학술논문
학습 피드백 도구로 ChatGPT를 활용한 고등학생용 파이썬 프로젝트 수업 프로그램 개발 및 적용
Development and Application of Python Project Program Using ChatGPT as a Learning Feedback Tool for High School Students
Development and Application of Python Project Program Using ChatGPT as a Learning Feedback Tool for High School Students
Document Type
Article
Source
학습자중심교과교육연구, 24(9), pp.309-319 May, 2024
Subject
Language
한국어
ISSN
2671-776X
1598-2106
1598-2106
Abstract
목적 본 연구에서는 학습 피드백 도구로 ChatGPT를 활용한 고등학생용 파이썬 프로젝트 수업 프로그램을 개발ㆍ적용하고 자기효 능감과 컴퓨팅 사고력 검사 도구를 활용하여 효과성을 검증하고자 하였다. 방법 연구 대상은 경기도 소재 고등학교 3학년 학생 17명을 대상으로 하였다. 수업 프로그램은 2개 주제, 총 4차시로, 기존의 프로 그래밍 지식을 바탕으로 스스로 문제를 해결하며 문제 해결 과정에서 겪은 어려움을 인지하고, 이후 학습 피드백 도구로 ChatGPT 를 활용하여 이전에 해결하지 못한 문제를 스스로 문제를 해결하는 경험을 할 수 있도록 수업 프로그램을 개발하였으며, 이를 적용하 여 프로그램 적용 전과 후 자기효능감과 컴퓨팅 사고력의 변화를 알아보았다. 수집된 자료는 단일 집단의 사전-사후 실험 대응 표본 t-검정을 실시하였다. 결과 대응 표본 t-검정 결과, 자기효능감 전체와 하위 영역 중 ‘자신감, 자기조절 효능감’ 영역에서 유의한 차이가 있었으며 컴퓨팅 사고력 전체와 하위 영역 중 ‘알고리즘과 절차, 자동화’ 영역에서 유의미한 차이가 있었다. 결론 이를 통해 학습 피드백 도구로 ChatGPT 활용한 파이썬 프로젝트 수업 프로그램이 학생들의 자기효능감과 컴퓨팅 사고력 향상 에 효과적인 교수-학습 방법임을 확인하였다.
Objectives This study attempted to develop and apply a Python project program using ChatGPT as a learning feedback tool for high school students and verify its effectiveness by using self-efficacy and computational thinking test tools. Methods The study targeted 17 third-year high school students in Gyeonggi-do. A total of four-hour program were developed to provide students with the experience of solving ploblems on their own based on their knowledge, recognizing the difficulties they encountered in the progress of problem solving, and then using ChatGPT as a learning feedback tool to solve ploblems they had not solved before, and then applying the programs to find out the changes in self-efficacy and computational thinking before and after the program's application. The collected data were analyzed using a paired sample t-test for a single group pre-post experiment. Results The results of the paired sample t-test showed significant differences in overall self-efficacy and in the sub-areas of ‘confidence and self-regulation efficacy.’ Significant differences were also observed in overall computational thinking and in the sub-areas of ‘algorithms and procedures, and automation.’ Conclusions This confirmed that the Python project program using ChatGPT as a learning feedback tool is an effective teaching and learning method for enhancing students' self-efficacy and computational thinking skills.
Objectives This study attempted to develop and apply a Python project program using ChatGPT as a learning feedback tool for high school students and verify its effectiveness by using self-efficacy and computational thinking test tools. Methods The study targeted 17 third-year high school students in Gyeonggi-do. A total of four-hour program were developed to provide students with the experience of solving ploblems on their own based on their knowledge, recognizing the difficulties they encountered in the progress of problem solving, and then using ChatGPT as a learning feedback tool to solve ploblems they had not solved before, and then applying the programs to find out the changes in self-efficacy and computational thinking before and after the program's application. The collected data were analyzed using a paired sample t-test for a single group pre-post experiment. Results The results of the paired sample t-test showed significant differences in overall self-efficacy and in the sub-areas of ‘confidence and self-regulation efficacy.’ Significant differences were also observed in overall computational thinking and in the sub-areas of ‘algorithms and procedures, and automation.’ Conclusions This confirmed that the Python project program using ChatGPT as a learning feedback tool is an effective teaching and learning method for enhancing students' self-efficacy and computational thinking skills.