발간년도 : [2022]
| 논문정보 |
|
| 논문명(한글) |
[Vol.17, No.6] The Effect of Blended Learning-Based Coding Education on Learning Flow and Academic Self-Efficacy of Prospective Elementary Teachers |
|
| 논문투고자 |
Gwon Woo Yang |
|
| 논문내용 |
In accordance with the social changes caused by the 4th industrial revolution, coding education is being strengthened to secure talented individuals who will lead the software-oriented society both at home and abroad. The importance of programming language education is also being emphasized as interest in coding education increases, and related subjects are being introduced to elementary and secondary schools. But, prospective elementary teachers who will be in charge of coding education in elementary schools find it difficult to learn programming that requires logical thinking. Consequently, this study designed a blended learning-based coding education program utilizing scratch, a widely known educational programming language, to educate prospective elementary teachers about coding. This educational program was applied to the experimental group for 14 weeks to determine its effect on students' academic self-efficacy and learning flow. The collected data were analyzed using SPSS through a t-test, and the results are presented below. As a first finding, the experimental group had a statistically significant difference in learning flow compared with the control group (t=-7.034, p<.001). Second, the academic self-efficacy of the experimental group showed a significant difference compared to that of the control group (t=-3.861, p<.001). The results showed that blended learning-based coding education improved the learning flow and academic self-efficacy of prospective elementary teachers. |
|
| 첨부논문 |
|
|
|
|
|
자료실 > 논문지 
