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Informatics in school

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No 2 (2021)
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dig.techn.

5-8 198
Abstract

The article analyzes modern preconditions that determine specific features of a future primary school teacher's Informatics training, which is necessary for teaching Informatics to younger students. An approach to determining the content of a future primary school teacher's Informatics training, focused on understanding the socio-cultural significance of modern digital technologies for sustainable development of society and sufficient for the assimilation of Informatics concepts and procedures that are directly related to the content of the school Informatics course and its methodological support is substantiates in the article. The necessity of focusing the attention of future primary school teachers on information technologies that are widespread in everyday life and significantly simplify the achievement of program learning outcomes. The necessity of mastering by teachers the skills of handling algorithmic procedures, the use of block diagrams for the visual presentation of algorithmic procedures, the use of simple categorical syllogisms and inference rules in the construction of inferences, reference to evaluative procedures and legal norms of information interaction is argued.

9-13 209
Abstract

The article actualizes the possibilities of mobile learning based on the use of mobile devices and technologies available to almost all students. Various approaches to the definition of the concept of "mobile learning" are analyzed, including techno-centric and information-centric approaches. The concept of mobility as one of the attributes of learning tools is revealed. The importance of mobile learning in the current difficult situation of distance learning during the pandemic is substantiated. The characteristic features of mobile learning are highlighted, affecting its main functions, learning tools and independence from the time and place of learning. Possible directions for the implementation of mobile learning are characterized, from simple transfer of educational content to compliance with basic educational theories. From the point of view of the functioning and directions of development of mobile learning, its basic principles in teaching informatics are formulated. The types of students' activities are briefly characterized; some advantages of mobile learning are highlighted and its features as visualization, interactivity, efficiency of use in teaching children with disabilities are characterized. Some popular educational apps for mobile devices are considered, their characteristics are given, and their educational potential is revealed. Examples of mobile applications are given, the use of which in informatics lessons will help to activate the educational and cognitive activity of students and stimulate them to engage in informatics, coding and robotics.

14-21 304
Abstract

The article considers the author's fragment of an in-depth course of informatics in a physics and mathematics school. It is based on the use of differential equations to model complex physical processes. Three models are considered: a mathematical spring pendulum, the orbital motion of the satellite around the planet and the movement of the body in the atmosphere taking into account air resistance. Since in the in-depth course of mathematics of the physics and mathematics school, numerical methods for solving differential equations are not studied, the article proposes to use the simplest method — the Euler method. Using this method, the resulting differential equations in each case are numerically solved. Since differential equations arising in each model have a second order, in order to apply the Euler method, it is necessary to reduce the order of differential equations by introducing new variables. In this case, instead of one differential equation of the second order, a system of two equations of the first order arises. For each built model, its implementation in the PascalABC.NET programming language is given.

22-27 398
Abstract

The article discusses computer technologies in teaching mathematics, which is relevant in the light of the digitalization of education. The role and importance of computer animation in algebra lessons in the study of complex numbers in the tenth grade in accordance with the current school textbooks are presented. Animation drawings can be used as demonstration drawings when studying the relevant topic, as a tool for testing knowledge, they provide an opportunity for experimentation, support the research style of developing learning. The use of animated drawings effectively replenishes the arsenal of teaching aids for a practicing mathematics teacher. This allows you to eliminate unnecessarily burdensome computational difficulties, to visualize mathematical concepts and statements, turning some of them into obviously correct ones, to facilitate the teacher's work in compiling tasks of the same type with different data. The management of the student's educational and research work on the manufacture of animation-geometric models of objects and phenomena contributes to the successful assimilation of knowledge by students, stimulates an experimental research approach to teaching.

28-31 534
Abstract

The article correlates universal educational actions and soft skills. The concepts considered are related educational categories and are a reflection of the skills of the 21st century. Universal educational actions are formulated for general education and include personal, regulatory, cognitive and communicative components. Soft skills are more applicable to the professional sphere and can be defined as personality traits that allow you to successfully demonstrate your knowledge, skills and abilities in collective educational and professional activities. The categories under consideration do not oppose or contradict each other, but are different formulations of the same skills. Comparison of educational categories shows the continuity of soft skills in relation to universal educational actions. In the formation of universal educational actions and soft skills, the subject area "Technology" can play an important role when considering modern digital technologies.

