초중등 sw교육 현장지원 발대식 및 제34회 한국컴퓨터교육학회 ... ·...

초중등 SW교육 현장지원 발대식 및 제34회 한국컴퓨터교육학회 학술대회

•일시: 2014년 8월 12일(화)

•장소: 고려대학교 인촌기념관

•주최: 미래창조과학부, 교육부

•주관: 한국과학창의재단, 한국컴퓨터교육학회

•후원: NAVER, KISTI, NEXON, NEXON COMPUTER MUSEUM, Daumsoft,

ROBOTIS, ITCEN, XNsystems, 천재교육, 고려대 영재교육원

초중등 SW교육 현장 지원 발대식 및

제34회 한국컴퓨터교육학회 학술대회

o 일시/장소 : ʼ14.8.12(화) 13:00 ~ 19:00, 고려대학교 인촌기념관

o 주최 : 미래창조과학부, 교육부

o 주관 : 한국과학창의재단, 한국컴퓨터교육학회

o 후원 : NAVER, KISTI, NEXON, NEXON COMPUTER MUSEUM, Daumsoft, ROBOTIS,

ITCEN, XNsystems, 천재교육, 고려대 영재교육원

시 간 주요 내용 비 고

13:00～13:30 30‘ 등 록

13:30～14:00 30‘ 개회식

사회 : 안성진 교수 (성균관대)

- 국민의례

- 개회사 : 김현철 한국컴퓨터교육학회 회장,

장영록 한국과학창의재단 단장

- 환영사 : 김병철 고려대학교 총장

- 축 사 : 윤종록 미래창조과학부 제2차관

14:00～14:10 10‘ 사진촬영 (귀빈 및 대표 교사)

14:10∼14:40 30‘ 발대식

사회 : 이환철 팀장(한국과학창의재단)

- 초중등 SW교육의 중요성 및 주요사업 설명

- 초중등 SW교육 현장지원 계획

미래창조과학부

한국과학창의재단

14:40∼14:50 10‘ 휴 식

14:50∼16:10 80‘ 기조강연

주제발표1. 일본 문부과학성

(토모토 노부 평생학습정책국 정보교육과장)

주제발표2. 영국 코드카데미

(Rachel Swidenbank 영국 코드카데미 책임자)

순차 통역

16:10∼17:40 90‘

사례발표

및

패널토의

사회 : 권대용 박사 (고려대 영재교육원)

- 네이버, 삼성전자봉사단, 엔트리코리아, 소프트웨어

교육연구소 교육사례

- 초등학교, 중학교, 고려대 영재교육 수업사례

17:40∼19:00 90‘

저녁식사 및 지역별 모임(국제관 식당 / 행사 등록시 수령한 식권 이용)

※ 한국컴퓨터교육학회 총회 별도 (17:50～18:30)

* 사정 변경으로 행사 당일 세부 일정이 변경될 수 있음

●●● 순 서 ●●●

Ⅰ. 개회식 사회 : 안성진 교수(성균관대)

● 국민의례

● 개회사

● 환영사

● 축사

Ⅱ. 발대식 사회 : 이환철 팀장(한국과학창의재단)

● 초중등 SW교육의 중요성 및 주요사업 설명 ··································································· 3 (이창윤 미래창조과학부 미래인재정책과장)

● 초중등 SW교육 현장 지원 계획 ······················································································ 19 (이환철 한국과학창의재단 컴퓨팅역량교육팀장)

Ⅲ. 기조강연

● 주제발표 1 : 일본 문부과학성 ························································································ 33 (토모토 노부 평생학습정책국 정보교육과장)

● 주제발표 2 : 영국 코드아카데미 ····················································································43 (Rachel Swidenbank 영국 코드카데미 책임자)

Ⅳ. 사례발표 및 패널 토의 사회 : 권대용박사(고려대 영재교육원)

