엔트리 프로그래밍 언어를 활용한 협력적 이야기 생성하기 활동의 교육적 효과
Educational Effects of Collaborative Story Creation Activities Using Entry Programming Language
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초록
본 연구에서는 엔트리 프로그래밍 언어를 활용한 협력적 이야기 생성하기 활동의 교육적 효과를 분석하기 위해 3주간 강의를 실시하고, 학생들의 SW교육 역량과 이야기 생성 능력의 변화를 분석하였다. 그 결과, 정보 소양 능력이나 컴퓨팅 사고력, 학습자 역량 등 학생들의 SW 교육 역량에는 큰 변화가 없었지만, 이야기 생성 능력은 통계적으로 유의미하게 향상되었다. 그러나 학생들은 글쓰기와 함께 엔트리 프로그래밍 언어를 배워야 한다는 부담감을 가졌다. 하지만, 점차 이야기 생성하기 활동에 대한 흥미뿐만 아니라, 엔트리를 활용한 이야기 생성하기 활동이 유용하다고 반응이 많았다. 따라서 향후에는 초등예비교원의 교과 역량뿐만 아니라 SW교육 역량을 향상시키기 위해서는 엔트리 프로그래밍 언어를 활용한 다양한 교과 교육 활동이 확대시킬 것을 제안하였다.
Abstract
In order to find out the educational effects of the collaborative story creation activities using Entry programming language, we conducted a lecture on the activities for 3 weeks and analyzed the changes in SW education capacity and story creating ability. As a result, there were no significant changes in students' SW education capacity, such as information literacy, computational thinking, and learner competency, but the ability to create stories increased statistically significantly. Students felt the burden of learning the story creation using Entry programming language, but gradually they found that the activities were useful as well as the interest in creating stories. Therefore, in the future, we suggested that various subject curriculum activities using Entry programming language should be expanded to improve the SW education capacity as well as the subject capacity for the student teachers.
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