НАШ ЮБИЛЕЙ
The 2022/2023 academic year marks the beginning of a new stage in the development of school informatics as one of the subjects that most fully reflects the social order in the context of the digital transformation of many areas of our lives. In the updated Federal State Educational Standards, for the frst time, the possibility of studying informatics at the basic and advanced levels is already recorded in the basic school. By choosing an advanced level of studying informatics in the basic school, educational organizations can go beyond the Procrustean bed of an ineffective one-hour subject, which until now many experts rightly considered school informatics. Approved by the Federal Educational and Methodological Association for General Education, exemplary work programs in informatics of the basic and advanced levels for 7th–9th grades, as well as a program in informatics for 5th–6th grades, allow educational organizations to offer students various trajectories for mastering the subject.
The article discusses the possibilities of the school informatics course on the basic level in solving the problems of education and various aspects of the organization of the educational activities of the teacher in the implementation of the school informatics course in order to solve the problem of achieving by students the personal results of mastering the subject "Informatics" at the level of basic general education. The author reveals the content of each of the four thematic sections of the informatics course for 7th–8th grades ("Digital Literacy", "Theoretical Foundations of Informatics", "Algorithms and Programming", "Information Technologies") from the point of view of providing the possibility of solving the problems of education necessary for the student to achieve personal results in mastering the subject. The possible forms of achieving educational results by means of the subject "Informatics" at the basic level are given. The practical experience of domestic teachers in the implementation of the educational opportunities of the school informatics course is considered.
Behavior engineering is a new and highly effective emerging feld for helping design good habits, but it can also be used for manipulative purposes. The tech giants have entered the fray for our attention, which they need to generate windfall profts. They use artifcial intelligence technologies to analyze user behavior and develop a "retention" strategy. The commercial imperative is to design "enforcement" of the digital products and services that are created. However, this approach is contrary to the needs and rights of users, especially children. The article discusses the Fogg Behavior Model, as well as examples of its use in the design of user products, when the user is addicted to the product or, rather, the need to use it.
Extracurricular activities in informatics provide great opportunities for. increase students' interest in the subject content. The article describes those forms of extracurricular activities that an informatics teacher can successfully use: a thematic class hour, an elective course, subject weeks, excursions to IT enterprises, competitions, competitive events, business games. The features of these forms of extracurricular activities are highlighted and ways to include game elements in some of them to motivate schoolchildren to study informatics are demonstrated. Specifc game elements are given (puzzles, word puzzles, riddles, entertaining tasks). The emphasis is on such competitive events in informatics as quizzes, relay races, KVN, auctions, tournaments, and journey. The rules that must be observed at these events are considered, a possible storyline is described, as well as the roles in which the participants of the competitions may be.
The article discusses aspects of organizing extracurricular activities in informatics in secondary school using the STEAM approach. This approach is implemented through various forms of education and promising areas of digital technologies. One of the forms of education is the STEAM project — a system of interconnected blocks built on the basis of the principle of interdisciplinarity and aimed at solving the identifed problem. The article provides an example of the implemented interdisciplinary project aimed at developing in schoolchildren the ability to work with information, the ability to solve creative problems, and the formation and development of students' information culture. STEAM project "The secret of the Aeolian Harp. In the footsteps of the Bernardazzi brothers" is dedicated to the Year of Cultural Heritage of the Peoples of Russia, which was announced in Russia in 2022. During the STEAM project, schoolchildren solve problematic tasks and problematic situations with interdisciplinary content, practice-oriented tasks, and research tasks.
The lesson discusses the history of "radium girls" who received radiation damage when painting watch dials with radioluminescent paint. Students will be able to analyze a real historical fact through group work on case studies on a problem in order to understand the importance of objective, accessible and comprehensive knowledge.
Students will be able to assess the impact of radioactivity on human health and activities, gain legal knowledge in the feld of worker safety at the enterprise, gain the skills of information analysis to develop an information model.
Working in a group contributes to the development of communicative qualities, and tasks form analytical and creative thinking.