● 소프트웨어야 놀자(네이버) ······························································································ 55● 주니어 소프트 아카데미(삼성전자봉사단) ····································································· 67● 교육용 프로그래밍 언어를 기반으로한 프로그래밍교육 플랫폼 ·································77

(엔트리코리아)

● 소프트웨어 교육 (소프트웨어 교육 연구소) ··································································89● 창의컴퓨팅 교육 프로그램의 적용(초등학교 사례) ····················································· 101● SW교육의 적용 (중학교 사례) ······················································································· 107● Tangible Programming Brick 개발 사례 (고려 영재교육원) ····························· 115

초중등 SW교육 현장지원 발대식 및


Ⅱ사회

이환철 팀장(한국과학창의재단)

발 대 식

초중등 SW교육 강화 추진방안

이 창 윤

(미래창조과학부 미래인재정책과장)

초중등 SW교육 강화 추진방안 ● ● ●

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● ● ● 초중등 SW교육 현장지원 발대식 및 제34회 한국컴퓨터교육학회 학술대회

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초중등 SW교육 현장지원

이 환 철

(한국과학창의재단 컴퓨팅역량교육팀장)

초중등 SW교육 현장 지원 ● ● ●

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Ⅲ

기 조 강 연

일본의 정보교육에 대하여

토모토 노부

(일본 문부과학성 평생학습정책국 정보교육과장)

일본의 정보교육에 대하여 ● ● ●

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코드아카데미와 영국의 SW교육

Rachel Swidenbank

(영국 코드카데미 책임자)

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코드아카데미와 영국의 SW교육

Rachel Swidenbank (영국 코드카데미 책임자)

Intro

I wrote my first line of code at the age of 18, whilst studying engineering at Oxford University, but left that behind to become a secondary school teacher in an inner city London secondary school. The school certainly had its challenges, with 80% of students coming from the 20% most income deprived areas in the country. Prior to starting at the school I had heard a frightening statistic, that in the UK, the likelihood of a child’s success was directly linked to their parents wealth. The children I were teaching were doomed to a lifetime of failure. But I was on a mission to break this statistic along with thousands of teachers around the country. This is when I realised how important it is to teach our children skills that will stay with them long after they leave the classroom. Skills that will one day lead them to jobs, able to sustain themselves, not having to depend on their parents. I believe learning how to program is one of those skills and I am excited to be here representing Codecademy, where we believe anyone, anywhere should have access to these skills required in the evolving world of technology. I lead Codecademy’s International Operations and I am here today to talk about how we are helping to prepare our children in the UK and beyond for tomorrow’s digital world....

What is Codecademy and what do we believe?

Codecademy is a free learning platform that enables anyone anywhere to learn the skills to get jobs in the 21st century. We currently have around 24 million users across 190 countries around the world. It is an interactive learning experience based on learning by doing. We offer a range of languages including HTML, JavaScript, Python, PHP and Ruby and have courses which can take someone from a complete beginner through to building their own professional website. Coding or programming is often feared by those without experience of it. It’s almost like an exclusive coding club, that when you are not a part of it feels impossible to get in. Our aim is to break down this misconception and let anyone learn these skills. Our users range from children to adults and I would like to share a few stories with you of the experiences our users have had, and how learning these skills have changed their lives.

First lets take Tommy - [video clip of Tommy]

I think Tommy’s story really highlights that today we are starting to break down the barriers to becoming a coder. He really did learn to code in 3 months - enough so that he could build one of the top 50 websites of 2013.


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"Learning code became my obsession. In June 2012, I took the little I had saved and bought a computer, installed Ubuntu and quit my internship.” Martha

My second story is about Martha, who is from Kenya. At 18 with very little experience with computers she started an internship where for the first time she had access to a computer on a daily basis. During this internship she started the Codecademy courses. Martha spent hours practicing at the Nairobi iHub. Codecademy combined with the community helped her learn fast and after a couple of months she landed a job as a developer with a local Ruby on Rails boutique.

