Earticle

스마트팜 기술은 정보통신과 인공지능 기술을 기반으로 동작하는 원격 자동화 농업 기술을 의미하며 이를 학 교 현장에서 교육 주제로 삼는 경우 농업과 정보 기술을 함께 배울 수 있는 흥미 있는 융복합 교육과정이다. 본 논문은 현재의 스마트팜 관련 교육이 실과 및 기술 영역에 주로 다루어지는 상황에 머물지 않고 코딩 융합 교육 에도 함께 활용할 수 있도록 필요한 스마트팜 실험 세트의 구성과 이를 작동시키는 소프트웨어 라이브러리를 설 계하고자 하였다. 구체적으로 제안하는 실험용 스마트팜 세트는 라즈베리파이 보드와 아두이노 보드를 서로 연 결하는 듀얼 플랫폼 형식으로 설계하였고 식물 생육과 관련하여 필요한 몇 가지 센서와 작동 장치들을 포함하였 다. 실험용 스마트팜 세트에서 다양한 생육 실험을 진행하면서 파악하게 된 작동 기능들을 파이썬 코딩에 필요 한 라이브러리 형태로 설계하고 규격화하였다. 본 논문에서는 제안하는 라이브러리를 활용하여 코딩하므로써 효 과적으로 프로그램을 완성하고 스마트팜 농업 기술의 이해도 함께 얻을 수 있도록 구성하고 설계하였다.

Smart farm technology refers to remote automated agricultural technology that operates based on information and communication and artificial intelligence technology, and when it is used as an educational topic at school, it is an interesting convergence curriculum where agriculture and information technology can be learned together. This paper attempted to design the necessary smart farm experiment set and the software library that operates it so that the current smart farm-related education mainly deals with practical and technical areas, but can also be used for coding convergence education. Specifically, the proposed experimental smart farm set was designed in a dual platform format that connects a Raspberry Pi board and an Arduino board, and included several sensors and operating devices necessary for plant growth. The operating functions identified while conducting various growth experiments on the experimental smart farm set were designed and standardized in the form of a library required for Python coding. In this paper, we structured and designed it to effectively complete the program and gain an understanding of smart farm agricultural technology by coding using the proposed library.

본 연구는 4차 산업시대를 맞아 코딩을 포함한 교수·학습이 강조됨에 따라 코딩수업에서 수학 교수· 학습의 효과를 파악하고자 수행되었다. 이를 위해 경기도 D 중학교 1학년 학생들 32명이 스크래치를 활용한 7차시 프로그램에 참여하여, 그들의 활동자료는 컴퓨터에 매 차시 저장되었고, 연구자는 관찰일 지를 매주 작성하였다. 중학교 등식의 성질에서 이렇게 수집된 자료를 통해 연구자는 도구화 수준에 대해 개별 학생의 수준을 조사하고, 학생의 컴퓨터프로그래밍 자기효능감을 사전과 사후 검사를 통해 조사하였다. 학생들의 도구화는 다양하게 나타났는데 연구가 시작된 시점에는 도구화의 제 3 또는 4수 준에 해당하는 학생이 9%에 불과하였지만 연구마무리 시점에는 80%를 상회하였다. 학생들의 컴퓨터프 로그래밍에 대한 자기효능감은 유의한 수준으로 향상되었다.

The study investigated students’ instrumentalization levels and computer programming self-efficacy in mathematics classrooms while using Scratches, to understand the properties of equality. 32 of 7th-grade students from D middle school in Gyeonggi-do participated in the program consisting of 7 lesson units. To investigate individual students' levels of instrumentalization, each worksheet they worked on using Scratches was saved into computers after each lesson. Questionnaires measured self-efficacy regarding computer programming at the study's beginning and the end. The level of students' instrumentalization was revealed to be variously from level 0 to 4. In the beginning, 9% of students corresponded to level 3 or 4, but more than 80% of students reached level 3 or above at the end. In addition, computer programing self-efficacy was improved significantly.

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.

When carrying out computer programming, the process of checking and correcting errors in the source code is essential work for the completion of the program. Non-computer majors who are learning programming for the first time receive feedback from instructors to correct errors that occur when writing the source code. However, in a learning environment where the time for the learner to practice alone is long, such as an online learning environment, the learner starts to feel many difficulties in solving program errors by himself/herself. Therefore, training on how to check and correct errors after writing the program source code is necessary. In this paper, various types of errors that can occur in a Python program were described, the errors were classified into simple errors and complex errors according to the characteristics of the errors, and the distributions of errors by Python grammar category were analyzed. In addition, a coding learning process to refer error lists was designed to present a coding learning method that enables learners to solve program errors by themselves.

