[논문]컴퓨팅 사고력 수업이 학습몰입과 협력적 자기효능감에 미치는 영향

이경희; 박혜영

doi:10.22156/cs4smb.2021.11.01.167

컴퓨팅 사고력 수업이 학습몰입과 협력적 자기효능감에 미치는 영향
The Effect of Computational Thinking Course on Learning Flow and Collective Self-Efficacy 원문보기

융합정보논문지 = Journal of Convergence for Information Technology, v.11 no.1, 2021년, pp.167 - 174

이경희 (호서대학교 혁신융합학부) , 박혜영 (호서대학교 교수학습센터)

초록
AI-Helper

본 연구의 목적은 컴퓨팅 사고력 수업이 대학생의 학습몰입과 협력적 자기효능감에 미치는 영향을 살펴보고 이를 통해 교양교육으로써 컴퓨팅 사고력 수업 효과를 탐색하는 데 있다. 본 연구를 위해 충남의 4년제 대학 1학년 학생 177명을 대상으로 학습몰입과 협력적 자기효능감 설문을 시행하였다. 수집된 자료는 Stata IC 14를 사용하여 ��2 test와 t-test 분석을 시행하였다. 본 연구를 통해 도출된 결과는 다음과 같다. 첫째, 컴퓨팅 사고력 수업을 수강한 학생의 학습몰입은 수강하지 않은 학생과 비교해 유의(t=3.837 p<.001)하게 높게 나타났다. 둘째, 컴퓨팅 사고력 수업을 수강한 학생의 협력적 자기효능감은 수강하지 않은 학생과 비교해 유의(t=2.277 p<.01)하게 높게 나타났다. 따라서 컴퓨팅 사고력 수업은 학습몰입과 협력적 자기효능감에 긍정적인 영향을 미치는 것으로 나타났다. 이와 같은 연구 결과를 바탕으로 컴퓨팅 사고력 수업의 중요성과 효과, 논의와 시사점을 제시하였다.

Abstract ▼ AI-Helper

The purpose of this study is to examine the effect of computational thinking course on learning flow and collaborative self-efficacy of university students and to explore the effectiveness of computational thinking course as liberal arts education. For this study, 177 freshmen at a university in Chungnam Province were surveyed learning flow and collaborative self-efficiency. The collected data were analyzed with Stata IC 14 for ��2 test and t-test. The results of this study are as follows. First, the learning flow of students who took computational thinking course were significantly higher(t=3.837 p<.001) compared to those who did not. Second, the collective self-efficiency of students who took computational thinking course were significantly higher(t=2.277 p<.01) compared to those who did not. Therefore the results show that computational course has positive effects on learning flow and collaborative self-efficiency of university students. Based on these findings, discussions and implications were presented on the importance and effectiveness of computational thinking course.

주제어

표/그림 (7)

표 Table 1. Characteristics of the Subjects
표 Table 2. Questionnaire Composition and Reliability of Learning Flow
표 Table 3. Questionnaire Composition and Reliability of Collective Self-Efficacy
그림 Fig. 1 Process of Study
표 Table 4. Computational Thinking Course Syllabus
표 Table 5. The Difference of Learning Flow by Computational Thinking Course Experience
표 Table 6. The Difference of Collective Self-Efficacy by Computational Thinking Course Experience

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