컴퓨팅 사고력 향상을 위한 국내 SW 교육에 대한 메타분석

초록

The present study conducted a meta-analysis to identify the effects of SW education aimed at the improvement of computational thinking. Studies from 2006 to 2017 that analyzed the effects of SW education were collected to estimate the effect size of the standardized mean-change difference. A total of 42 papers and 57 effect sizes were used for analysis to answer two following research questions; First, how is the overall effect size of SW education aimed at the improvement of computational thinking? Second, is there a statistically significant difference on the average effect size of SW education aimed at the improvement of computational thinking by the moderating variables? The results were as follows; first, the overall effect size of SW education aimed at the improvement of computational thinking was 0.314 which conveys a ‘lower than medium level’ of effect size via Cohen(1988)’s standard. The effect size of SW education regarding the areas of computational thinking were as follows; computational practice(=0.409), mixed(=0.408), Computational concept(=0.259). Second, according to the subgroup analysis, there was a significant moderating effect only on the giftedness of the learners out of seven moderating variables(Qb(1)=3.932, p=0.047). The present study suggest to precede the analyses on both the cognitive and non-cognitive characteristics of gifted child and to design an accurate measurement that determines the effect of SW education. Alongside, micro-level-instructional design that promotes computational thinking should be arranged and embodied into the curriculum.

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