중학교 정보 교과서 프로그래밍 과제가 제공하는 학생의 학습기회 탐색

초록

The purpose of this study is to investigate opportunity-to-learn of programming tasks in computer science textbooks in the middle-school level. We collected 5 computer science textbooks and analyzed programming tasks. The findings from the data analysis suggest as follows: a) the programming tasks seem to strongly emphasize procedural execution in which students are encouraged to manipulate a programming language, and so-called ‘real-life’ situations are neither authentic nor meaningless, which do not help students develop computational thinking skills; and b) although the textbooks explicitly label STEAM, which means integration of different subjects, the programming tasks do not suffice for the label. In conclusion, opportunities-to-learn with which the programming tasks provide students are limited in experiencing meaningless or inauthentic situations and executing programming in a procedural way, leading to uncooperative support for development of students’ computational thinking.

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