2015 개정교육과정에 따른 초등학교 소프트웨어 교육에서의 평가의 현황과 방향
A Study of Current State and Direction of Evaluation of Software Education in Elementary School according to the 2015 Revised Curriculum
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초록
Purpose: The main purpose of this study was to understand evaluation for software education in elementary school. Methods: This study use Convergent Parallel Design of mixed method. Quantitative and qualitative data gathered in elementary software research schools were analyzed to find out present state and problem of evaluation. Results: The characteristics of the software education evaluation identified by the quantitative and qualitative data are as follows: Evaluation is primarily performed on performance assessment. Formative evaluation is actively utilized. Students’ participation in evaluation is emphasized. Informal evaluation is mainly performed. There is a difference in teachers’ perception of the evaluation methods. Conclusion: Evaluation in software education should be performed through performance assessment, formative evaluation, active participation of students. In addition, the understanding of computational thinking and the development of concrete evaluation methods of computational thinking.
Abstract
Purpose: The main purpose of this study was to understand evaluation for software education in elementary school. Methods: This study use Convergent Parallel Design of mixed method. Quantitative and qualitative data gathered in elementary software research schools were analyzed to find out present state and problem of evaluation. Results: The characteristics of the software education evaluation identified by the quantitative and qualitative data are as follows: Evaluation is primarily performed on performance assessment. Formative evaluation is actively utilized. Students’ participation in evaluation is emphasized. Informal evaluation is mainly performed. There is a difference in teachers’ perception of the evaluation methods. Conclusion: Evaluation in software education should be performed through performance assessment, formative evaluation, active participation of students. In addition, the understanding of computational thinking and the development of concrete evaluation methods of computational thinking.
참고문헌 (12)
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