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Informatics in school

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No 5 (2022)
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АКТУАЛЬНЫЕ ВОПРОСЫ МЕТОДИКИ ОБУЧЕНИЯ ИНФОРМАТИКЕ В СОВРЕМЕННОЙ ШКОЛЕ

5-15 455
Abstract

 The article analyzes new opportunities in the study of the thematic section "Algorithms and Programming" of the informatics course
of basic school, which appeared during the transition to updated Federal State Educational Standards. The planning of lessons of the
theme "Computer graphics and animation" is given, invariant with respect to the graph and turtle modules of the Python programming
language ("Introduction to the module", "Rectangle, circle. Building images from graphic primitives", "Using loops to create images",
"Simple shape closed area hatching", "Procedures", "Nested loops", "Animation", "Controlled animation"). The main features of the turtle
module are described. A detailed description of each of the eight lessons of the theme is presented, including an example of solving
a basic problem and its analysis, as well as tasks for modifying the proposed solution and developing solutions to other problems based
on it. The solution by means of turtle graphics of the problem of the Unified State Exam in informatics is presented.

16-25 246
Abstract

The article presents the experience of using the Russian computer-aided design program T-FLEX CAD to study 3D modeling and prototyping in pre-professional engineering classes as a course of choice for students. The advantages and limitations of the educational version of T-FLEX CAD are considered, a brief overview of the tasks for which the professional T-FLEX CAD program can be used is given.

A practical work for beginners is proposed, in which the creation of a manual citrus juicer is described step by step. At the end of the practical work, tasks for independent work are provided, during which students receive their own simulation result, which can be used to create a prototype of the product.

The material will be useful for teachers of informatics and technology working in engineering or information and technology classes, when teaching an advanced course in informatics or a course in 3D modeling and prototyping.

26-31 281
Abstract

The main purpose of writing this article is to update the problem of developing the content of teaching artificial intelligence at school and to draw the attention of a modern teacher to the leading trends in artificial intelligence, indicated in the roadmap of the Program for the Development of Artificial Intelligence for the period up to 2024. And, as a consequence of this, the identification of new directions for the development of the content of teaching informatics at school, both during school hours and after school hours. In addition, it seems to us necessary to convey to a wide range of the pedagogical community the results of a survey of schoolchildren — finalists of the first All-Russian Olympiad in artificial intelligence (2021) on issues that actualize the need to study the humanistic component of artificial intelligence at school, its ethical and philosophical aspects.

32-38 152
Abstract

Communication of schoolchildren in social networks, on the one hand, contributes to their socialization and the development of communication skills, but, on the other hand, creates socially dangerous precedents and threats. The new Federal State Educational Standard for Basic General Education actualizes the importance of developing ethical and legal norms for interaction on the Internet among schoolchildren. On the distance learning portal of the Omsk region in March 2022, a distance Olympiad was held for schoolchildren of grades VII—IX. The Olympiad included a set of tasks on the following topics: "Digital footprint", "Ethical foundations of communication in social networks", "Personal data", "Legal foundations of interaction in social networks". The tasks were presented in a test form with automated verification. A number of tasks contained real situations from the practice of schoolchildren's communication in social networks. The tasks on the concept of a digital footprint, active and passive digital footprint, as well as questions about the legal framework caused the greatest difficulties for the participants of the Olympiad.

39-44 211
Abstract

The article describes a new type of Olympiad in informatics, its goals and objectives, as well as ways to achieve these goals. Examples of author's tasks are given both to test the knowledge of school informatics and knowledge of information technologies, and to test the logical and algorithmic thinking of the participants in the Olympiad. Special attention in the article is paid to the principles of selecting types of tasks in information technologies for the correspondence and intramural rounds of the Olympiad, the construction of the tasks themselves, and the features of their verification. The authors discuss their experience in conducting such Olympiads and give some recommendations for conducting both correspondence and intramural rounds of the Olympiad for applicants. The material will be useful to the organizers of similar Olympiads, as well as informatics teachers, methodologists, schoolchildren and students.

45-50 245
Abstract

Every year since 2017, Yaroslavl State Pedagogical University named after K. D. Ushinsky (YSPU) holds the All-Russian distance team quest "Around informatics" for 7–11-grade students, college and university students of all training areas. The geography of the quest is constantly expanding; 1065 teams took part in the quest in March-April 2022. The quest includes 100 tasks on all topics of the informatics school course, including tasks in the Basic State Examination and Unified State Examination format and Olympiad nature tasks. Quest tasks are united by a single plot. Each quest consists of four stages; 7-grade students can cope with the tasks of the first stage, 9-grade students can cope with the tasks of the second stage, 10–11-grade students can cope with the tasks of the 3rd and 4th stages. Information support for the quest is carried out in the group "Quest "Around Informatics" (the Physics and Mathematics Faculty, YSPU)" on the social network "VKontakte" and on the website of the Physics and Mathematics Faculty, YSPU. A demo version of the quest is published at the end of November, the main quest takes place in March-April.

The article in general describes tasks related to various content lines of the school course in Informatics; examples of tasks at each stage of the quest are presented.

The materials of the quest will be useful in teaching Informatics in 7–11 grades at school, including when preparing students for the Basic State Examination and the Unified State Exam in informatics.

51-58 621
Abstract

The principle of visibility is one of the most effective in teaching students. The use of diagrams, graphs, tables, drawings contributes to the rapid understanding and memorization of the material being studied. Taking into account modern technical capabilities, the idea of v isualizing information in the learning process acquires new features.