Another exciting story I recently heard about is from Tim, one of our early adopters, who lives in Bristol in the UK. He started coding in his spare time on Codecademy and from the skills he learnt he managed to double his salary in the space of a year!

Why is programming so important?

If we take just London alone there will be a shortage of 300,000 ‘digitally’ skilled workers by 2020, with a further 1 million across Europe and 1.4 million in the US. Even now Tech City in London reports that the biggest problem facing 50% businesses is finding skilled employees. And this isnt just the West, in Asia one of the major areas of skills shortages today is a lack of technical competencies amongst prospective job candidates.

There has been a huge explosion of mobile applications and online businesses which are driving this shortage of skilled employees globally. And its not just in what we consider the “tech world”. Programming is infiltrating all industries. Take agriculture, farmers are using algorithms to decide when to plant or water crops. Police are now using algorithms to identify crime hot spots. Even film-makers use story algorithms to predict the box office potential of movie scripts. Technology and programming is infiltrating every industry and learning these skills can allow you to find a job, improve your current career prospects or even start your own business.

What are we doing to address the skills shortage?

Coding can be feared by those without experience of it. It's a foreign language which feels impossible for outsiders to comprehend and access. But we are beginning to break down these barriers to help people realise that anyone can learn how to code. It is a hugely exciting time in the UK in the run up to September - the start of the new school year. Programming has now been put onto our National Curriculum in England with “Computing” replacing our traditional “ICT” lessons. This means it is now mandatory for students aged 5 to 14 across all schools to learn coding skills in the classroom, and more students will be encouraged to actively pursue

코드아카데미와 영국의 SW교육 ● ● ●

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Computer Science beyond this. I have to admit, I am slightly envious of these students who will develop key digital skills that will allow them to take greater advantage of career opportunities in the workplace of the future. The 2014 curriculum was announced in July 2013 by education secretary Michael Gove, who said: "For the first time children will be learning to programme computers. It will raise standards across the board – and allow our children to compete in the global race."

In the run up to this, there have been many additional activities happening all over the country including after school coding clubs (one example being Code club, A nationwide network of volunteer-led after school coding clubs for children aged 9-11), and schools that have been teaching programming long before the changes in the curriculum were announced. I would like to share with you a short clip promoting the UK’s “Year of Code” [http://yearofcode.org/] a non-profit initiative supporting and encouraging everyone learning to code.

More broadly around Europe we have already seen countries starting to follow England’s lead. Finland will be teaching coding in classrooms from September 2016 and France announced last month that coding would now be on the curriculum for their primary school students from the beginning of their academic school year. The European Commission has been working hard to drive this movement into more schools around Europe through initiatives such as #codeweekEU and we at Codecademy have been working with them to help support this.

And in the US, whilst coding is not a mandatory feature on the K-12 curriculum, it is a hot topic of conversation. In the past few years programming has become very popular — moving out from the narrow domain of the “geek” to the broader world. President Obama has endorsed that requiring computer programming education in schools made sense. And initiatives like code.org who released a video featuring well known celebreties that went viral, has encouraged many students to learn to code. [show code.org video] So what is happening in schools? There is no such thing as a national curriculum in the US, with each state having autonomy over their education curriculums and even within states, districts have significant influence over what is taught in schools. Regardless of their being no systematic way for coding to be ‘put on the curriculum’ there are many initiatives happening.

In NYC, there is currently a 3 year pilot being run by the Department of Education called the 'Software Engineering Program'. There are 20 schools involved and they are trialling out what the curriculum could look like, using python for older kids and scratch for younger kids. As they do this, they are reviewing plans to ensure sufficient resources, such as teacher training, computer and internet access across schools.

In Chicago, under the mayorship of Rahm Emmanuel, President Obama's former Chief of Staff, groundwork has been laid to add programming to its curriculum. Both LA and Chicago are the first two cities to make a firm commitment to computing education. In the next three years,


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every student in the Chicago Public School system will take a course called 'Exploring Computer Science'. This course was developed, and has been hugely popular already in the LA school district.

