TEACHING PRACTICES
The use of statistical modeling for the development of information and mathematical culture of schoolchildren is considered in the article. A comparative analysis of various statistical modeling tools: spreadsheets, programming languages, interactive mathematical environments is carried out. Examples of the simplest statistical models and their implementation using these tools are given: experiments with coins and cubes, random selection without returning, Bernoulli tests before the first success. The most interesting theoretical issues that arise during statistical experiments and are available for study in the school mathematics course are highlighted. Several games with probabilistic content are considered, demonstrating well-known statistical paradoxes. It is shown how the skills accumulated in the process of statistical modeling can be used to study real situations and perform independent research and design work on this basis.
The article describes the organizational and methodological aspect of using the Autodesk Tinkercad virtual environment when teaching robotics based on the Arduino Uno microcontroller in a distance form in a basic school. The advantages and disadvantages of using the proposed tool are analyzed in detail, and a conclusion is made about the feasibility of its use in the absence of an opportunity to organize the teaching of robotics on the basis of material components.
Possible options for entry points for starting the study of robotics based on the Arduino microcontroller are considered; training in the 6-7th or in the 8-9th grades is proposed as optimal. For each of the possible entry points an approximate calendar-thematic planning of the work on the themes "Introduction to Robotics" (for students of 6-7th grades) and "Robotics" (for students of 8-9th grades) is given. The calendar-thematic planning given in the article is universal in the sense that the topic of each lesson is given both for the case of using material teaching aids, and for the option of replacing them with virtual tools of the Tinkercad environment.
The article provides links to projects created in the Tinkercad virtual environment, as well as educational screencasts dedicated to the technology of their creation.
The purpose of the study considered in the article was to identify problems in the organization of semantic reading in future informatics teachers. The following research methodology was used: each of 20 students chose a paragraph of the 7th grade informatics textbook and developed a computer presentation for organizing semantic reading using the technique "Make up questions to which there are answers in the text". Difficulties and methodological errors of students were analyzed, their causes were eliminated. As a result, seven components of the educational text were identified: a definition; stages of topic development or comparison of different situations; characteristics or properties of objects; actions; a system of elements; the solution of the problem; an image or a table accompanying the text. Examples of questions when working with each of the text objects are summarized. The problem of systematizing the results of semantic reading is highlighted, it is suggested to compose a semantic map of the topic with students in a dialogue with the teacher. Using a computer presentation, when a fragment of text from a textbook is presented on the slide, leaves the problem of splitting the text into parts unsolved. It was suggested to use pre-defined tasks: 1) to divide the text into semantic parts; 2) to give each part a title. The problem of organizing students' notes when reading a textbook has been identified and it was proposed to use handouts with spaces that are filled in when analyzing the text. The research results in the form of computer presentations can be used by an informatics teacher. Theoretical conclusions and the technology of their application can be used for further research of the organization of semantic reading (on other topics of informatics, in other academic subjects), as well as in the search for new methodological solutions related to the organization of semantic reading.
The article describes the main features of studying the theme "Graphic information models" in the school informatics course. Microsoft Visio is used as an environment for creating graphical information models. We recommend to organize study of Microsoft Visio based on the videos and basic training articles offered by Microsoft on the official website in the training section. Links to these materials are presented in the form of QR codes. The article offers examples of multi-level tasks in the process of studying the theme "Graphic information models" according to the levels of learning material identified in the methodological literature. Examples of tasks for informational, instructional, basic, expert and creative levels are given. A variant of the worksheet is considered, which is advisable to use when studying the theme "Graphic information models".
The article describes the possibilities of teaching basic school students the beginnings of programming based on visual environments, in particular, the MIT App Inventor mobile application development environment, using gamification elements. The practical significance of using the MIT App Inventor environment in teaching the basics of algorithms and programming is revealed. The importance of including elements of gamification in the learning process is substantiated in order to increase the motivation of students, develop their teamwork skills and the possibility of independently obtaining a finished product in the form of a popular mobile application. Schoolchildren get the opportunity to use the created software product, modify it for different educational tasks. The article provides specific examples of using the MIT App Inventor mobile application development environment in organizing and conducting an informatics lesson.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
The article describes the possibilities of using the Cuboro constructor in the process of forming the concepts of "model" and "modeling" at informatics lessons in primary school. Definitions of concepts, classification of models on various bases are given. A system of practical design exercises to familiarize younger pupils with full-scale (subject) and information models is presented. The proposed system of exercises is built on the principle "from simple to complex": working with ready-made models (assembling a structure according to a sample, image, diagram, table, technical drawing; defining a cube by verbal description, by drawing, by a conventional image; copying a conventional image of a cube and etc.), partially constructed models (performing tasks with redundant or missing data, tasks for finding and eliminating errors; transforming a structure according to specified conditions; searching for errors in the image of cubes; addition, transformation of a graphic model), independent construction of models (creating individually or in groups of functional structures; construction of verbal and sign models in the form of a verbal description; execution of technical drawings without a sample as a result of mental construction; execution according to the scheme of a virtual structure in a computer or mobile application without using real cubes, etc.).
СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ
Distance education methods are very relevant now. One of the important components of online learning is video tutorial in screencast form. The main advantages of video as an educational medium are visuality and flexibility. The article describes screen recording software. These programs can record computer screen, system audio, voice narration of the teacher and a webcam. There are many screen recording tools that teachers can use nowadays. The article describes free programs (or free versions) with similar basic features, but different extra tools that can be useful for teachers: iSpring Free Cam, Bandicam, OBS, ActivePresenter.
ИСТОРИЯ ИНФОРМАТИКИ
The article, in addition to the previous publication of the authors, shows that the binary number system was also described before the great German scientist Gottfried Wilhelm Leibniz, who did so in his work "Explication de l'Arithmetique Binaire" in 1703. In particular, the contribution of the Spanish polymath Juan Caramuel, who, in his book "Mathesis biceps vetus et nova" ("The two faces of mathematics — old and new"), published in 1670, considered binary and other non-decimal number systems. In the book, he gave examples of the binary notation of numbers, compared the binary and decimal number systems in terms of the number of digits in the notation of numbers, etc. The scientist also suggested the possible use of the binary system, in particular, in music.