32-35 358
Abstract

The article discusses approaches to teaching the "Biotechnology" module in modern technological education in the context of its digital transformation. On the example of using digital simulations and models, the methodological aspects of using educational tools that allow organizing the interactive cognitive activity of students when caring for plants are described. The experience of using a remote controlled hydroponics system in technology lessons is described. A description of the means and tools, software for the remote hydroponics system and a methodology for constructing technology lessons for growing indoor and vegetable plants are given. It is noted that the creation and application of a hydroponics system is a unique example of interdisciplinary integration of knowledge in ecology, biology, informatics and technology. The proposed approaches to the use of modern digital means make it possible to activate the cognitive activity of students in the study of modern biotechnologies and in practice to apply basic knowledge of programming.

36-40 312
Abstract

The purpose of the research described in the article is to consider the values and imperatives that underlie the formation of the information culture of preschool children. The research methods were the study and analysis of psychological, pedagogical and philosophical literature, forecasting and reflection. Based on the results of the study, the concept of antifragile education was proposed, its methodological basis, principles and rules were determined. The practical significance of the results obtained lies in determining the components of the formation of the value basis of the preschool information culture preconditions: cognitive (the process of cognition of adequate actions in the digital space in the process of self-realization; the ability to select criteria for ranking information; awareness in the field of digital space threats that contradict imperatives and impede self-realization), behavioral with sufficient emotional and volitional reinforcement (to plan and perform a conscious system of actions), motivational and value (a conscious system of actions for self-realization in accordance with imperatives). The study revealed that the issue of personal self-identification in the redundant digital space has not been sufficiently studied. It is necessary to introduce the principles of antifragile education and continue the awareness and development of the components of the formation of the value basis of the preconditions of the information culture of preschoolers. The concept of antifragile education can form the basis of the work of teachers, starting from the level of preschool education, and the spiritual and moral values that form the basis of the concept can be very important for parents of preschoolers. For the first time, a concept is proposed that is designed to form and maintain imperatives in children, allowing for self-identification and spiritual and moral self-realization in the context of the formation of information culture of preschoolers. As the conclusions, the use of digital technologies in education was noted, and at the same time the issue of introducing the principles of antifragile education for the spiritual and creative self-realization of the individual in the new global international digital space of human life is being actualized.

TEACHING PRACTICES

41-54 242
Abstract

The article deals with the problem of developing methodological support and organizing lessons in a modern school in the context of distance learning. As practice shows, modern Russian schools for the most part do not have significant experience in organizing and conducting online lessons. Many teachers were not ready to organize distance learning, because they had never conducted such lessons before. In this regard, the relevance of this work is due to the contradiction between the lack of high-quality teaching materials for organizing and conducting lessons in a distance form and the need to conduct online lessons in the context of the coronavirus pandemic. The article presents the integrated lesson "Geoinformation systems in our life" at the junction of two subject areas: informatics and geography. An approach to organizing and conducting such a lesson for 9th grade students in gymnasium 9, Krasnoyarsk in the usual learning environment (as part of the educational process in the school) is described, as well as the possibility of organizing and conducting this lesson in a distance format. The experience described in the article is intended to help teachers adapt the materials for standard lessons to use in online lessons. The materials presented in the article can be replicated in educational organizations at middle school, and also used to improve the skills of informatics teachers.

55-62 232
Abstract

The article presents an organisation of teen's learning activities where students get familiar with the elements of graphic design, learn your use an online graphical app, create projects and learn to review each other's work. The informatics course contents meets the psychological needs of teenagers. The desire to be heard and recognized encourages the development of graphic projects in the form of themed posters. There are described in detail contents of three lessons: "Me and my strengths", "My greatest strength", "Sayings and proverbs". Students fulfill mini-projects while keeping in mind the key to successfully completing the project: need — motive — goal — planning — acting on the plan — producing result — analysis of the result by comparing it to the goal and reflecting on performed actions — evaluation of other projects — ideas and useful tricks for future projects.



ISSN 2221-1993 (Print)