A Study on Software Analysis and Design Education Model based on Computational Thinking

Kang, Hwan-Soo; Cho, Jin-Hyung; Kim, Hee-Chern

doi:10.9728/dcs.2019.20.5.947

Cited by 3 publications

(1 citation statement)

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“…Therefore, training CT skills should begin in elementary school and continue through high school until entering college or university. In addition, the education on CT received in elementary to high school must be deepened in universities to analyze future demands of CT, and the curricula for computer science and non-computer science majors should be reformed to ensure students understand the meaning of CT and receive reasonable education encompassing a creative mindset [11], [12].…”

Section: Introductionmentioning

confidence: 99%

A Study on Computational Thinking for Major of Computer Science

Woo,

Yang,

2023

Int. J. Adv. Sci. Eng. Inf. Technol.

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Recent advances in artificial intelligence and Software have resulted in a paradigm shift in education, necessitating greater changes in educational methods and environments. Many countries worldwide have highlighted computational thinking as the core competence related to software education, leading to an increase in the number of studies focusing on computational thinking in Korea as well. Future demands must be analyzed, and curricula must be improved through in-depth education in computational thinking. Therefore, computational thinking curricula currently offered by universities for students majoring and not majoring in related fields must be reformed for precise educational goals. While research on computational thinking for non-major students has been consistently conducted, curricula for major students are inadequate, and there is a lack of learning opportunities because of the expectation that education on computational thinking for computer science major students will be naturally achieved. Thus, for the purpose of improving the computational thinking education for computer science major students, this study conducted a survey consisting of six questions on "perception of computational thinking" and 11 questions on "need of computational thinking" among 313 students majoring in computer science at a university in Korea. In the study results, 177 students (56.5%) answered "I do not know" for the question "I know what computational thinking is well enough," indicating that computational thinking education must be expanded and considered not only for non-computer science majors but also for computer science major students.

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Section: Introductionmentioning

confidence: 99%