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Informatics in school

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No 2 (2025)
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INFO-2024 CONTEST

6-16 46
Abstract

The popularity of studying 3D modeling and the gradual decrease in the age of students wishing to master the basics of developing 3D models make it relevant to search for ways to improve the methodology of teaching this topic to students in grades 8–9. The use of the cross-cutting task method in practical lessons allows maintaining the interest of schoolchildren in the learning process and linking together many professionally oriented tasks with different content. The article offers a description of nine lessons aimed at the sequential development of elements of one project — "Dream room". Each lesson contains step-by-step instructions for students to master the elements of developing 3D objects using the blender editor and tasks for independent work aimed at consolidating the knowledge and skills acquired during the laboratory work and developing additional elements of the room's interior. as a guideline for each of the tasks, students are shown an example of an image of the finished result before starting the laboratory work. 

17-29 61
Abstract

formation of financially literate people is one of the most important tasks of the modern school. financial literacy is considered as knowledge and understanding of financial concepts and financial risks, as well as skills, motivation and confidence necessary for making effective decisions in various financial situations that contribute to improving the financial well-being of the individual and society, as well as the opportunity to participate in economic life.

The article discusses various methods of forming financial literacy at informatics lessons in high school. a lesson on the topic "built-in functions of the spreadsheet. financial functions" is presented. The lesson is aimed at forming financial culture in students, which is an important component of financial literacy, developing interest in information and communication technologies, stimulating the use of information technologies by students as an educational resource. The lesson is designed not only to support and develop the interest of schoolchildren in the subject being studied, but also to stimulate their activity, initiative, independence.

Integration of financial literacy into informatics lessons helps students not only develop technical skills, but also realize the importance of proper management of their finances. Such knowledge will be useful to them throughout their lives and will help them make informed financial decisions.

30-37 40
Abstract

The article considers issues related to the development of functional literacy at informatics lessons in grades 7–8. The development of functional literacy is facilitated by an approach in which practice oriented tasks are used in informatics lessons, the content of which includes material from two or more school subjects aimed at mastering the informatics course. The article proposes such a multidisciplinary approach to creating tasks for the development of functional literacy in students in grades 7–8 and describes the method of its use. The tasks and methodological recommendations for their use are presented, and areas of using these tasks in teaching are highlighted. The tasks are intended for teaching students of grades 7–8 of general secondary education institutions in informatics lessons, in integrated informatics lessons with other subjects, in extracurricular work, in project activities, in optional informatics lessons. The article can be useful for informatics teachers, methodologists, and students of pedagogical universities.

TEACHING PRACTICES

38-47 69
Abstract

The article is devoted to the development of a set of tasks on robotics for extracurricular activities of schoolchildren within the subject "Informatics". The main objective of the work is to substantiate and develop a set of tasks, the use of which is aimed at developing personality results of students through their involvement in the process of designing, programming and solving practical problems using robots. The analysis of the concept of "educational task" is carried out, and the principles of forming a set of educational tasks are formulated. The author's classification of educational tasks with examples for developing personality results of students is presented. The research methodology includes an analysis of existing methods of teaching informatics and robotics. The practical significance of the obtained results lies in the possibility of using the developed set of tasks in extracurricular activities in informatics and robotics. This will allow teachers to effectively integrate modern technologies into the educational process and will contribute to the comprehensive development of the personality of students. The work is aimed at a wide target audience — teachers, methodologists and developers of educational programs in terms of novelty of approaches to the formation of personality results through the use of robotics

48-58 42
Abstract

The article discusses the problems associated with the insufficient training of schoolchildren in the field of information security. based on the analysis of scientific and pedagogical literature and existing educational practice, it is shown that modern schoolchildren lack knowledge and practical skills in the field of information security. The role of information security in the structure of modern educational programs in informatics is considered. To solve the problem of insufficient practical training of students in the field of information security, an integrated approach is proposed based on the use of modern interactive technologies and laboratory works structured within the course "Introduction to the IT specialty". Interactive applications for laboratory works aimed at teaching the basics of information security at the level of secondary general education (in grades 10–11) are considered. Examples of laboratory works are given. The advantages of introducing interactive technologies for forming pre-professional competencies are described. 