Aside from the skills shortage, why should every child learn how to program?

1. Programming is becoming a basic literacy

As the world becomes more and more dependent on programming and technology we need to be preparing our children to not only be the consumers of technology, as most of us are today, but to become the creators. If today’s children are not exposed to the building blocks of software and computer science, our schools are effectively creating a generation of passive tech consumers. These passive consumers will be ill-prepared for the modern, technological work market. Whilst only a minority of students are likely to go on to careers in the technology industry, the digital world is embedded into our lives and society and having an understanding of how this works should be an entitlement for all.

For thousands of years, up until quite recently, ideas have been spread through the written word. And literacy, historically has commonly been the privilege of aristocratic males. Having the ability to write has meant that you also have the ability to create change. But today, writing is no longer the most effective way to change behaviours - instead we have a new medium - the digital medium. We must give our children - all of them, not just the privileged - the ability to make and change things . They can be active participants in the global economy.

2. It is more than just teaching a hard skill - it teaches us how to think!

It is also about the computational thinking this develops - it is a skill everyone should learn even if you have no desire to become a programer - there are huge benefits to learning how to think this way. It allows people to develop skills such as logical reasoning, algorithms, decomposition and abstraction. It’s these concepts that allow us to make use of computers and extend our own abilities to solve problems and understand systems.

3. Putting coding onto the curriculum will help address the small % of female programmers

Around the world, there are not enough women in technical industries and we need to find ways to change that. To give girls an equal opportunity in a world that is increasingly tech focused, we need to break down the stereotype that computer scientists are boring, male, tech geeks. One way is to do this is to introduce girls to the concepts of coding and programming at a younger age before the they develop any preconceptions of who a computer scientist may be. Studying computer science opens up a world of opportunities for both boys and girls in terms of long


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term careers and it is essential we give girls an equal opportunity to succeed. Right now there is a huge gender imbalance in science and technology and we need as many initiatives as possible to help address this.

What exactly does this mean in terms of what children will learn?

The new program of study places far greater emphasis on computer science as the foundations of the subject formally known as ICT. This includes programming and an understanding of networks and hardware, but also, importantly, elements of ‘computational thinking’ as mentioned previously. It can be broken down into 4 key parts:

• Computer science is the scientific and practical study of computation: what can be computed, how to compute it, and how computation may be applied to the solution of problems.

• Information technology is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.

• Digital literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.

• The creation of digital artefacts will be integral to much of the learning of computing. Digital artefacts can take many forms, including digital images, computer programs, spreadsheets, 3D animations.

These concepts will be introduced to children from the age of 5 and as they progress through school they will learn new concepts that build upon these foundations.

By the end of key stage one (5-7 year olds), students will be expected to create and debug simple programs as well as ‘use technology safely and respectfully’. They will also be taught to understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

By the time they reach key stage 2 (7-11 year olds), pupils will be taught how to design and write programs that accomplish specific goals, including controlling or simulating physical systems. They will also learn how to understand computer networks and use logical reasoning to detect and correct errors in algorithms.

Upon entering secondary school, key stage 3 (11-14 year olds) students will be taught about Boolean logic, given an understanding of algorithms that reflect computational thinking and be taught about the different hardware and software components that make up computer systems and how they communicate with one another.


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Key stage 4 (14-16 year olds) is more open, with students, teachers and exam boards given more freedom on the content of the course, and teaching focused on achieving higher levels of study and a professional career.

How are teachers reacting to this? What is being done to help to prepare teachers? What are Codecademy doing to help?

In the UK, computing and programming being put onto the curriculum has arguably been the most dramatic change since it was introduced 26 years ago. While excitement about the new curriculum is spreading across the UK, a recent survey conducted by TES and Nesta shows that more than half of England’s teachers are not confident delivering the new computing curriculum. Having been a teacher, I can begin to understand the difficulties of creating brand new materials and developing methods for teaching new concepts. However, if we look past initial challenges such as resource development and learning the different programming languages, I think teachers can agree that this is an important time to teach coding.

