EPL과 코딩 로봇을 활용한 SW교육이 컴퓨팅 사고력 및 문제해결력과 학업성취도에 미치는 영향

Abstract

In the wake of a “SW-centered society“ where software creates new values and soon becomes competitive, countries around the world are striving for SW education. In Korea, SW capabilities are combined in various fields through the 2015 revised curriculum to enhance students' computing thinking and creative problem solving skills. In this study, we analyzed how SW education using EPL and coding robots affects students' computing thinking, problem solving, and academic performance, identifying the effects, advantages, and disadvantages of software education using EPL and coding robots. In order to achieve the purpose of this study, students from A Middle School in Gwangju and B Middle School in Jeollanam-do were collected for about two months from March 2 to early May. The results obtained from this study are as follows. First, the difference between personal characteristics, SW training experience, and SW training with EPL and coding robots showed that women's computing thinking power was higher than men's in gender, and SW training experience and SW training period were statistically significant. In addition, students who received SW training for a period of “less than six months“ had the highest computing thinking power among students with SW education experience. Second, the impact of SW training using PL and coding robots on problem-solving power with differences in personal characteristics, SW training experience, and SW training period showed that men outperform women in all sub-factors, and that problem-solving power by grade had only a significant impact. In addition, students with or without SW education experience showed higher problem solving skills than those with no experience in all sub-factors, and problem solving skills over SW education period improved from 'more than 3 years' and 'more than 2 to 3 years', indicating that the longer SW training period. Third, in SW education using EPL and coding robots, computing thinking and problem-solving skills were shown to have a positive impact on academic achievement and each other, while computing thinking did not affect students' academic performance before and after SW education. Pre- and post-academic performance both showed significant effects on problem-solving skills, and SW education using EPL and coding robots was found to have a positive impact on problem-solving and academic performance, with 25.3% improvement in later academic performance.