Eunkyoung Lee ¹, Jihyun Park ¹

Affiliations
1 Korea Institute for Curriculum and Evaluation, Seoul, KR

Abstract

Objectives: The purpose of study is to suggest challenges and perspectives of Korean Computer Science education to overcome issues revealed in the result of International Computer and Information Literacy Study 2013. Methods/Statistical Analysis: We analyzed the educational contents and achievement standards suggested in the national curriculum of the United States, the United Kingdom, and Republic of Korea, based on 7 aspects of ICILS 2013 assessment framework and 7 computational thinking components. In addition, this study identified common elements and differences by analyzing teaching and learning strategies, including assessment methods, to accomplish the goals and achievement standard of CS education suggested in their curriculum. Findings: The results of the analysis showed that the Korean curriculum did not include enough contents about ‘Sharing information’ and ‘Creating information’ among ICILS assessment items in the aspect of educational contents and achievement standard, and also did not include ‘parallelization’ item among CT components. Moreover, compared with the US and UK curriculum, it turned out that Korean curriculum comparatively had smaller number of concrete achievement standards. Improvements/Applications: To prepare the smooth application of a new curriculum in Korea, policy efforts for the development and distribution of various teaching and learning materials are considered necessary.

Keywords

Computational Thinking, CS Education, ICT Literacy, ICILS.

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JiHyun Park ¹, Soojin Kim ¹, Eunkyoung Lee ¹

Affiliations
1 Korea Institute for Curriculum and Evaluation, Seoul, KR

Abstract

Background/Objectives: As the digital era, the importance of computer and information literacy is increasingly emphasized. The study aims to analyze the achievement characteristics of Korean students based on proficiency level and gender. Methods/Statistical Analysis: We calculated the percent correct of each student groups and the difference between groups to each assessment aspects of ICILS 2013 using Republic of Korea data. Findings: The result showed that there was big differences both in ‘Creating information’ and ‘Sharing information’ compared with other aspects between proficiency levels and between genders in Korea. In particular, the highest level (Level 4) showed the big difference in percent correct between gender in ‘Creating information’ and the lowest level (Below level 1) showed the great difference in ‘Sharing information’. Application/Improvements: The results suggest conducting remedial education for Korean students based on proficiency level and gender.

Keywords

Computer and Information Literacy, Gender, Proficiency level, ICILS.

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