Training:

Training and equipping teachers is certainly one of the largest challenges faced in preparation for September. At Codecademy we have been helping to prepare teachers for this transition. Firstly teacher training - which teachers can complete online at their own pace to get up to speed on the programming languages they will teach in the classrooms in September. We have also been running workshops around the country working closely with our partnership schools who are training local schools also in preparation.

There have been other organisations also helping to support the training of teachers. Computing at School (a grassroots organisation who helped develop the new curriculum) have put in a significant amount of effort into creating CaS Master teachers who train teachers all around the country at local hubs.

Resources:

There are a significant number of resources becoming available to teachers.

At codecademy in addition to our online courses teaching a range of programming languages, we have also created some free classroom resources. Over 4000 teachers have already signed up to use these, including curriculum maps, lesson plans and summative quizzes that can be used with students across a range of ages and abilities. With already 1000s of teachers using Codecademy in the classroom all over the UK, we started to get requests for particular products - and as a result we have created a pupil tracker that will allow teachers to track their students as they


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progress through our courses.

One Teacher, John Partridge from the Minster School recently spoke about his experiences with using Codecademy both inside and outside the classroom and I would like to share his experiences with you.“I started using Codecademy right at the beginning after a recommendation from a friend working in web design. In those early days I used it as an enrichment source for keen students. When students showed either an aptitude or an interest in programming we would recommend the site to them and encourage exploration of it as a way of developing their skills. It soon became clear that the site was providing a really accessible and supportive means of introducing some key principles and supporting student development.

This led us to use Codecademy more, supporting the implementation of our computing exam courses. There are a number of reasons Codecademy is great for this. First, it has a wide range of programming languages and courses and can accommodate your requirements, no matter what language you are focusing on in lessons. The online nature of the platform allows students to continue the lessons outside the classroom, independently and at their own pace.

Codecademy isn't just for use in the classroom. If you walk past a lunchtime ICT club or look in a homework diary you’ll see plenty of evidence of its implementation and popularity with students and staff. We run regular student challenges, and have a Codecademy league in our A-level groups. The points and badges really engage students and give an easy indication of how well individuals are engaging with the product.

Beyond students, Codecademy has also proven to be a great resource for staff. Many of us work in departments with staff from a non-specialist background or in primary schools where there are no specialist computing teachers in the school. Codecademy provides staff with a manageable training environment where they can pick up on programming concepts at a pace which works with their schedule.”

I hope that we can support as many teachers as possible in the UK and beyond as we bring programming to classrooms all around the world!

What are the big questions people are asking and how can we address them?

To finish, I want to address some of the big questions:

Can anyone really learn how to code? Don’t you have to be a maths genius to learn how to code?


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I hear this question a lot and I almost feel like this question should be asked the other way around. Whilst programming provides us with the hard skill of learning to code, it also provides us lessons in computational thinking. Programming allows us to learn concepts that can be applied to so many things - algorithms, abstraction, decomposition, pattern recognition. It doesn't just teach us how to code - it teaches us how to think! And in turn this way of breaking down problems might actually help you to become a maths genius.

It’s not important and shouldn’t be compulsory for children especially as my kids won’t ever become programmers

In the UK we teach a broad curriculum of subjects - as do most education systems in the world. Let’s take music as an example and draw some parallels with computing. Those who wish to become a professional musician the subject demands a commitment and individual study far beyond that of whole class music lessons. Equally, the software engineers and computer scientists of the future will be developing apps and learning languages that go beyond those covered in class. We can all agree that is fine. Given that in the UK we believe music deserves its place on the curriculum, irrespective of a child’s ability, gender or background, to ensure they receive a rounded education, with opportunity for creativity and to express themselves, then surely the same is true of computing. It will now be a tool in the problem solving toolset that pupils leave school with. It will equip them to understand the digital world, just as we teach physics so they understand the physical world and biology the biological world. It also gives new ways of thinking about and learning other subjects.



