발간년도 : [2023]
| 논문정보 |
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| 논문명(한글) |
[Vol.18, No.5] The Effect of Programming Education Using Flipped Learning on Learning Motivation and Academic Achievement of Prospective Elementary Teachers |
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| 논문투고자 |
Gwon Woo Yang |
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| 논문내용 |
Software not only enables automation in various industries, but also solves complex problems, manages and analyzes big data, and creates new jobs. For these reasons, interest in software education is increasing. Accordingly, through the 2022 revised curriculum, Korea expanded the software education hours in elementary schools from 17 hours to 34 hours. Programming is a problem-solving process that translates a natural language representation of a particular problem into a programming language limited to computer processing methods. First-year students at the university of education, who will be in charge of software education in elementary schools in the future as programming beginners, have difficulty in programming classes because they do not understand the relationship between programming language and natural language. Accordingly, research on teaching and learning methods that can effectively learn programming languages is needed. In this paper, we investigated how programming classes using the flipped learning affect learning motivation and academic achievement. The results of this study are as follows. First, the experimental group's learning motivation showed a statistically significant difference compared to the control group (t=3.320, p<.01). Second, the academic achievement of the experimental group showed a statistically significant difference compared to the control group (t=2.511, p<.05). As a result, it was found that software education using flipped learning had a positive effect on academic achievement and learning motivation. |
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