Developing a Novel Pair Programming Scheme for Improving Coding Skills and Learning Block Instructions of an Educational Programming Language : Entry

Ji Yeon Lee,So Yeon Oh,Seong Baeg Kim 보안공학연구지원센터 2016 International Journal of Software Engineering and Vol.10 No.9

One of popular approaches to coding at primary and secondary levels is recently based on an educational programming language like Scratch or Entry consisting of block instructions. It is possible for learners to not only understand easily the language but also improve coding abilities in the aspects of computational thinking and creativity, compared with general-purpose programming languages. However, there has been little research on how to learn or teach the coding, even if the coding education of using an educational programming language is just growing up. In particular, there have little cases of applying a pair programming scheme to an educational programming language education, which has been widely used in the existing programming education or software development process. An educational programming language, which has the set of block instructions, is simple in the viewpoint of syntax and possible to write a code within a short time. Therefore, it is easy to apply an instant pair programming scheme due to less tricky work for the cooperation between a pair of programmers, compared with a general-purpose programming language. In this paper, we focus on reflecting the characteristics of an educational programming language and having the advantages of pair programming. We propose how to apply an effective pair programming scheme to coding education. To learn block instructions of Entry educational programming language as well as improve coding abilities, we design a novel pair programming scheme that provides collaborative and competitive mode between a pair of programmers focusing on the secondary school students. We seek to learn all block instructions with minimized pair programming steps as far as possible. We expect that our approach will contribute to reducing coding difficulty and learning coding skills from each other through collaboration between coding learners.

중학교 언어문화 프로그램 개발 및 인성 교육 프로그램 인증 사례 연구 - 청소년 언어문화 프로그램 ‘따뜻한 언어 행복한 우리 아름다운 세상’을 중심으로 -

정혜현,노하늘,조재윤 한국어교육학회 2020 국어교육 Vol.0 No.171

This case study focuses on a language-culture program and a certification of character education program for middle school students. Through the Ministry of Education’s character education program certification system, youth language-culture status and language-culture program schooling for middle school students attempts to strengthen the connection between language-culture education and character education for teenagers, in order to gather data for institutional expansion. The middle school language and culture program, ‘With Warm Words, We are Happy, the World Becomes Beautiful’, modularized the core values and virtues presented in Article 2 of the Personality Education Promotion Act, covering six themes: “judging consciousness,” “discriminatory language,” “conversations with parents,” “formal conversations outside of school,” “online language,” and “language of empathy and consideration.” After conducting a middle school language-culture program for one class of 1st year middle school students, and validating the program’s effectiveness, the program examines participants using a KEDI character test paper, certified by the Ministry of Education as part of the character education program. This specific middle school language-culture program is meaningful in that it was the first language-culture character education program certified by the Ministry of Education, and it attempted to disseminate and proliferate the middle school character education program from an institutional perspective.

