Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

Developing Lessons and Rubrics to Promote Computational Thinking

Computational Thinking역량 계발을 위한 수업 설계 및 평가 루브릭 개발

  • Choi, Hyungshin (Dept. of Computer Education, Chuncheon National University of Education)
  • 최형신 (춘천교육대학교 컴퓨터교육과)
  • Received : 2014.01.28
  • Accepted : 2014.03.03
  • Published : 2014.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to suggest lesson plans and evaluation methods for primary pre-service teachers by reviewing the concept of computational thinking(CT) skills and its sub components. To pursue this goal, a literature review has been conducted in regards to CT and the effectiveness of programming courses. In addition, the Scratch educational programming functions were analyzed yielding six CT elements(data representation, problem decomposition, abstraction, algorithm & procedures, parallelization, simulation). With these six elements, one semester lesson plans for 15 weeks that represent the connections with six CT elements were designed. Based on the PECT(Progression of Early Computational Thinking) model and the CT framework a rubric to evaluate learners' proficiency levels(basic, developing, proficient) revealed in their final projects was developed as well. Upon a follow-up empirical study, the lesson plans and the rubric suggested in the current study are expected to be utilized in teachers' colleges.

본 연구의 목적은 최근에 큰 주목을 받고 있는 Computational Thinking(CT) 개념과 세부 역량에 대해 문헌연구를 수행하고 CT역량을 계발하기 위한 초등예비교사를 위한 수업 내용과 평가 방법을 고안하는 것이다. 이를 위해 CT관련 문헌, 프로그래밍 효과성 관련 문헌, 스크래치 교육용 프로그래밍 언어 2.0버전의 기능을 분석하여 예비초등교사를 위한 6개의 CT세부 요소(절차 및 알고리즘, 병행화 및 동기화, 자료 표현, 추상화, 문제 분해, 시뮬레이션)를 도출하였다. 도출된 6개의 CT세부 역량의 계발을 위해 교원양성기관에서 한 학기에 진행할 수 있는 수업을 설계하고 각 차시의 수업내용과 CT요소와의 관련성을 분석하여 제시하였다. 또한 PECT(Progression of Early Computational Thinking)모형과 CT평가 프레임워크를 분석하여 학습자의 산출물에 나타난 CT역량 습득 정도를 기초, 발달, 능숙 세 단계로 평가할 수 있는 루브릭을 고안하였다. 본 연구의 결과는 향후 실증적 효과성 검증을 통해 교원양성기관에서 CT역량 계발 프로그램으로 활용될 수 있을 것으로 기대한다.

Keywords

References

  1. Adams, R. (2013). New national curriculum to introduce fraction to five-year-olds. theguardian. URL:http://www.theguardian.com/politices/2013/jul/08/michael-gove-education-curriculum-fractions
  2. Bae, H. J., Lee, E. K., & Lee, Y. J. (2008). A Problem Based Teaching and Learning Model for Scratch Programming Education. Journal of Korean association of Computer Education, 12-3, 11-22.
  3. Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Paper presented at annual American Educational Research Association meeting, Vancouver, BC, Canada.
  4. Computer Science Teachers Association. Computational Thinking. 2012. http://csta.acm.org/Curriculum/sub/CompThinking.html.
  5. Cho, S. H., Song, J. B., Kim, S. S., & Baek, S. H. (2008). The Effect of a Programming Class Using Scratch. Journal of The Korean Association of information Education, 12-4, 375-384.
  6. Cho, S. H., Song, J. B., Kim, S. S., & Lee, K. H. (2008). The Effect of CPS-based Scratch EPL on Problem Solving Ability and Programming Attitude. Journal of The Korean Association of information Education, 12-1, 77-88.
  7. Choi, H. S. (2013). Study on Approaches of Teaching and Measuring Computational Thinking. Korea Association of Information Education, 4-1, 283-288.
  8. Choi, S. Y. (2011). An Analysis of "Informatics" Curriculum from the Perspective of 21st Century Skills and Computational Thinking. Journal of Korean association of Computer Education, 14-6, 19-30.
  9. Digital Daily (2013.4.18.). MISP, Pursuing Computer Programming Education from Elementary and Middle Schools. URL:http://www.ddaily.co.kr/news/news_view.php?uid=103537
  10. Kim, S. H., & Han, S. K.(2012). Design-Based Learning for Computational Thinking. Journal of The Korean Association of information Education, 16-3, 319-326.
  11. Lee, E. K. (2013). Computer Education Curriculum and Instruction : Creative Programming Learning with Scratch for Enhancing Computational Thinking. Journal of Korean association of Computer Eduation, 16-1, 1-9.
  12. Maloney, J., Peppler, K., Kafai, Y. B., Resnick, M., & Rusk, N. (2008). Programming by choice: Urban youth learning programming with scratch. SIGCSE'08, March 12-15. 2008. Portland, Oregon, USA. 367-371. Retrieved Dec. 18, 2013 from http://web.media.mit.edu/-mres/papers/sigcse-08.pdf
  13. Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M.(2010). Learning computer science concepts with Scratch. ICER 2010. August 9-10, Arhus, Denmark. 69-76.
  14. Papert, S.(1993). Mindstorms: Children, computers, and powerful ideas. Cambrideg, MA: Perseus Publishing.
  15. Peppler, K. A. & Kafai, Y. B.(2005) Creative coding: Programming for personal expression. Retrieved Dec. 18, 2013 from http://download. scratch.mit.edu/CreativeCoding.pdf
  16. Seiter, L., & Foreman, B.(2013). Modeling the learning progressions of computational thinking of primary grade students. ICER'13. August 12-14, 2013. San Diego, California, USA. 59-66.
  17. Song, J. B., Cho, S. H., & Lee, T. W. (2008). The Effect of Learning Scratch Programming on Students' Motivation and Problem Solving Ability. Journal of The Korean Association of information Education, 12-3, 323-332.
  18. Wikipedia(2013.6.20.). Estonia. URL:http//ko.wikipedia.org/%EC%97%90%EC%8A%A4%ED%86%A0%EB%8B%88%EC%95%84
  19. Wing, J. M.(2006). Computational thinking. Communications of the ACM, 19-3, 33-35.
  20. Wing, J. M.(2011). Computational thinking-what and why?. CMU Research Notebook. Retrieved from http://link.cs.cmu.edu/article.php?a=600
  21. Yim, B. C., & Jung, I. K. (2010). Scratch Programming. Seoul: Human Science.

