METHODOLOGICAL APPROACHES TO TRAINING FUTURE COMPUTER SCIENCE TEACHERS IN PROGRAMMING WITH SCRATCH ENVIRONMENT
The article addresses the issue of updating the content of training future computer science teachers through the use of visual environments for teaching programming and algorithmisation. The purpose of the study is to explore, substantiate, and elucidate the essence of methodological ap- proaches to...
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| Vydáno v: | Alfred Nobel University Journal of Pedagogy and Psychology Ročník 2; číslo 28; s. 109 - 119 |
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| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina němčina |
| Vydáno: |
Alfred Nobel University
19.12.2024
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| Témata: | |
| ISSN: | 3041-2196, 3041-220X |
| On-line přístup: | Získat plný text |
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| Shrnutí: | The article addresses the issue of updating the content of training future computer science teachers through the use of visual environments for teaching programming and algorithmisation. The purpose of the study is to explore, substantiate, and elucidate the essence of methodological ap- proaches to teaching programming in the Scratch environment. The research objectives include identify- ing the features and advantages of Scratch in teaching programming to future computer science teachers and applying the acquired professional knowledge in teaching computer science at primary and secondary school levels. Additionally, the study seeks to outline approaches to teaching programming in the Scratch environment and to develop educational tasks for implementing each approach at various stages of teach- ing programming to future teachers. The study employs methods of analysis and synthesis, systematisation, and specification of scientif- ic data on techniques and strategies for teaching algorithmisation and programming to prospective spe- cialists, as well as methods for designing methodological approaches to organising work in the Scratch en- vironment. Based on the analysis of primary sources, five methodological approaches to teaching program- ming in the Scratch environment have been identified: coding by example, code analysis, debugging code, code augmentation, and creating project code based on requirements. The article examines the specifics of implementing each of these approaches in the educational process for training future com- puter science teachers. It has been noted that programming instruction should begin with mastering the “coding by exam- ple” technique. This approach is appropriate for use in lecture sessions. Examples of projects suitable for initial sessions dedicated to familiarising students with the Scratch programming environment are pro- vided, along with the primary advantages of the “coding by example” approach. The study reveals that the “code analysis” technique is akin to reading before learning to write. This approach enables students to understand how components and constructs of the language are combined. Code presentation formats may vary, including printed cards, online collaborative whiteboards, or directly within the Scratch environment. The next crucial approach to programming instruction is “debugging code”. This technique is best suited for group work during practical classes. A proposal is made for implementing group work in an on- line learning environment using the Zoom platform. Examples of projects utilised for the “debugging code” approach are described, detailing the objectives of the game, the bugs to be identified, and possible game design solutions. The fourth methodological approach presented in the article involves acquiring programming skills by completing tasks that require project code augmentation. This method is recommended for cases where the project complexity is high, making it impossible to recreate the project code within a single academic session. To implement the “code augmentation” approach, instructors should provide students with links to projects from which they will create “Remixes”. The fifth methodological approach is “creating project code based on requirements”. The author pro- poses implementing this approach through step-by-step instructions for project creation. It has been sub- stantiated that tasks with a step-by-step algorithm for creating interactive projects, animations, or games can be adapted to the preparedness level of each student, ensuring an optimal learning pace. It has been concluded that each of the proposed approaches is an integral component of the con- tent of algorithmisation and programming courses. By completing tasks within the framework of each ap- proach, students acquire professionally valuable experience. |
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| ISSN: | 3041-2196 3041-220X |
| DOI: | 10.32342/3041-2196-2024-2-28-11 |