Ⅳ사회

권대용 박사(고려대 영재교육원)

사례발표 및 패널 토의

소프트웨어야 놀자

(네이버)

소프트웨어야 놀자(네이버) ● ● ●

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주니어 소프트 아카데미

(삼성전자봉사단)

주니어 소프트 아카데미(삼성전자봉사단) ● ● ●

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교육용 프로그래밍 언어를 기반으로한

프로그래밍교육 플랫폼

(엔트리코리아)

교육용 프로그래밍 언어를 기반으로한 프로그래밍교육 플랫폼 (엔트리코리아) ● ● ●

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소프트웨어 교육

(소프트웨어 교육 연구소)

소프트웨어 교육 (소프트웨어 교육 연구소) ● ● ●

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창의컴퓨팅 교육 프로그램의 적용

(초등학교 사례)

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초등학교 창의컴퓨팅 교육 수업사례

창의컴퓨팅 교육 프로그램의 적용

경인교대 미래인재연구소

김포초 교사 홍희상

Ⅰ. SW교육 VS 창의 컴퓨팅 교육

기존 초등교육에서 이루어지고 있는 SW교육은 실과 과목 내의 단순한 정보교육이거나

창의적 체험활동에서의 정보윤리교육 및 방과후 교육에서의 컴퓨터 기능 교육입니다. 이러

한 형태로 이루어지고 있는 SW교육은 초등교육에서 필요로 하는 목표을 달성하기 어려운

형태이며 용어 또한 산업적 의미로 해석되기 쉬운 용어로써 기존 SW교육과의 차별화를 위

하여 현재 진행하고 있는 교육을 창의 컴퓨팅 교육으로 지칭하고자 합니다.

초등학교에서의 창의 컴퓨팅 교육의 목적은 SW개발자를 육성하거나 진로교육의 일환으

로만 보는 것이 아니라 디지털 사회에서의 다양한 문제들을 해결하기 위해 컴퓨팅 도구를

이용하여 컴퓨팅적 사고를 신장하고 이를 바탕으로 창의적 문제해결력을 신장하는데 목적이

있습니다. 이는 컴퓨팅 도구를 상상한 바를 실현시켜주는 도구로 이용한다는 점에서 명백히

기존 교육과 다릅니다. 이를 위해 저는 초등 창의 컴퓨팅 교육의 “이 ․ 상 ․ 해 교육 프로그램”을 적용한 사례를 발표하고자 합니다.

Ⅱ. 창의 교육 프로그램의 적용

창의컴퓨팅 교육 프로그램은 (이해하고 - 상상하고 - 해결하라)로 구성된 학습프로그램이

며 창의컴퓨팅 교육을 3단계로 구성하고 적용함을 정리한 형태입니다.

수업의 1단계는 ‘이해하기’입니다. 이 단계에서는 주어진 예제를 익히며 스크레치 사용법

을 익히는 과정입니다. 이 과정에서 교사는 필요한 스크레치의 사용법에 관련된 설명을 간단

히 제시하며 학생들이 향후 과정에서 필요한 소스를 제공합니다. 예를 들어 “방송하기”와

“방송받기”를 통하여 스프라이트사이에 관계를 설정하는 법을 설명하면 학생들은 방송하기

와 방송받기를 드래그하여 두 스프라이트가 화하는 타이밍을 맞춘다거나 서로 닿으면 점


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수가 올라가는 등의 기능이 가능하다는 것을 알게 됩니다.

수업의 2단계는 ‘상상하기’입니다. 위 기능을 활용하여 구현가능한 상상의 모습을 학생들

이 시나리오로 구성합니다. 자신이 상상하는 모습을 구현하기 위해 뼈 를 만들어가는 시기

라고 볼 수 있습니다. 이때 교사는 학생들이 제시하는 시나리오를 확인 후 지도조언 해주어

야 합니다. 추가 기능이 필요한 부분과 개념의 오류로 생기는 문제를 해결해 주어야 학생들

이 차후 프로그래밍 과정에서 겪는 오류를 최소화 할 수 있습니다.

