Assessing the Ability of Computational Thinking for Elementary School Students
- 주제(키워드) Computational Thinking
- 발행기관 고려대학교 대학원
- 지도교수 이원규
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위구분 박사
- 학과 일반대학원 컴퓨터교육학과
- 원문페이지 135 p
- 실제URI http://www.dcollection.net/handler/korea/000000058280
- 본문언어 영어
- 제출원본 000045825072
초록/요약
In Knowledge and Information society of the 21th century, computer education is very important for K-12. Recently the computer education is emphasized students’ thinking ability computationally, not just skills for using computers. Therefore, many researches have been focus on Computational Thinking (CT) in computer education. However, there are not assessment tools for the ability of CT and it is necessary studies for teaching-learning methods to improve the ability of CT. The purpose of this paper is to develop and validate questions to measure CT ability of the elementary school students and to show possibilities of contribution of Problem-based Learning (PBL) and Design-based Learning (DBL) onto actual students' CT ability improvement which are considered to help CT ability improvement. To achieve these research purposes, research contents were executed as follows. First, a tool to test CT ability of the elementary school students was developed. In this research, CT was defined as a thinking ability to recreate analog matters or problems into digital data through abstracting and automating information approach. Contents of CT from the existing ICT test tool were extracted and then reclassified test items to three domains. The three domains are fundamental concepts, contemporary skills and Computational Thinking. The test items were divided and developed into three different stages for the elementary school students by grades. In order to test ICT literacy of the elementary school students, total of 60 questions were developed by MOE in 2007. For the test tool to be standardized test tool, a preliminary test and an actual test were conducted and verified. For this test, 40,072 student samples were extracted (1% of the elementary school students nationwide) and conducted. Through this, the validity and reliability of the test tool were verified. Then, the developed test tool overall showed satisfactory discrimination, reliability, and validity. To analyze CT ability and finally came up with 43 questions in this study. Second, sampled CT level of the elementary school students nationwide and expectation level standards of experts were compared using the test tool. Valid expectation level was set based on Angoff method which was consisted of various experts then the ICT test achievement of the students were compared with the expectation level. CT ability of the elementary school students showed lowest as compared with the other two domains and greater differences from the expectation level when the stage (grade) increased. Third, possibilities of PBL and DBL for improving CT ability were tested and verified. Experiment for PBL, elementary school students were consisted for over 12 hours (three weeks: 2 days a week for two hours). Curriculum for PBL was designed and students' problem solving examples were shown. Moreover, post-test on the problem solving ability was conducted and abilities to apply programming skills were assessed. The experiment for DBL consisted of 15 hours of DBL instruction for the experimental group and traditional instruction for the control group. The two groups’ change-related CT ability by testing for self-efficacy, self-interest and self-CT to investigate whether DBL enhanced students’ CT ability were compared. The result of this experiment will show the possibility of PBL and DBL as an effective teaching and learning method for CT improvement of the students. Moreover, PBL and DBL proved the effectiveness and showed possibilities of improving CT skills of the students.
more목차
1. Introduction 2
1.1 Motivation 3
1.2 Research Goal & Contents 6
2. Researches for Computational Thinking 7
2.1 Definition of Computational Thinking 8
2.2 CT Education trend 11
2.3 Domain and Contents for CT 15
2.4 Teaching and Learning Methods for CT 18
3. Researches for Test Tool of ICT Literacy 23
3.1 Researches for Assessing CT ability and ICT literacy 24
3.2 Development and Verification of Questions for Assessing ICT Literacy 27
4. Research Methods 45
4.1 Development of Test Tools for Assessing Ability of CT 46
4.2 PBL and DBL for improving CT 47
5. Development of Test Tool for Assessing Ability of CT 53
5.1 Domain and Contents of Test Tools 54
5.2 Analysis of Reclassified Questions 56
5.3 Actual Ability of CT for Elementary School Students 69
6. Possibility of PBL and DBL for improving Ability of CT 74
6.1 Applying Problem-based Learning 75
6.2 Applying Design-based Learning 89
7. Conclusion 98
7.1 Conclusion 99
7.2 Discussion 101
Bibliography 104
Appendix 114
