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Transactions: WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION
Transactions ID Number: 53-113
Full Name: SOOJIN Jun
Position: Ph.D. Candidate
Age: ON
Sex: Female
Address: Korea University, Anam-Dong, Sungbuk-Gu, Seoul
Country: KOREA
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E-mail address: soojin.jun@inc.korea.ac.kr
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Title of the Paper: Teaching Strategy for Algorithmic Problem-Solving in K-12
Authors as they appear in the Paper: Soojin Jun, Seungbum Kim, Wongyu Lee
Email addresses of all the authors: soojin.jun@inc.korea.ac.kr, seungbum.kim@ inc.korea.ac.kr, lee@comedu.korea.ac.kr
Number of paper pages: 10
Abstract: Many instructors claim that teaching process of programming education supports improvement of problem-solving abilities. However, if the instructor focuses on teaching grammar of programming or on memorizing well-known algorithms¡¯ process maps like sorting and searching, students¡¯ cognitive loads could increase and this does not enhance their problem-solving abilities. Therefore, this paper proposes a sample curriculum and problems for K-12 that students should solve in each theme to learn programming skills and algorithmic problem-solving. The programming course was based on interesting methods such as storytelling, simulations and games for motivating students. We also present a teaching strategy to design a programming teaching course. The process of the teaching strategy mentioned here is based on basic steps of algorithm creation. Then, CRC (Class-Responsibility-Collaborator) card model was used as a hands-on activity for programming design. In our experimen!
t Squeak eToys was used as an educational programming environment that the students can implement their programs easily. Our experiment worked out for elementary school students during 12 hours. In results section, we show the examples of students¡¯ problem-solving activities that discovered and solved by teacher or learner during programming scenario. In conclusion, learners¡¯ interests, satisfactions and achievements on the learning programming with the teaching strategy had considerably positive results.
Keywords: Algorithmic problem-solving, Teaching strategy, Squeak Etoys, K-12
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