수업의 3단계는 ‘해결하기’입니다. 학생 스스로 상상한 아이디어를 직접 구현해 보도록

합니다. 이때 학생들은 과거 배웠던 예제나 기능을 섞거나 응용하여 원하는 기능을 구현하고

자 노력합니다. 스스로 상상한 아이디어를 구현해가는 과정에서 최 의 학습동기를 끌어낼

수 있으며 스스로 상상하고 구현한 프로그램은 학생들에게 시각적이며 구체적인 보상 활동

이 될 뿐 아니라 자기만족감과 자신감의 향상 및 새로운 도전의 의지를 불러일으키는 최고의

학습도구로 활용 가능합니다. 이 점이 기존 SW교육과의 큰 차이점으로 볼 수 있습니다.

Ⅲ. 수업적용 후 제언

간략하게 소개한 본 수업사례는 1년간의 창의 컴퓨팅 교육을 50여명의 학생들과 진행하며

적용한 형태입니다. 본 수업과정을 진행하며 느낀 점은 다음과 같습니다.

첫째, 남학생은 게임위주의 요소, 여학생은 스토리텔링 요소들이 학생들의 학습동기를

자극하였다.

둘째, 일명 ‘따라하기’ 수업에 적응된 학생들은 스스로 상상하고 해결하는 과정에서 어려

움을 느껴 충분한 지도가 필요하다.

셋째, 디버깅과정을 교사의 지도로만 해결하려는 학생들이 많이 존재하므로 디버깅과정의

필요성을 반드시 강조해야 한다.

넷째, 그룹미션을 통해 협동심과 의사소통능력을 함양할 수 있는 활동이 다양하게 제시되

어야 한다.

다섯째, 교사의 설명보다 실제로 프로그래밍하는 과정에서 이해가 활발히 이루어지므로

설명식 수업시간을 최소화해야 한다.

창의컴퓨팅 교육 프로그램의 적용(초등학교 사례) ● ● ●

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창의컴퓨팅 프로젝트 학습 사례 (협업게임제작)

● 학습주제 : 자신만의 게임 만들기

과정교수․학습 활동

교수․학습 전략 프로젝트 단계적용 학습자 역량

[프로-젝트 주제] : 공동 제작 게임으로 이해하는 프로그래밍

주제

선정

및

계획

수립

원리

이해

-2인 팀 모둠 구성하기

-‘방송하기와 방송받을 때‘ 학습하기 ․ 프로젝트 학습법

상상

하기

-게임기본 아이디어 구안하기(디지털화, 컴퓨터

환경의 제약 이해하고 구안)

-아이디어에 이야기(스토리) 연계하기

-게임 중요화면 스케치하기

-게임의 필수 캐릭터 설정하기

-캐릭터별 역할분담하여 특징 분석하기

․ 공동의 스토리

구성을 위한 의

사소통 과정 활

성화

․ 화면 스케치 활

동을 통한 프로

그래밍 단계에

서의 과제 해

결 이미지 공유

․ 협업․협력에 의

한 과제 해결

기회 경험

해결

하기

-스크립트언어로 실습

-게임의 테스팅과 디버깅(벽돌 복사, 에러 확인,

문제점 발견 및 수정, 기능 수정 등)

․ 문제해결학습

- 학생들의 상호

작용에 의한

문제해결

․ 작업 과정에서의

협업 활동에 의

한 프로그래밍

능력차 해소

실행

결과

발표

SW교육의 적용

(중학교 사례)

SW교육의 적용 (중학교 사례) ● ● ●

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Tangible Programming Brick

개발 사례

(고려대 영재교육원)

Tangible Programming Brick 개발 사례 (고려대 영재교육원) ● ● ●

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초중등 sw교육 현장지원 발대식 및 제34회 한국컴퓨터교육학회 ... ·...

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