the liberal arts curriculum. Thus, this study designs the reference model as 3-dimensional cubic model for information literacy curriculum to help curriculum designers design, manage, and evaluate it. For developing this model, I researched many books and web sites about some of domestic and U.S. universities' curriculums, and made up some questionnaires about students' satisfaction and the direction of information literacy education. An information literacy curriculum was designed using this reference model and lots of students are satisfied with this curriculum after activating in this class. Designed cubic reference model which has a characteristic to expose flexible and systematic context representation in the university curriculum can guide researchers to design, manage, and evaluate information literacy curriculum.