IB(International Baccalaureate) 언어교육과정의 특성과 시사점 연구

이향근 ( Hyang Geun Lee ) 서울敎育大學校 初等敎育硏究所 2014 한국초등교육 Vol.25 No.4

‘International Baccalaureate(이하 IB)’는 유럽 지역의 국제학교에서 주로 활용되고 있는 교육과 정의 하나이다. 이 연구는 IB교육과정의 언어교육 내용을 살펴보고 그 특성을 분석하여 교육적 시사점을 찾는 데 목적이 있다. IB교육과정은 IB유·초등과정(Primary Years Program), IB중등 과정(Middle Years Program ), IB학위과정(Diploma Program)으로 나뉜다. IB유·초등과정은 학 생들에게 요구되는 핵심역량을 중심으로 단위 학교에서 교육과정을 구성하고, IBO(international Baccalaureate Organization)의 인가를 받아 교육활동을 운용하고 있다. IB중등과정은 ‘분석하기’, ‘조직하기’, ‘텍스트 생산하기’, ‘언어 활용하기’를 신장시키기 위한 교육내용이 구성되어 있다. IB 학위과정의 언어교육은 ‘문학’과 ‘언어와 문학’교과에서 다루어진다. 문학은 IBO에서 선정한 작가 목록과 작품 목록을 중심으로 교육내용이 구성되며, 작품 번역하기, 문학 장르 특성 알기, 작품 분석하기 등의 활동이 프로젝트학습으로 진행된다. ‘언어와 문학’에서는 문화맥락이나 대중매체와 관련하여 언어의 기능과 역할을 배우고, 문학작품을 소통 맥락에 따라 분석하거나 비평하는 활동 이 이루어진다. 이 밖에도 예술영역의 ‘문학과 공연’ 과목은 드라마 실연이나 시 낭송 등 문학 작 품의 감상과 소통, 공연을 통합교육적 차원에서 다룬다. IB언어교육과정을 통해 얻을 수 있는 교육적 시사점은 다음과 같다. 첫째, 초학문적인 접근 방식으로 교육내용을 구성하여 교육과정 지역화의 가능성을 높이고, 학습자의 배움이 그들의 삶과 생활의 맥락에서 이루어지도록 유도하고 있다. 둘째, 학교급별로 분절된 교육내용을 다루되 하급학교의 교육과정이 상급학교의 학업을 위 한 필요조건이 된다. 이것은 교육과정의 계열성을 지속적인 교육내용 유무로 판단하지 않는다는 면에서 참조점이 있다. 마지막으로 언어교육을 위한 교육정전 목록을 구성하여 교사와 학습자에 게 제재의 수준과 범위를 구체적으로 제시하였다는 점도 주요한 시사점이다. International Baccalaureate (IB) is an international curriculum which is used in many international schools in Europe. This study analyzed traits of IB language curriculum and explored implications to Korean language curriculum. IB curriculum insisted in Primary Years Program, Middle Years Program and Diploma Program. Primary language program organizes by key competencies (concepts, skills, actions, attitude and knowledge) and IBO approve it to be activated. Middle Years language Program builds up analyzing, organizing, producing texts, using language competencies. Diploma language program has literature subjects and literature and language subject. Literature subject has composed based on ‘The Prescribed Literature in Translation’ and ‘The Prescribed List of Authors’. It builds that language in cultural context, language and mass communication, literature texts and contexts, literature critical study. IB students usually do project learning to accomplish it. The students learn that language skills and functions with cultural contexts and media in language and literature lessons. They also read and talk about literature works on communication context and produce critic from it. Diplomatic program also provides literature and performance subject to teach drama and recite. IB language curriculum has preview points. First, IB language curriculum conforms “transdisciplinary approach”to build curriculum so students can learn the key competencies from their daily life and environment. Second, IB curriculum has segmented educational sequence so each program does not have same educational content categories. However lower lever program curriculum has essential preconditions to achieve upper level program. It is a different way to organize form Korean language curriculum. Lastly, IB language curriculum has educational canons for students and teachers so they have guide line for teaching and learning literature.

국어과 교사 교육의 현황과 개선 방안 ; 초등 국어 교사 교육 프로그램의 운용 방안

이성영 ( Lee Seong Yeong ) 국어교육학회 2004 國語敎育學硏究 Vol.19 No.-

기초적인 프로그래밍 교육을 위한 컴퓨터 언어의 특성 및 개발 환경의 임상적 비교 분석

강대기(Dae-Ki Kang) 한국공학교육학회 2012 공학교육연구 Vol.15 No.3

In this paper, we try to explore basic factors that defines easy-to-learn programming language and easy-to-learn development environments for novice students who have not been exposed to computer programming language education. For these purpose, we investigate and analyze computer programming languages that are widely used in industrial environments, and present the summary and analyzed results. From the experimental results, most novice programmers understand computer programming languages in terms of procedural programming languages rather than in terms of functional programming languages or object oriented programming languages. Furthermore, we have found that, for effective education of basic level programming languages, factors of development environments are much more important than factors of programming paradigms that the computer programming languages are based on.