59-64 58
Abstract

Digital educational content is any information material created for educational purposes that can be developed and distributed in digital format. The purpose of the article is to demonstrate (using the Python programming language and its graphical modules and libraries as an example) how to expand the range of tools for creating digital educational content. The article provides examples of using Python to create illustrative materials for solving tasks in informatics and mathematics courses. The practical significance of the study lies in demonstrating the possibility of using programming to create visual educational content that can be used by teachers to develop various types of independent work, create illustrative material for presentations, tests and solve other educational problems. The proposed methodology can also be used to form a set of tasks for independent work of students when preparing presentations, thematic reviews, etc. creating visual models using a programming language develops students' creativity, forms sustainable skills in proficiency in a programming language and its application to solving a wide range of problems.

65-70 42
Abstract

The article discusses the role of extracurricular activities in developing schoolchildren' interest in professions related to science, techniques, engineering, mathematics (STEM). Extracurricular scientific projects and experiments play an important role in developing students' critical thinking, research skills, teamwork skills, and self-confidence. These activities not only broaden students' horizons, but also contribute to their professional self-determination and preparation for a career in STEM fields. The article provides examples of original projects of extracurricular activities of schoolchildren in these areas. The problems that schools face when implementing scientific projects are considered, namely, the lack of resources and qualified personnel, which limits the possibilities of holding comprehensive extracurricular scientific events.

FINAL CERTIFICATION IN INFORMATICS

71-79 55
Abstract

The article presents possible solutions to tasks 25 of the Unified State Exam in Informatics containing number masks. The considered methods for solving tasks include, firstly, the widely used call of the fnmatch function of the fnmatch module to check whether a number matches a given mask, secondly, using of string operations to check whether a number matches a mask, and thirdly, enumerating number ranges in cycles for numbers of the same digit capacity with subsequent checking of individual digits of numbers for compliance with the mask. Possible promising task 25 of the Unified State Exam in Informatics format of an advanced complexity level are proposed, requiring checking additional conditions, including conditions for: the parity of some digits of a number, the sum of digits of a number, the number of different digits of a number, the number of non-trivial divisors of a number. additional capabilities of the fnmatch function are described, a corresponding example of a task and program code are given. for the presented tasks and various types of their solutions, the developed competences of high school students in the field of programming are presented. It is shown that when developing competences in the field of programming on the described subject content, mathematical competences are also developed. The developed competences of students are included in the Key competences for lifelong learning framework as digital competences and STEM competences.

80-86 45
Abstract

In the process of preparing for successful passing of the Unified State Exam in informatics, the student solves a large number of tasks. Processing and analysis of these solutions form the basis for creating an individual route (trajectory) for preparing a student for the exam. The individual trajectory takes into account the individual goals, abilities and successes of the student in preparing for the exam. When creating an individual route in the conditions of a large number of students, a teacher needs tools that will automate the analysis of the student's homework and classroom work with an understanding of his strengths and weaknesses.

As such a tool, it is proposed to automate the process of processing the results of students' work using Google Sheets and Google Forms. Students enter answers to completed tasks into special forms, and the information from them is automatically transferred to Google Sheets. Simple formulas are written in the tables and conditional formatting is performed in such a way that the strengths and weaknesses of students (both individually and in groups) are visible as clearly as possible. having such a tool, it is easy to create an individual trajectory of work with each student — the teacher, based on the student's goals, selects tasks that require special attention, and works with the student on these tasks in various ways.

Work with google Sheets and Google Forms is carried out throughout the entire time of preparation for the Unified State Exam. When students work out weaknesses, the picture of their academic performance will change, and the individual route will be adjusted.

The proposed method for automating the construction of individual routes for preparing for the Unified State Exam informatics has been tested at the international school "algorithm", the courses for preparing for the Unified State Exam in informatics at Moscow Technical University of Communications and Informatics and individual classes in 2021–2024 and has demonstrated good results.



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ISSN 2221-1993 (Print)