Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Influence of Pair Programming on 4Cs Improvement in Middle School Informatics

중학교 정보교과에서 짝 프로그래밍이 4Cs 향상에 미치는 영향

  • Park, Yoon-mi (Jeonbuk National University, Dept. of Computer Education) ;
  • Lee, Hyo Jong (Dept. of Computer Science and Engineering, CAIIT)
  • 박윤미 (전북대학교 교육대학원 컴퓨터교육학과) ;
  • 이효종 (공과대학 컴퓨터공학부, 영상정보신기술연구소)
  • Received : 2020.06.19
  • Accepted : 2020.07.08
  • Published : 2020.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

A model of cooperative learning, Pair Programming was applied to regular class for middle school students. Algorithm and programming skill were taught through the pair programming for two week and the achievement was analyzed based on 4Cs(Critical thinking, Communication, Collaboration, Creativity) proposed by the NEA(National Education Association). The control group was statistically significant on Critical Thinking between pre-test and post-test1, while the experimental group was statistically significant on all measurements of 4Cs. Between pre-test and post-test2, the control group showed overall little difference in range of 0.2 points on the 4Cs average scores. while the experimental group was statistically significant on all measurements of 4Cs. Between post-test1 and post-test2, there was no significant difference on 4Cs average scores in both groups. The experimental group showed higher score results on all 4Cs than the control group. This study verifies that the benefits of Pair Programming on 4Cs.

협동학습의 한 모형인 짝 프로그래밍을 중학교 정보 교과 수업에 적용하였다. 짝 프로그래밍을 통하여 알고리즘 및 프로그래밍 교육을 2주간에 걸쳐서 교육시키고, 전미교육협회에서 제시한 4Cs에 준거하여 실험 분석하였다. 실험결과 통제집단은 사전-사후1검사에서 비판적사고가 통계적으로 유의하게 증가하였고, 실험집단은 비판적사고, 의사소통, 협업, 창의력 모든 측정에서 통계적으로 유의하게 향상되었다. 사전-사후2검사에서 통제집단은 4Cs 평균점수 차이가 전체적으로 0.2점대로 근소하게 나타나 별다른 변화가 없었으며, 실험집단은 비판적사고, 의사소통, 협업, 창의력, 모든 측정에서 통계적으로 유의하게 향상하였다. 사후1-사후2검사에서는 두 집단 모두 4Cs에 유의미한 차이가 없었다. 모든 사후검사에서 실험집단은 통제집단보다 4Cs 모든 측정에서 높은 점수를 보였다. 이에 따라 짝 프로그래밍의 적용은 4Cs에 긍정적인 영향을 미치는 것으로 나타났다.

Keywords

References

  1. Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Pair programming: Under what conditions is it advantageous for middle school students?. Journal of Research on Technology in Education, 46(3), 277-296. https://doi.org/10.1080/15391523.2014.888272
  2. Han, K. W., Lee, E. K., & Lee, Y. (2006). The Effects of Pair Programming on Achievement and Motivated Strategies in Programming Course. The Journal of Korean association of computer education, 9(6), 19-28.
  3. Jeong, C. K. (2018). Pair Programming in Programming Lab: The Effects, Limits, and Guidelines Based on the Student Receptivity. Journal of Digital Contents Society, 19(9), 1663-1669. https://doi.org/10.9728/dcs.2018.19.9.1663
  4. Joung, E. W., Yi, S. Y., & Lee, Y. J. (2018). A Study on Pair Programming Applications in Education Implications Reviews. Proceedings of The KACE, 55-56.
  5. Joung, H. Y., & Nam, Y. H. (2018). A Design and Evaluation of Learning Motivation Strategy Based on Pair Programming: Focused on the Specialized High School. Journal of Knowledge Information Technology and Systems, 13(6), 687-694. https://doi.org/10.34163/jkits.2018.13.6.005
  6. Kim, D. M., & Lee, T. W. (2018). A Meta-Analysis on the Effects of Educational Programming Language on High-level Thinking. Journal of the Korea Society of Computer and Information, 23(6), 81-89. https://doi.org/10.9708/JKSCI.2018.23.06.081
  7. Kim, J. (2016). Effects of Pair Programming on Creative Problem-Solving Ability and Efficiency. Journal of The Korean Association of information Education, 20(1), 21-28. https://doi.org/10.14352/jkaie.2016.20.1.21
  8. Kim, Y. O., & Chun, S. J. (2019). SW Education Program using Pair Programming Collaboration Tools. Journal of The Korean Association of information Education, 23(4), 375-384. https://doi.org/10.14352/jkaie.2019.23.4.375
  9. Lewis, C. M. (2011). Is pair programming more effective than other forms of collaboration for young students?. Computer Science Education, 21(2), 105-134. https://doi.org/10.1080/08993408.2011.579805
  10. Ministry of Education. (2015). Practical Course(Technology and Home Economics) / Computer and Information Curriculum. Proclamation of the Ministry of Education 2015-74.
  11. Ministry of Education, Daejeon Metropolitan Office of Education, KERIS. (2016). Computer and Information 2015 Curriculum teaching material. GyeongGi: KBUWEL.
  12. National Education Association. (2015). Preparing 21st Century Students for a Global Society. National Education Association.
  13. Song, S. C., Han, H. J., & Shim, K. C. (2017). A Study on Perceptions of Scientifically Gifted Middle School Students about Engineering Design Process. Journal of The Korean Association For Science Education, 37(5), 835-846. https://doi.org/10.14697/jkase.2017.37.5.835
  14. Thomas, L., Ratcliffe, M., & Robertson, A. (2003). Code warriors and code-a-phobes: a study in attitude and pair programming. ACM SIGCSE Bulletin, 35(1), 363-367. https://doi.org/10.1145/792548.612007
  15. Werner, L., Denner, J., Campe, S., Ortiz, E., DeLay, D., Hartl, A. C., & Laursen, B. (2013, March). Pair programming for middle school students: does friendship influence academic outcomes?. In Proceeding of the 44th ACM technical symposium on Computer science education, 421-426.
  16. Zhong, B., Wang, Q., Chen, J., & Li, Y. (2017). Investigating the period of switching roles in pair programming in a primary school. Journal of Educational Technology & Society, 20(3), 220-233.