A Methodology for the Analysis of Block-Based Programming Languages Appropriate for Children

Radoslava Kraleva,Velin Kralev,Dafina Kostadinova 한국정보과학회 2019 Journal of Computing Science and Engineering Vol.13 No.1

Nowadays, the interest of young people in programming is decreasing steadily on a global scale. This, however, is becoming a problem for global economic development. The dynamic development of technologies requires implementation of new teaching and learning methods. As a result, new Computer Science courses related to programming in primary education have been introduced. Pupils learn the basics and the programming skills using new visual programming languages known as block-based programming languages that allow the design of programming algorithms (program logic) using drag-and-drop of program chunks, named blocks. This makes the programming languages easy to use even by young children. The lack of a reasonable argument for the choice of block-based programming languages based on their functional characteristics, interface and children’s preference prompted this investigation. This article discusses some of the modern block-based programming languages. Research into the state-of-the-art scientific publications on this issue has been done. The criteria for comparing and analyzing these programming languages have been defined. As a result, the blockbased programming languages that best meet the criteria have been identified. Two languages (Scratch and Code.org) have been selected based on the proposed methodology. These languages were used for two weeks by pupils in the 3rd and 4th grades in Bulgaria. The main goal of this study is to determine the degree of similarity between block-based and traditional programming languages, as well as discuss the opportunity for their use in the Bulgarian primary school. The proposed methodology can be easily adapted and used in other countries. An important factor in this research is the support available in the pupils’ native language for the integrated development environment and programming languages.

이주민을 위한 가족센터 교육 프로그램 현황과 미래 방향: 학술지 연구(2013-2022년)를 바탕으로

오정미,문희진,김영순 성결대학교 다문화평화연구소 2023 다문화와 평화 Vol.17 No.1

Based on 10 years of research on family centers (formerly Multicultural Family Support Centers), this study reviewed educational programs offered at the centers and suggests future directions as an educational institution for migrants. With changes in the level of learners and the social environment, Family Centers should modify the education they provide. In this end, this study examined educational program by regional centers and cases through research on family centers between 2013 and 2022. As a result, it was found that there are few educational programs that reflect the local environment and characteristics of each center, and that Korean language education programs at the elementary and intermediate levels were dominant. This confirmed the state by educational cases that call for the diversification of educational programs along with non-Korean language education programs. The following is the direction for future education programs based on the trends. First, advanced level Korean language education programs should be developed. The current programs at family centers are largely focused on beginner and intermediate levels. Given that it has been more than 10 years since Korea became a multicultural society, there are many migrants with advanced Korean language skills, and this necessitates modifications to the Korean language education programs offered at family centers. Second, intercultural education programs that promote mutual understanding of the cultural diversity and universality of nations and ethnic groups should be developed. There is a need for intercultural education that brings together residents and migrants, and a place for such exchanges should be provided as an educational programs at family centers. Lastly, educational programs that intently collect the opinions of migrants should be built. In the past, these programs were developed with the input of educators and experts, but today’s programs should actively reflect the voices of migrants as learners. By developing diverse educational programs at family centers, which serve as schools to migrants, by taking into account social changes and the views of learners, it becomes possible to look forward to a bright future not only for family centers, but also for Korea’s multicultural society. 이 논문은 10년 동안 축적되어 온 가족센터(구: 다문화가족지원센터)에 대한 연구를 바탕으로 교육 프로그램을 검토하고 이주민을 위한 교육기관으로서의 미래 교육 방향을 제시하는 연구이다. 학습자의 수준과 사회환경의 변화에 따라 가족센터는 교육 변화를 도모해야 하고, 이를 실천하기 위해 2013년부터 2022년까지의 가족센터 연구를 통해 지역 센터별과 교육 사례별로 교육 프로그램을 검토하였다. 그 결과 지역별 환경과 특성을 반영한 각 센터의 변별적 교육 프로그램이 거의 제공되지 않는 점, 그리고 초・중급 수준의 한국어교육 프로그램이 큰 비중을 차지하며 비한국어교육 프로그램과 함께 교육 프로그램의 다변화가 필요하다는 교육 사례별 현황을 확인할 수 있었다. 교육 프로그램 동향을 통해 제시한 미래의 교육 프로그램의 방향은 다음과 같다. 첫째, 고급 수준의 한국어교육 프로그램 개발이다. 현재 가족센터의 한국어교육은 초・중급에 집중되어 있다. 그러나 다문화사회가 된 지 10년이 넘은 현재에는 고급 수준의 한국어 능력을 갖춘 이주민이 많은 점을 고려해 한국어교육 프로그램의 변화가 필요하다. 둘째, 국가나 민족이 가진 문화적 다양성과 보편성을 서로 이해하는 상호문화교육 프로그램 개발이다. 정주민과 이주민이 함께 하는 상호문화교육이 필요하고, 그 교류의 장을 가족센터에서 교육 프로그램으로서 제공해야 할 것이다. 마지막으로 이주민의 의견을 적극적으로 수렴한 교육 프로그램 개발이다. 과거에는 교육자와 전문가의 의견을 수렴해 교육 프로그램이 개발되었다면, 이제 학습자인 이주민의 목소리가 적극적으로 교육 프로그램에 반영되어야 한다. 이주민에게는 학교와 같은 가족센터에서 사회 변화와 학습자의 의견을 수렴한 다양한 교육 프로그램 개발을 할 때, 가족센터의 미래뿐 아니라 한국의 밝은 다문화사회를 기대할 수 있을 것이다.