The article discusses modern visualization techniques that can be used at informatics lessons. Programs and free online services for creating a timeline, mind maps, scribing and infographics are listed. The proposed services will be useful for teachers in creating high-quality visual material. The article demonstrates with specific examples how, using various visualization techniques, it is possible to present educational material on informatics at different stages of the lesson.

59-64 397
Abstract

The article describes the changes that have taken place in connection with the process of creating and using visual aids for teaching mathematics in the era of computerization of education. The main new formation is the transformation of static visibility into dynamic. The computer literacy of schoolchildren, which has grown over the years of computerization of education, makes it possible for not only teachers, but also the students themselves to participate in the creation of visual aids. The article focuses on the advantages and disadvantages of visual aids that appeared in the computer age. The possibilities of computer visualization make it possible to visualize educational material not only offline, but also in online learning mode. Platforms for creating virtual visualization for mathematics lessons are briefly described. While expensive, but popular and of interest to schoolchildren, augmented reality technology can claim to be one of the main means of creating visual aids in the future.

65-69 239
Abstract

One of the factors of successful learning is the presence of positive motivation of students. The problem of the study presented in the article is to determine the individual elements and types of independent work in the study of informatics for students with different levels of motivation.

Based on the diagnosis of the motivational structure of the personality, a computer test was developed (in the format of a web app), the result of which is the student's motivational profile. Using a package of statistical data processing, clustering of profiles of 67 high school students was performed. In the course of the study, three motivational clusters were identified.

The values  of the variable elements of the organization of independent work in informatics are revealed. Their presence and volume will make it possible to adapt learning tasks for independent work to the characteristics of students belonging to a particular motivational cluster. Variable elements are integrated into scenarios. An example of self-study scenarios for the "Array programming" section is given.

It is concluded that the construction of a student's motivational profile, the determination of his motivational characteristics, make it possible to adapt the elements of independent work, to form an individual learning trajectory.

70-75 374
Abstract

The article describes the problem of increasing involvement of students in the educational process, presents the types of involvement, as well as ways to increase it. One of the ways is connected with the addition of game elements to the educational process, using game elements and game technologies in non-game activities (gamification). As a practical example of increasing involvement and the use of gaming technologies, the use of chatbots in the learning process is considered. The article presents some theoretical aspects of chatbot technology: the concept of a chatbot, types of chatbots, areas of application of chatbots in education. To create a chatbot, which can later be used in lessons, it is proposed to use the free BorisBot service. The article provides an algorithm for creating didactic materials in this service.

76-83 165
Abstract

The formation of the skill of applying the algorithm for converting numbers between number systems, where the base of one number system is the degree of the base of another, assumes to use a set of tasks to convert mental action from a conscious, open, external state into an unconscious, surrogated, mental one. When developing such a set of tasks, it is necessary to rely on the basic provisions of the theory of phased formation of mental actions. At the first stage of learning the algorithm, it is reasonable to offer students a set of tasks and questions that will allow them to independently single out the orienting basis of an action in short form. Work with an open form of recording a number will correspond to the stage of materialized action, while a materialized form of mental action can be combined with speech; the result of students' work at this stage will be the formulation of the algorithm. At the stage of forming an action in external speech, you can offer students tasks to work with the wording of the algorithm; to do this, you can use tasks "with omissions" and errors in the description of the algorithm. The translation of the action into external speech "silently" will be facilitated by tasks for finding out an error in solving a problem, for applying one step of the algorithm. To automate the described mental action, it is necessary that students should perform a sufficient number of standard exercises to convert numbers between number systems, including tasks where the use of the studied algorithm is impossible. For further development of the skill of applying the algorithm, it is necessary to use tasks that may require recreating the original, open form of action. The authors' experience shows that six lessons are enough to form the skills of using this algorithm, three of the lessons are devoted to students' independent work.

84-87 157
Abstract

The Federal State Educational Standard of Secondary General Education determines the results of mastering the curricula of school disciplines at an advanced level with a focus on preparation for subsequent professional education. The article discusses the possibilities of the training course "Methods of approximate calculations" to achieve the planned results of mastering the educational program in classes with in-depth study of mathematics, physics, informatics. The content of the course is presented, one of the options for thematic planning (10–11th grades) is given. As an example, a physical problem and its solution are considered in accordance with the stages of algorithmic problem solving: from the formulation of the problem to the analysis of the received answer. Two options for implementing the created mathematical model are proposed: by writing code in the Python programming language and by tools of a spreadsheet editor.

88-94 226
Abstract

The article discusses the practical application of the STEAM concept in the framework of educational robotics classes. STEAM education is a model that combines the natural sciences and engineering subjects into a  system. It is based on an integrative approach: technology, physics, engineering, informatics and mathematics are taught not separately, but in connection with each other to solve real technological problems. This approach teaches us to consider problems as a whole, and not in the context of one area of  science or one technology. In the article, to find a solution to the problems of robot movement, a complete mathematical study is carried out, which solves the following questions: the problem of rectilinear movement of a robotic cart, options for turning it in place (relative to the center or around one of the wheels), moving along circular trajectories with partially known parameters (with a given radius or movement along a sector of a circle of initially unknown radius with a known chord length and lift height above the chord in the middle of the section). The result is tested by building a program in the TRIK Studio environment with a demonstration of the result by a virtual robot.



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ISSN 2221-1993 (Print)