Cited by

  1. R-러닝 환경 분석에 관한 연구 vol.10, pp.2, 2014, https://doi.org/10.7746/jkros.2015.10.2.079
  2. 스크래치 프로그래밍이 예비교사에게 미치는 영향 : 컴퓨팅 사고 및 블룸의 텍사노미 활용 평가 vol.19, pp.2, 2014, https://doi.org/10.14352/jkaie.2015.19.2.225
  3. Computational Thinking 증진을 위한 학습자 중심의 교수학습 전략의 효과 vol.19, pp.3, 2015, https://doi.org/10.14352/jkaie.2015.19.3.323
  4. Development and Application of CT-SPI Model for Improving Computational Thinking for Elementary School Students vol.21, pp.1, 2016, https://doi.org/10.9708/jksci.2016.21.1.169
  5. 컴퓨팅 사고력 향상을 위한 초등 피지컬 컴퓨팅 교육과정 개발 vol.20, pp.1, 2014, https://doi.org/10.14352/jkaie.2016.20.1.69
  6. 컴퓨팅 사고력(Computational Thinking) 함양을 위한 대학에서의 SW교육에 관한 고찰 vol.14, pp.4, 2016, https://doi.org/10.14400/jdc.2016.14.4.1
  7. IT 융합교육 활성화를 위한 Computational Thinking 수업 모형 설계 vol.11, pp.5, 2014, https://doi.org/10.13067/jkiecs.2016.11.5.511
  8. Computational Thinking 역량 평가를 위한 서술형 수행평가 도구 vol.20, pp.3, 2016, https://doi.org/10.14352/jkaie.2016.20.3.255
  9. Computational Thinking에서의 추상화 개념에 대한 고찰 vol.20, pp.6, 2014, https://doi.org/10.14352/jkaie.2016.20.6.585
  10. SW교육 평가 방법의 적합성 및 현장 유용성에 대한 초등교사 인식 분석 vol.21, pp.3, 2017, https://doi.org/10.14352/jkaie.2017.21.3.267
  11. 루브릭의 인지여부가 코딩교육의 학습효과에 미치는 영향 vol.13, pp.4, 2014, https://doi.org/10.17662/ksdim.2017.13.4.201
  12. 로봇 활용 SW 교육에서 보조 교사 유무에 따른 컴퓨팅사고력, 로봇에 대한 태도의 차이 vol.22, pp.3, 2018, https://doi.org/10.14352/jkaie.2018.22.3.307
  13. A New ICT Literacy Test for Elementary and Middle School Students in Republic of Korea vol.28, pp.3, 2019, https://doi.org/10.1007/s40299-018-0428-8
  14. 과학적 문제해결과정과 컴퓨팅 사고의 관련성 탐색을 통한 컴퓨팅 사고 기반 과학 탐구(CT-SI) 모형의 제안 vol.44, pp.1, 2020, https://doi.org/10.21796/jse.2020.44.1.92
  15. A Study on Teaching-Learning Model Development for Problem Solving based on Computational Thinking vol.21, pp.5, 2014, https://doi.org/10.9728/dcs.2020.21.5.865