블록형 프로그래밍 언어와 텍스트형 프로그래밍 언어의 교육적 효과 비교 분석
A Comparative Analysis of the Educational Effects of Block-type Programming Languages and Text-type Programming Languages
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초록
디지털 대전환 시대에 따라 컴퓨팅 사고력 기반의 프로그래밍 교육의 중요성이 강조되고 있으며, 프로그래밍 언 어의 종류에 따른 교육적 효과를 분석할 필요성이 커지고 있다. 본 연구에서는 학습 영역, 학습 요소 그리고 학습 단계를 설계 기준으로 설정하여 프로그래밍 교육 프로그램을 개발하였다. 이후, 한 집단에는 블록형 프로그래밍 언어, 다른 한 집단에는 텍스트형 프로그래밍 언어를 활용하여 교육 프로그램을 적용하고 그 효과를 분석하였다. 분석 결과, 프로그램 적용 이후 두 집단 모두 컴퓨팅 사고력에서 통계적으로 유의미한 수준의 변화가 확인되었으 며, 블록형과 텍스트형 프로그래밍 언어의 종류가 컴퓨팅 사고력 향상에 미치는 영향은 차이가 없었다. 또한, 블록형 프로그래밍 언어를 활용한 집단은 정의적 역량에서 긍정적인 변화가 확인되었으며 텍스트형 프로그래밍 언어를 활용한 집단은 정의적 역량에서 긍정적인 변화를 확인할 수 없었고, 토픽 모델링 기법을 활용한 분석을 통 해 각 프로그래밍 언어가 학생들의 프로그래밍 교육에 대한 태도에 미치는 영향을 확인하였다.
Abstract
In the era of digital transformation, the importance of programming education based on CT is being emphasized and the need to analyze the educational effects of the types of programming languages is increasing. In this study, the education program was developed by learning domains, learning elements and learning phases. After that, block-type programming language was applied to one group and a text-type programming language to the other group, and its effect was analyzed. As a result, a statistically significant change in CT was confirmed in both groups, and there was no difference in the effect the types of block-type and text-type languages on im- proving CT. In addition, the group using block-type languages confirmed positive changes in affective competency, and the group using text-type languages could not confirm positive changes in affective competency, and the ef- fect of programming languages on students' attitudes was confirmed through analysis using topic modeling.
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