Since contemporary society is knowledge information society which is characteristic of association among exchange of information surpassing time and space, swift creation and expansion of new knowledge and the accomplishment of the produced knowledge ...
Since contemporary society is knowledge information society which is characteristic of association among exchange of information surpassing time and space, swift creation and expansion of new knowledge and the accomplishment of the produced knowledge based on the physical foundation of cutting edge information communication technology, the kind of ability most important to the people living in such knowledge information society can be the ability to effectively solve the given problem or task by creating and applying proper ideas when faced with new problem situation. In other words, contemporary society requires talents equipped with problem solving ability that can create high valued ideas in the midst of ever intensifying international competition.
While programming is the key domain of computer science, being utilized as tool to accept information, handle information processing, and design and implement algorithm for problem solving, programming learning can provide with opportunity to experience logical and systematic high dimension thinking and enlarge problem solving ability. However, since the available resources for elementary school programming education are not sufficient, such as insufficient education opportunities, education model suitable for development stage, logical problem solving opportunities or researches on education methods to improve programming learning motives, there are also the apprehension of negative recognition that programming is a subject merely difficult and tedious. In particular, as elementary school is the environment where students can contact programming for the first time and can leave a significant impact on selecting secondary school education and specialized field and occupation later on, it is important to give them positive recognition by assigning motives so that they may have excitement in programming activities rather than to limit the education only in memorizing the algorithm or learning the programming language itself.
Therefore, this research pursued improvement of learning motives and accomplishment of study by developing storytelling based education model and support system and applying them to field for elementary students study of programming.
Applying the developed storytelling based education model showed the following results.
As a result of inspection on study motives, two groups showed statistically significant different with experiment group showing higher average than comparison group. As a result of t-verification of study motives lower domain, study value, accomplishment goal, study environment stimulation domain showed significant difference(p<.05). However, in the domain of self effective feeling, active study strategy and execution goal, the average of experiment group was shown higher than that of comparison group, but the difference between experiment group and comparison group was insignificant statistically(p>.05). Consequently, it was shown that storytelling based programming education model leaves positive effects on elementary students programming study motives.
As a result of inspection on study accomplishment, both groups showed improved average points over previous inspection, and particularly experiment group showed higher average than that of comparison group, showing statistically significant difference(p<.05). In other words, it may be that storytelling based education model gives positive effects on elementary students programming study accomplishment.
The result showed the significant difference in problem solving ability between experiment group and comparative group.
The results of this research showed that storytelling strategy complying with the recognitive, definitive and emotional development stage has direct relation with improvement of programming study motives and study accomplishment.