An objective consideration of the problem of "radium girls" requires knowledge of physics, social science, and skills in working with information. And the knowledge of information technologies will make it possible to make the fnal product, which can be used for educational purposes and in the organization of educational work with schoolchildren
The article discusses the possibilities of using devices for immersion in virtual reality when studying the section "Input and output devices" of the school informatics course. The possible stages of the lesson "Peripheral devices. Devices for immersion in virtual reality" are described in the article. At the "Organizational moment" stage, the "Unusual photo" technique is considered, at the "Summarizing the lesson" stage, the "Reflective target" technique is considered. Revealing the content of the stages of the lesson, the article describes the main devices used for immersion in virtual reality: base stations, virtual reality helmet, controllers. Instructions are given: how to properly put on a virtual reality helmet; how to put the controller on your hand. The safety precautions that are recommended to be observed in the process of working in virtual reality are considered. The article describes examples of tasks that can be offered to students at each stage of the lesson. Most of the tasks in the lesson are performed by students in pairs.
The article presents one of the lessons of the "Elements of algebra of logic" section of the informatics course for 10th grade. The content of the lesson corresponds to the teaching materials on informatics by L. L. Bosova, A. Yu. Bosova. The lesson studies such concepts as a logical element (gate), a logical device, a logical circuit, an inverter, a conjunctor, a disjunctor. A feature of the lesson is the use of thematic videos (with and without sound) for viewing in order to study new material and for self-voicing. Organized frontal, independent and group work is aimed at studying the ways of compiling logical formulas for logical circuits and compiling logical circuits for given logical formulas. During the lesson, cadets draw up a summary on the topic and carry out self-assessment using a checklist.
Today, in many educational institutions, the study of the Python programming language is included in the informatics curriculum. Possessing indisputable advantages, which are noted by both research educators and practicing teachers, the Python language has a number of features that students should pay attention to in order to prevent mistakes that they may make in the future when switching to other programming languages. This also applies to the study of cyclic constructions, in particular the For loop. The implementation of the For loop in the Python language is fundamentally different from the implementation of the loop with a parameter used in procedural programming languages that were studied earlier in the school curriculum (BASIC, Pascal, C/C++, etc.). Today, we have a situation where the method of learning a loop with a parameter cannot be applied to the For loop of the Python language. The article is devoted to the methods of studying this cyclic construction.
The article describes the possibilities and pedagogical potential of the TurtleStitch cloud platform for introducing schoolchildren to the use of programming to create a machine embroidery design. Algorithms for several embroidery designs are given. The materials presented on the Internet about working in TurtleStitch are exclusively in foreign languages, so the content of this article will be useful for teachers teaching extracurricular activities at school, teachers of technology and informatics for an initial acquaintance with this platform. The information presented in the article can form the basis of developmental programming classes in the TurtleStitch environment from grades 2 to 11. Acquaintance of schoolchildren with the programmatic method of creating a machine embroidery design based on this article will help students expand their understanding of the areas of application of programming, develop their skills in the practical application of programming, and the ability to use information technology to solve creative problems.
The article presents two practical works on computer modeling of real processes from different felds of human activity using spreadsheets. Such practical works allow students to independently learn how to create mathematical and computer models, perform computational experiments, which in turn develops their functional literacy.
The described practical works are from the author's collection of practical works on informatics, which was awarded a diploma at the republican contest of training materials for the development of functional literacy of students "Learning for Life".
Practical works are intended for students studying mathematics, physics and informatics, and will also be useful to anyone who is interested in using spreadsheets to solve various problems.
The article deals with issues related to the formation of media information literacy in primary school. At the same time, media information literacy is understood as the initial knowledge of a person about the modern information and media world, the ability to work with various sources and types of information to solve specifc tasks both in education and in professional activities, everyday life. Eight main categories are described in the structure of media information literacy: the use of information, relations in the media environment, media language, creative use of media, ethics and values in the information and media environment, security in the information and media environment, law in the information and media environment, economic aspects of media actions. The content of training of younger schoolchildren within the specifed categories, methodological techniques used in primary school to ensure the achievement of the planned results in the feld of media education are presented.