초등학생 대상 2D와 3D기반 프로그래밍 학습 효과 분석
An Analysis of Learning Effects of 2D and 3D based Programming for Elementary School Student
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초록
현재 초등 현장에서의 프로그래밍 교육은 블록기반 코딩 학습, 로봇이나 피지컬 도구를 활용한 코딩 학습 등 다양하게 진행되고 있다. 본 연구에서는 초등 현장에서의 프로그래밍 교육을 2D 기반 도구 활용과 3D 기반 도구 활용으로 나누어 학습 효과를 분석해 보고자 하였다. 학습 효과로는 창의적 문제해결 능력, 프로그래밍에 대한 흥미도, 공간 이해 능력 3가지로 한정하고 설계한 나만의 스토리텔링 만들기 코딩 학습 프로그램 적용 전과 후의 변화가 어떤지를 질문지를 통해 분석하였다. 창의적 문제해결 능력에서는 3D 기반 코딩 학습 반의 평균이 상대적으로 조금 더 상승하였고 프로그래밍에 대한 흥미도에서는 두 반의 평균이 모두 상승하였으며 도구의 특성에 따라 질문별로 조금씩 다른 답변 결과를 얻었다. 공간 이해 능력에서는 3D 기반 코딩 학습 반의 평균 상승 폭이 더 크고 유의미한 차이가 있는 것으로 나타났다.
Abstract
Presently programming education in elementary schools is conducted in various form, such as block-based coding education, coding with robot or physical device. This study is designed to analyze the different learning effect of elementary programming education between 2D-bases device usage and 3D-based device usage. Coding learning program was designed to achieve three goals of creative, problem-solving, ability, students interest on programming and spatial comprehensibility. The learning effect was analyzed to find the difference between ‘before’ and ‘after’ the coding learning program was applied by using questionnaire. Students’ creative problem-solving ability was relatively increased. Students’ interest in programming, the average of both classes increased, and slightly different answer results were obtained for each question depending on the characteristics of the programming tool. Two groups showed meaningful difference in spatial comprehensibility and 3D-based coding learning class showed bigger growth of the average score
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