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Informatics in school

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No 5 (2023)
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АКТУАЛЬНЫЕ ПРОБЛЕМЫ МЕТОДИКИ ОБУЧЕНИЯ ИНФОРМАТИКЕ В СОВРЕМЕННОЙ ШКОЛЕ

5-13 293
Abstract

Artificial intelligence currently remains a topical issue for the development of content in school education in informatics and information and communication technologies. Artificial intelligence technologies are included in the school curriculum back in 2021 and are already being studied in almost half of secondary schools in Russia, and by the end of 2024 it is planned that artificial intelligence issues will be studied in most Russian schools. When studying these issues, schoolchildren often demonstrate increased motivation for the material. In this regard, the purpose of this article is to share with the pedagogical community the results of a survey of participants in the final stage of the All-Russian Olympiad in Artificial Intelligence 2022 regarding artificial intelligence trends. Some results in the article are presented in comparison with the responses of schoolchildren to a similar survey in 2021. The expressed opinions of schoolchildren make it possible both to identify gaps in the modern school informatics course on this issue, and to identify new directions for the development of educational content that will be most in demand, according to modern schoolchildren, in their future professions in the context of the digital transformation of society.

14-26 139
Abstract

The article continues the consideration of using the Russian computer-aided design program T-FLEX CAD to study 3D modeling and prototyping in pre-professional engineering classes, which began in the journal "Informatics at School" No 5-2022. The use of this program when performing an individual project is presented.

Practical works are offered that are aimed at creating a model and prototype of a respirator mask. The result of the works is the technical part of an individual project, which can be realized as an educational startup. When realizing the project as an educational startup, legal regulations, financing opportunities and other features of implementing such a project for continuing education are considered.

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 special course in 3D modeling and prototyping.

27-32 170
Abstract

In modern school education, the problem of teaching schoolchildren the technology of augmented reality and developing the corresponding components of digital literacy is becoming more urgent. The elective course "The real world with elements of unreality", aimed at developing digital literacy of schoolchildren in the aspect of using augmented reality technology, includes the following modules: "Theoretical basis of augmented reality", "Software and hardware of augmented reality", "Augmented reality browsers", "Development of an augmented reality product". Practical work with AR applications is organized based on the use of blended learning technology "Changing work areas". While going through the route, students get acquainted with the functionality of augmented reality applications in the following subject areas: foreign language, biology, history, geometry, fine arts. The creation of an augmented reality product (stereometric figure) is organized through project activities. Testing of the elective course showed the availability of educational material and a high level of cognitive interest of students in studying augmented reality technology.

33-38 172
Abstract

Individual actions of students when solving problems on the theme "Programming" can be referred to sign-symbolic activity. When teaching programming, the teacher should pay special attention to combining various plans: actions with specific data, sign-symbolic description of this data and the algorithm structure, writing program code. The following types of sign-symbolic activity are distinguished: modeling, schematization, coding, substitution. It is advisable to include tasks in the preparation process at the first stages of training, in which these types of activity are independent units, and not one of the steps to solve the programming problem. It is advisable to implement modeling activity using trace table completion tasks. To organize schematization, tasks are used to describe the algorithm verbally and  make  flow charts. Distinguishing of the  substitute  and substituent is facilitated by tasks for matchmaking between code lines and their purpose. The article provides examples of tasks that contribute to sign-symbolic activity organization of various types in programming training.

39-45 526
Abstract

Time dictates special requirements for modern man: it is important not only to gain knowledge, but also to learn to apply it in everyday life, as well as in changed situations.

A characteristic feature that distinguishes the subject "Informatics" from other disciplines is its applied nature: only that knowledge that is used in practice has the main value. This statement forms the basis of the practice-oriented training system.

The article discusses the differences between a practice-oriented task and a standard one, and identifies groups of practice-oriented tasks. Examples of author's tasks of a practice-oriented nature are given on various themes of the school course of informatics, compiled on the basis of traditional ones, as well as a fragment of a lesson with practice-oriented content.

46-49 158
Abstract

The article discusses one of the tools of practice-oriented training, that is competence-oriented tasks. Their use in training sessions contributes to the formation of certain general and professional competencies of students. Competence-oriented tasks have a clear structure and are selected depending on the learning goal. Accordingly, they can be used at different stages of the lesson. The article presents examples of competence-oriented tasks in the discipline "Informatics". To demonstrate the possibilities of using such tasks, tasks from different sections of the discipline are presented: "Technologies for creating and converting information objects using spreadsheets", "Technologies for creating and storing objects in databases", "Human information activity". Methods for choosing the professional orientation of tasks are described. The article presents assignments taking into account professional activities for students majoring in Publishing.

