초등실과 SW교육에서 자기조절학습기반 언플러그드활동이 컴퓨팅 사고력에 미치는 효과

Effects of Instructing Unlugged Activities in light of Self-Regulated Learning on Computational Thinking in Elementary Practical Arts Software Education

이 연구의 목적은 2015 개정 실과교육과정에서 적용될 수 있는 자기조절학습기반 언플러그드활동(SR-UPA) 교수․학습모형을 개발하고, 이에 알맞게 자기조절 학습의 전략으로 언플러그드활동 프로그램을 개발, 적용함으로써 초등학생의 컴퓨팅 사고력 향상시키는 데 있다. 이 연구는 총 3단계의 절차를 거쳐 진행되었는데, 문헌연구를 통해 잠정교수․학습모형을 개발하고 전문가들에게 타당성 검토를 받아 교수․학습모형을 개발하는 1단계, 교수․학습모형에 따른 12차시의 프로그램을 개발하고 개발된 프로그램을 타당화하며 사전 적용하여 수정․ 보완하는 타당화단계인 2단계, 개발된 SR-UPA 프로그램을 적용하고 실험 집단과 통제집단 간 사전․사후 검사의 비교 분석을 통해 프로그램의 효과를 분석하는 3단계로 이루어졌다. 이 연구에서 활용된 3개의 집단 다시 말해 실험 집단(자기조절학습기반 언플러그드활동, 이하 SR-UPA)과 통제 1집단(언플러그드활동, 이하 UPA), 통제 2집단(일반)간 컴퓨팅 사고력과 그하위역량인 분석 능력, 설계 능력, 구현 능력, 추론 능력에 대한 차이를 확인하고자 One-way ANOVA(일원배치 분산분석)를 실시하였으며 유의한 차이를 보이는 변수에 대해서는 사후분석으로 Duncan Test를 사용하여 집단별 차이를 확인하였다. 연구의 결과는 다음과 같다. 첫째, 이 연구에서 개발된 SR-UPA전략은 예비 실험을 통해 전략을 수정․보완하였으며 본 실험을 통해 초등학생의 컴퓨팅 사고력의 향상에 대한 효과가 검증되었다. 둘째, 초등실과교육에서 소프트웨어교육을 받지 않는 일반집단과 언플러그드활동을 적용한 UPA집단, 자기조절학 습기반 언플러그드활동을 적용한 SR-UPA 집단의 세 집단 간에 컴퓨팅 사고력과 그 하위역량인 분석 능력, 설계 능력, 구현 능력, 추론 능력에 유의한 차이가 있었다. 이를 통해 SR-UPA 전략을 적용한 초등실과 SW수업이 초등학생들에게 컴퓨팅 사고력과 하위역량인 분석 능력, 설계능력, 구현 능력, 추론 능력을 향상시키는데 효과가 있는 것으로 검증되었다. 셋째, 자기조절학습기반 언플러그드활동을 적용한 SR-UPA 집단은 SW교육을 받지 않는 일반집단과 언플러그드 활동을 적용한 UPA 집단과 비교하였을 때 사후검사에서 컴퓨팅사고력과 4가지 하위역량 모두에서 통계적으로 유의한 결과를 나타내었다. 하지만 UPA 집단과 일반집단 사이의 사후 분석에서는 분석 능력을 제외한 다른 역량에서는 통계적으로 유의한 결과를 나타내지 않았다. 따라서 이를 통해 단순 언플러그드활동을 통한 SW교육은 학생들의 분석능력만을 향상시킬 수 있었으나 자기조절학습기반 언플러그드활동은 분석능력뿐만 아니라 컴퓨팅 사고력을 포함한 4개의 하위역량 모두를 향상시킬 수 있음을 알 수 있었다.

The 2015 Revised Practical Arts Curriculum emphasizes the need to understand the technological systems achieved by mankind in accordance with the rapidly changing science and technology, to design better technical systems and to be able to cope with the future society by cultivating the ability to use technology to cope actively. To do this, I should focus on developing computing thinking, which is a core thinking process of the future society, rather than just teaching how to use computers and advanced information and communication devices or software. Elementary school students at the concrete level of operation are more effective in learning specific things that can be observed by presenting specific situations and activities. Therefore, unplugged activities, which provide experience with concrete objects rather than programming with computers, provide opportunities for elementary school students to solve problems based on the contents of computer science. This unplugged activity should lead to learner voluntary participation and leading learning rather than knowledge-based education, and it is necessary to utilize cognitive, synchronic and behavioral strategies to carry out self-directed learning in this sense. Self-regulated learning was expected to be an effective teaching and learning strategy. In this study, the researcher developed sa elf-regulated unplugged activity (SR-UPA) learning model to be applied in the 2015 revised Practical Arts Curriculum, and developed and applied an unplugged activity program as a self And what kind of change it leads to. In addition, I tried to examine the difference between sexes and grades according to the application of SR-UPA program. This study was conducted through a total of three steps. The experimental design of this study was applied to three groups (Experimental group A: SR-UPA application, Control 1 group B: UPA application, Control 2 group C: General application). The experimental group A group and the control group B group were applied on the basis of the revised course of the 2015 revision course, and the C group of the control group applied the general practice class according to the 2009 revised practice curriculum. After measuring the group s computer thinking, the 12 groups of self-regulated learning-based unplugged activities (SR-UPA) were applied to 50 students of experimental group A, the researchers applied the general unplugged activity lesson 12 class which did not use the control learning based strategy and 50 class C students who were the control group 2 the lesson class which does not apply the unplugged activity according to the 2009 revision curriculum. Based on the above results, the following conclusions were obtained. First, the self-regulated learning based unplugged activity (SR-UPA) strategy developed in this study was modified and supplemented through preliminary experiments. This experiment proved the effect of improving the thinking power of elementary school students. Second, in the elementary school science education, there are three groups of general group which do not receive software education, UPA group which applies unplugged activity, SR-UPA group which applies unplugged activity based on self-controlled learning, Implementation ability, and reasoning ability. It is proved that elementary class and SW class applying SR-UPA strategy are effective for improving elementary school students thinking ability, sub-competency analysis ability, design ability, implementation ability, and reasoning ability. Third, the SR-UPA group using the unplugged activities based on self-regulated learning was statistically significant in both the computational thinking power and the four sub-competencies in the post-test when compared with the general group without SW education and the UPA group with unplugged activities respectively. However, post-analysis between the UPA group and the general population did not show statistically signifi