ChatGPT significantly broadens the application of artificial intelligence (AI) services across various domains, with one of its primary functions being assistance in programming and coding. Nevertheless, due to the short history of ChatGPT, there have been few studies analyzing its coding capabilities in Korean higher education. In this paper, we evaluate it using exam questions from three foundational programming courses at S University. According to the experimental results, ChatGPT successfully generated Python, C, and JAVA programs, and the code quality is on par with that of high-achieving students. The powerful coding capabilities of ChatGPT imply the need for a strict prohibition of its usage in coding tests; however, it also suggests significant potential for enhancing practical exercises in the educational aspect.

컴퓨터 프로그래밍 과정에서 학생간의 수준 차는 반 전체의 성취도를 결정하는 중요 요인 중 하나다. 문제를 먼저 해결한 학생은 대기 시간이 낭비되고, 해결 하지 못한 학생은 추가 시간이 필요하다. 이는 예제 위주의 프로그래밍 교육에서는 더 심각하다. 성취도를 예측하는 선행적 기준이 있다면 학생간의 수준별 학습이 가능해 진다. 초기에 수집된 정보인 개인성향, MBTI 분석, 분당 코딩 량 데이터를 향후 필기 시험 점수와 비교 분석하여 성취도를 예측하는 방법을 제시한다.

오늘날 대학교육은 미래 인재의 핵심역량을 도출하고, 목표한 핵심역량을 강화하기 위하여 다양한접근을 통하여 교수학습방법과 교육평가방법을 연구하고 있다. 이러한 흐름 안에서 코딩 교육과 같이기술적, 절차적, 경험적 지식을 핵심역량과 함께 연계하여 평가해야 하는 교육과정에서는 수행평가의필요성이 더 강조되고 있으며, 수행을 평가할 객관적 준거로써 결과에 대한 신뢰성을 보장할 수 있는루브릭 개발에 대한 중요성도 커지고 있다. 본 연구는 코딩 관련 기초교양교과에서 목표하는 핵심역량을 강화하기 위하여 핵심역량 융합 루브릭을 개발하고, 실제 수행에 적용하여 개발도구의 적절성과 효과성을 살피고자 했다. 본 연구의 대상은2021년 1학기 코딩 관련 교과를 수강한 후 설문에 응답한 59명의 학생이다. 구글 설문지 환경에서작성되어 배포, 획득된 설문이 분석 자료로 활용되었다. 정량적 설문의 분석결과 교과과정과 핵심역량의 연계를 통한 창의, 융합 사고 향상 및 개발된 루브릭의효과성과 적합성 면에서 모두 긍정적인 인식이 높게 나타났다. 정성적 분석에서는 본 연구를 위해개발된 루브릭은 학습자에게 ‘방향성 안내’, ‘수행의 기준(준거)’, ‘과제 완성도 향상’, ‘접근의 수월성’, ‘자가점검 도구’, ‘심리적 만족감 부여’와 같은 효과를 나타내고 있다.

Today's university education derives the core competencies of future talent. In addition, in order to strengthen these targeted core competencies, teaching and learning methods and educational evaluation methods are being studied through various approaches. Within this trend, the need for performance evaluation is being emphasized more in a curriculum that requires technical, procedural, and experiential knowledge in order that it might be evaluated in connection with core competencies, such as coding education. Also, the need to develop a rubric that can guarantee the reliability of the results as an objective standard to evaluate performance is growing. This study develops a core competency convergence rubric to strengthen the core competency targeted in the coding-related basic liberal arts curriculum. Furthermore, by actually applying this rubric, we hope to closely examine the appropriateness and effectiveness of this developmental tool. The subjects of this study were 59 students who responded to the questionnaire after taking coding-related courses in the first semester of 2021. The questionnaire prepared, distributed, and obtained in the Google questionnaire environment was used as analysis data. As a result of the quantitative questionnaire analysis, we found that the positive perception among the students was high in terms of their improvement of creativity and convergence thinking, which was achieved by linking the curriculum and the core competencies, along with the effectiveness and suitability of the developed rubric. In the qualitative analysis, we found such effects as: “direction guidance”, “performance standard(standard)”, “improvement of task completion”, “excellence of approach”, “self-inspection tool” and “providing psychological satisfaction”.