다문화 배경 유아를 위한 언어교육 방법 모색 -“언어자각(Language Awareness)” 프로그램을 중심으로-

박영옥,이진경 이중언어학회 2018 이중언어학 Vol.73 No.-

본 논문의 연구 목적은 다문화 유아가 다중언어 환경과 다문화 환경을 자연스럽게 받아들이면서 학교 언어인 한국어를 잘 습득할 수 있는 교육 방법을 모색하는 것이다. 현재 우리나라도 다문화 유치원을 운영하고 누리과정과 연계한 다문화 유아를 위한 언어프로그램도 개발하였다. 그러나 아직 다문화 가정의 부모가 참여하는 프로그램은 부족하다. 유치원 교육에 다문화 배경의 부모가 참여하는 것은 교육의 주요 매개자인 교사뿐만 아니라 학부모가 다문화 유아의 언어 이해에 함께 협업함으로서 사회 언어적 다양성에 도움을 줄 수 있다. 이러한 맥락에서 “언어자각”프로그램은 유아의 언어 발달에는 모든 언어가 유용하다는 사실에 기초하여 다중 언어 환경과 다문화적 접근 방법을 통하여 다문화 유아를 위한 언어교육을 하는 것이다. 또한 유치원 교육에 학부모가 참여함으로서 유아, 교사 그리고 학부모 3자간에 연대감을 형성할 수 있으며, 다문화 가정 유아가 유치원에 적응하는데 도움을 줄 수 있다. 그리고 다문화 유아는 어머니의 언어를 유치원에서 또래들과 함께 배움으로서 보다 긍정적인 자아정체성을 수립하는데도 도움이 된다. 이 프로그램은 다문화 유아뿐만 아니라 또래의 일반 유아들 역시 다양한 언어에 노출됨으로서 자신과 다른 언어, 민족, 문화적 배경이 다른 이들에 대하여 좀 더 열린 시각을 갖게 하여 언어와 문화의 다양성에 접근할 수 있도록 돕는다. 동시에 각 나라 언어의 음소의 구분과 음절의 차이와 유사성을 구분할 수 있는 비교적 시각을 갖게 되어 한국어에 적응할 수 있는 능력을 키워준다. The purpose of this research is to seek a way to support multicultural children to learn Korean language, which is a school language, while multicultural children adopt multilingual environment and multicultural environment naturally. Recently, Early childhood education sector of Korea has also developed a language program for multicultural children, which has been implemented at a multicultural kindergarten and links with the Nuri curriculum, The integrated curriculum of Kindergarten education and Childcare Center education in Korea. However, there are not enough programs for parents of multicultural families. The involvement of parents with multicultural backgrounds in kindergarten education can help sociolinguistic diversity by not only teachers who are the main mediator of education, but also parents as they work together to understand the language of multicultural children. In this context, the “Language Awareness” program is based on the fact that all languages ​​are useful for language development of infants and children. It is a language teaching methodology for multicultural children through multilingual environment and multicultural approach. In addition, participation of parents in kindergarten education can form a sense of solidarity among children, teachers, and parents, and can help children of multicultural families adapt to kindergarten in Korea. This approach is also helpful for multicultural children to establish a more positive identity by learning their mother tongue with their peers in kindergarten setting. This program contributes to both multicultural children and other children in the kindergarten. Non-multicultural children are also exposed to various languages, allowing them to have a more open-view of their own and other languages, ethnic and cultural backgrounds, thus helping them gain access to other languages and cultural diversity. Through this process, it develops the ability to learn Korean with a comparative perspective that can distinguish phonemic distinctions and syllable differences and similarities in each language.

