언플러그드 교육과 EPL 교육이 지적장애 초등학생의 문제해결력, 수업 참여행동 및 컴퓨팅 사고력에 미치는 상대적 효과 분석

Abstract

Software education was included in the regular curriculum due to the 4th industrial revolution. Software education develops computational thinking, logical thinking ability, procedural thinking ability, reflective thinking ability, and problem solving ability. Therefore, education should be provided to both students with and without disabilities. It should not be limited to education for specific students only such as students without disabilities. Students with intellectual disabilities show difficulty in problem-solving due to limitations in their cognitive abilities. They also show difficulties in class participatory behaviors due to low motivation to learn and learned helplessness. Unplugged education can learn the concepts and principles of computer science through fun operation activities. EPL education shows algorithms designed on a computer screen. Therefore, software education can be used as a learning method to increase the interest and motivation of learners. Despite these advantages, the number of software education studies for students with disabilities is very small. Therefore, in this study, unplugged education and EPL education were conducted for elementary school students with intellectual disabilities to analyses the relative effects seen on problem-solving ability and class participatory behavior, and to find out the effect on computational thinking. The intervention was implemented using a alternating treatments design for three students with intellectual disabilities enrolled in a special class in an elementary school and the effect was confirmed. The research results of this study are as follows. First, EPL education was found to be more effective than unplugged education in the problem-solving ability and class participatory behavior of elementary school students with intellectual disabilities. Second, for problem-solving ability, the number of challenges, the time to reach the correct answer, the average conception time per session, the number of error checks, and efficient algorithm design were measured. The results are as follows. Unplugged education was found to be effective in the number of challenges and efficient algorithm design. EPL education was found to be effective in the time to reach the correct answer and the average conception time per session. As for the number of error checks, the occurrence rate was low, so a meaningful comparison could not be made. Third, in class participatory behavior, spontaneous questioning, attention-focused behavior, and task avoidance behavior were measured, and the results are as follows. EPL education was effective for attention-focused behavior and task avoidance behavior, and the effectiveness was proven through an effective treatment section. As for the spontaneous questioning, the occurrence rate was low, so a meaningful comparison could not be made. Fourth, through SW education(unplugged education and EPL education), computational thinking was improved in two students. There was no difference in the pre-post results of computational thinking for one student. Among the sub-domains of computational thinking, in the algorithm element, all three students showed an increase in post results. At the discussion section, educational implications for special education teacher base on the results of the this study were discussed. In addition, the limitations of this study and suggestions for future study was presented.