50-56 119
Abstract

The article discusses the author's methodology for teaching the theme "Control" of an informatics course of basic general education based on the Tinkercad environment. The place of this theme in the Work Program of Basic General Education in the subject "Informatics" is highlighted. The main advantages of using the Tinkercad environment are described. Two options for covering this theme are considered, depending on the availability of robotic equipment at the school. For each option, thematic planning is provided, and the main features of conducting lessons are highlighted. The types of activities of the teacher and students at each stage of the theme's lessons are considered. For all classes, projects are proposed, each of which covers the stages of prototyping and programming. The proposed projects have varying complexity, but at the same time they are interconnected, which makes it possible to build a holistic methodology for studying the topic. All projects are aimed at developing students' subject and meta-subject results for each subsection of the "Control" theme. Sources are provided in which project code is available for downloading to students' personal accounts on the Tinkercad platform.

57-61 184
Abstract

The article discusses issues related to studying the Python programming language in an informatics course and improving students' understanding of such a programming language structure as an array or list. To achieve this goal, one meaningful example is used, that is modeling the operation of an electronic clock display in a text interface. First, patterns of numbers are developed to represent them on the scoreboard, and topics related to the study of matrices or lists of strings can be better developed. Next, the task is implemented using the Python programming language, while functions are used to create and process the output of numbers. Ideas for similar problems are also given. The article may be useful to informatics teachers, students of pedagogical universities and all readers who are interested in programming in Python.

62-66 126
Abstract

One of the ways to effectively teach informatics in primary school is to provide an entertaining character of learning. Entertaining tasks include tasks for game strategies that allow younger schoolchildren to learn to search for a winning strategy when playing with chips, checkers, dominoes, mathematical lotto, etc. The purpose of the article is to describe the features of teaching younger schoolchildren to solve problems to determine a winning strategy in an analytical way. The article discusses the basic concepts of game theory necessary for solving problems of determining a winning strategy at the level of primary general education: the definition of mathematical games, their rules, the concepts of winning strategy and correct game. The methods of solving games with a symmetric winning strategy and with a winning strategy of addition to a number, a description of winning strategies and an example of an algorithm for one of the considered problems are given. It is concluded that the ability to determine a winning strategy can be attributed to meta-subject skills.

ТОЧКА ЗРЕНИЯ

67-73 156
Abstract

In modern conditions, the constantly expanding use of information technologies, the urgent need for high-level IT specialists, which determine both the development of the country's industrial and intellectual potential, as well as its security, and sometimes the very existence of Russia as an independent state, update the problems of teaching programming at school, including the introduction of an independent subject "Programming" into the school curriculum. The study shows that the framework of the school subject "Informatics" is becoming too narrow for the formation of basic training and professional orientation of schoolchildren in the field of algorithmization and programming; there is an urgent need for schoolchildren to study programming as a separate discipline. But the question arises of choosing a programming language to study in a school course. A comparison of the programming languages that are most common in teaching school informatics today, in particular Python and Pascal, allows us to determine their advantages and disadvantages when studying at school as the first programming language and to conclude that preference should be given to the Pascal language, since Python does not allow students to sufficiently develop confident competencies in the field of programming and knowledge of the fundamental elements of programming.

СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ

74-81 189
Abstract

The article discusses the capabilities of Tello educational quadcopters and their use in Python programming classes. The topics of modules that are recommended to be studied using quadcopters are given. When describing the modules, the basic concepts of the Python programming language, the features of its use in conjunction with quadcopter DJI Tello, safety precautions when working with a quadcopter, and its structure are considered. The concepts of an algorithm, its properties, and the main types of algorithms are described. The emphasis is on the consideration of a linear algorithm; examples of the implementation of linear algorithms for autonomous flight are given, as well as examples of programs for obtaining information from on-board sensors. Possible examples of tasks that can be offered to students when studying each module are considered. The article is intended for informatics teachers, students of pedagogical universities, and additional education teachers.

ЗАДАЧИ

82-86 101
Abstract

In the article, using the example of solving few problems, the methodology for studying the theme "Maximum non-decreasing subsequence" is illustrated in preparing schoolchildren for Olympiads in informatics. The study is based on the sequential solution of increasingly complex problems. For each problem, the following materials are given: the formulation of the problem, the idea of a solution, the solution in the Pascal programming language. Distance learning system (http://dl.gsu.by) is the technical base for teaching. The system allows to offer for a student a formulation of the problem; to submit the solution for review; to get a verdict from the system — a correct or incorrect solution; for incorrect solution, the number of the test on which the solution did not pass is indicated. A student can take a test (input and output data), on which his solution did not pass, figure out what the error is in his program, correct it and send the solution again. In addition, for each problem there is a link on it to the topic in the forum at site, where you can ask a question on solving this problem and  / or read the answer if the questions have already been asked before.



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ISSN 2221-1993 (Print)