The Current Situation and Future Prospect of Korean Language Education at Korean Universities in Uzbekistan: Focusing on the Korean Language Degree Program at Korea International University in Fergana

곽부모 국어교육학회 2021 國語敎育學硏究 Vol.56 No.5

The objective of this study is to review how Korean universities in Uzbekistan operate the Korean language courses and Korean language education programs for degree students concretely. There are two detailed points in the study. One is the process of establishment and current status of the Korean language degree program at the Department of Korean language or the Faculty of Korean language at Korean universities in Uzbekistan. Another is the curriculum of the Korean language courses and the Korean language degree program. The Inha University in Tashkent and the University of Ajou in Tashkent only offer Korean language courses for beginners. Yeoju Technical Institute in Tashkent is a developing university of Korean language education that operates the Korean language of bachelor’s degree in individual academic divisions. And Korea International University in Fergana, the only operating faculty of the Korean language in Uzbekistan, is in the process of reorganizing the Korean language degree program into Korean studies. This study is meaningful in that it analyzes the current issues of Korean language education at Korean Universities in Uzbekistan, presents new data, and suggests ways to develop the Korean Universities of Korean language education. And the current status of Korean language education in Uzbekistan discussed in this study can be common to many Korean universities in Uzbekistan as well as in Central Asia. It is therefore that this paper will be a useful resource for establishing the Korean language degree program at Korean Universities in Central Asia.

청소년 언어문화 개선을 위한 교육 프로그램 연구 - ‘청소년 우리말 지킴이’ 사례를 중심으로

김철희 ( Kim Chulhui ),이혜경 ( Lee Hyekyung ) 한국공공언어학회 2019 공공언어학 Vol.1 No.0

This study is a study that suggests the case of education program of 'Youth Protector of Korea' which has been implemented and improved for 7 years after it was founded in Inha University, Korea. As a result of the study, 'The Korean Language Conservation Teacher' education program for improving the youth language culture was based on the theoretical model, peer subjectivity, sustainability and actuality, subject language education, and the instrumentality of knowledge. In addition, it was possible to organize mid - and long - term plans such as short - time within 2 months and club activities throughout the year. As a result of the education program, most of the students who are interested in the language and have middle level Korean ability completed the education program by completing the final research report. They were also taught profanity and profanity, correct use of Korean language, The evaluation has increased. This study is meaningful in terms of suggesting examples that can be used in the development of an effective educational program for improving the language culture of the youth that can overcome the limitations of existing education programs.