비버챌린지 문제학습을 통한 추상화 및 알고리즘적 사고 연구
Analysis on Abstraction and Algorithmic Thinking of Computational Thinking through Bebras Challenge
초록/요약
인공지능, 가상현실, 빅데이터 등 소프트웨어 기술의 발전은 사회 전반에 급격한 변화를 일으키고 있다. 최첨단 융합기술이 주도하는 제 4차 산업혁명 시대에서 다양한 분야의 지식과 기술을 활용하여 문제를 효과적으로 해결할 수 있는 문제해결력은 미래인재의 핵심 역량이 될 것이다. 따라서 지능정보사회의 창의융합형 인재는 컴퓨터 과학적 지식을 다양한 학문 분야에 적용하여 복잡한 문제를 창의적, 효과적으로 해결할 수 있는 컴퓨팅 사고력(Computational Thinking)을 갖추어야 한다. 컴퓨팅 사고력은 문제해결 경험을 통해 향상될 수 있다. 즉, 학생들에게 컴퓨팅사고를 발휘할 기회가 자주 제공되는 것이 중요하다. 단계적으로 문제를 해결하는 과정에서 필요한 컴퓨팅사고의 하위요소를 발휘하고, 이를 통해 문제해결력을 함양할 수 있다. 문제를 해결하려면 우선 문제의 핵심요소를 추출하고 해결 가능한 단위로 분해하는 추상화 과정과 해결방법을 절차적으로 나열하는 알고리즘적 사고과정을 거쳐야 한다. 따라서 추상화와 알고리즘적 사고는 문제해결을 위한 컴퓨팅 사고력의 시작이 된다. 이러한 통합적 관점에서, 본 연구에서는 추상화와 알고리즘적 사고를 중점으로 하여 컴퓨팅 사고력과 문제해결력의 상관관계를 분석하고자 다음과 같이 연구문제를 설정하였다. 연구문제 1. 컴퓨팅 사고력의 추상화 능력(모델화, 문제 분석, 일반화)과 문제해결력 간에 상관이 있는가? 연구문제 2. 컴퓨팅 사고력의 알고리즘적 사고력(절차와 규칙, 알고리즘생성, 알고리즘 실행)과 문제해결력 간에 상관이 있는가? 본 연구에서는 수원시에 있는 초등학교 5학년 일반 학생 510명을 대상으로 컴퓨팅 사고력과 문제해결력에 관한 실험을 진행하였다. 컴퓨터 과학기반의 비버챌린지 문제를 통해 컴퓨팅사고를 구성하는 추상화와 알고리즘적 사고가 문제해결력과 어떤 영향을 미치는지 분석하였다. 이를 위해추상화 능력의 세부요소로 모델화, 문제분석, 일반화를 두었으며, 알고리즘적 사고력의 세부요소를 절차와 규칙, 알고리즘 생성, 알고리즘 실행으로 구분하여 각각의 세부요소와 문제해결력의 상관관계를 분석하였다. 연구결과 추상화 능력(모델화, 문제분석, 일반화)은 문제해결력과 유의미한 정적 상관관계를 보였다. 이를 통해 문제의 핵심요소를 추출하고, 해결가능한 단위로 분해하며, 해결방법을 범주화하는 능력이 문제해결력에 영향을 미친다는 것을 알 수 있었다. 문제해결력과 알고리즘적 사고(절차와 규칙, 알고리즘 생성, 알고리즘 실행)에서도 유의미한 정적 상관관계를 확인하였다. 이는 절차와 규칙의 관점에서 사고하며 알고리즘을 생성하고 실행하는 능력이 문제해결에 있어 중요하게 작용한다는 것을 의미한다. 또한, 추상화의 세부요소들 사이에서 정적인 상관관계가 있었으며 알고리즘적 사고의 세부요소들도 서로 유의미한 상관관계를 보였다. 이를 통해문제해결력은 컴퓨팅 사고력의 다양한 하위요소가 상호작용한 결과임을 알 수 있었다. 컴퓨팅 사고력의 하위요소와 문제해결력에 관한 연구를 통해 학생들의 컴퓨팅 사고력을 보다 구체적으로 분석하고, 문제해결력과의 상관관계를 확인할 수 있었다. 따라서 컴퓨팅사고 기반의 문제해결력을 목표로 하는 정보과 교육에서는 학생들이 문제해결 절차에서 필요한 컴퓨팅사고의 다양한 하위요소를 단계적으로 경험하고 계발할 수 있도록 지속적으로 노력해야 한다.
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목차
I. 서론 ·············································································································1
1. 연구의 필요성 및 목적 ···············································································1
2. 용어의 정의 ·······························································································4
가. 소프트웨어 교육 ····················································································4
나. 컴퓨팅 사고력························································································5
다. 추상화 능력과 알고리즘적 사고력 ···························································5
3. 연구문제···································································································7
4. 연구의 제한점····························································································7
II. 이론적 배경 ·································································································8
1. 컴퓨팅 사고력···························································································8
가. 컴퓨팅 사고력의 구성요소·····································································11
나. 추상화 ································································································13
다. 알고리즘적 사고 ··················································································15
2. 비버챌린지 ·····························································································16
3. 컴퓨팅 사고력과 문제해결·········································································18
4. 선행연구··································································································20
III. 연구방법 ···································································································22
1. 연구가설··································································································22
2. 연구대상··································································································22
3. 연구 도구 ································································································23
4. 연구 절차 ································································································25
5. 연구 분석 방법 ·························································································26
가. 문제해결력 채점방법·············································································26
나. 추상화 능력 검사지 채점방법 ································································28
다. 알고리즘적 사고력 검사지 채점방법 ·······················································29
IV. 연구결과 ····································································································30
1. 추상화 능력과 문제해결력··········································································30
2. 알고리즘적 사고력과 문제해결력································································33
V. 결론 및 제언 ·······························································································36
VI. 참고문헌 ···································································································40
VII. 부록 ·········································································································44
