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Informatics in school

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Scientific and practical peer-reviewed journal "Informatics in school"

 

Current issue

No 3 (2025)
View or download the full issue PDF (Russian)

CONTESTS

7-18 19
Abstract

The article provides a rationale for the prospects of using the Kulibin interactive educational environment for studying algorithmization using the Flying Drone performer. A description of several original practical works on creating algorithms with a linear, branching and cyclic structure, using variables, subroutines and arrays (lists) for this performer is given.
Methodological developments in the form of practical work and ready-made original polygons for practical work will be useful for informatics teachers for conducting lessons in 8–9th grades using the Kulibin interactive educational environment.
Teaching the basics of algorithmization based on this methodological development will help students master programming skills, form a vision of the essence of programming, and the ability to apply the acquired knowledge to solve practical problems of everyday life.

36-44 16
Abstract

The use of robotic platforms in teaching the theme "Performers and algorithms. Algorithmic constructions" helps to reduce the severity of problems associated with the lack of study time and the abstractness of the material being studied. The diversity of existing robotic kits makes it relevant to develop a universal approach to constructing educational tasks that are independent of a specific platform.
The article proposes a set of practical works, the tasks of which can be adapted to various robotic platforms without losing the subject content. As an example, the implementation of solutions to the presented tasks for the LEGO Spike and VEX IQ platforms is shown.
The set of practical works described in the article is focused not only on subject, but also on meta-subject results of students, the development of algorithmic thinking and basic logical actions as components of cognitive universal educational actions.

45-55 10
Abstract

The article presents an example of using a robotic constructor in informatics lessons when studying the section "Algorithms and programming" — the educational project "Calculating the speed of a wheeled robot" using the LEGO MINDSTORMS EDUCATION EV3 constructor. This work can be offered to students of 7–9th grades both in informatics lessons and in extracurricular activities. During the implementation of the study project, it is necessary to assemble a wheeled robot and create a program for the EV3 control module, which should display the time of movement of the wheeled robot and the path it has traveled, as well as the speed of the robot.
The use of a robotic constructor in the study of algorithmization and programming helps to increase students' interest in writing programs, allowing them to "materially implement" software algorithms, as well as involve students in the process of engineering and technical creativity.

TEACHING PRACTICES

60-67 17
Abstract

The article argues for the need to teach fifth-grade schoolchildren how to create presentations. It describes an interactive event on informatics, conducted in the form of a travel game, where students' knowledge of developing multimedia presentations is repeated in a game form and initial skills of creating their own character in a presentation for its subsequent use in other presentations are formed. The software product used at the event is Microsoft PowerPoint. It is shown that thanks to teamwork, schoolchildren, along with the knowledge component, develop cooperation skills, empathy, the ability to negotiate and find ways out of conflict situations. Each stage of the event is accompanied by slides of an interactive presentation. At the end of the event, a reflection is held, where schoolchildren evaluate how well they have developed the ability to create their own characters.

68-75 8
Abstract

The federal work program on informatics for the 11th grade at an advanced level indicates the need to study the "dictionary" data structure. When forming students' ideas about the new data structure, it is advisable to use teaching methods that stimulate students' cognitive activity. Such methods include creating a problematic situation and organizing a heuristic conversation to resolve it.
To manage students' activities when creating and resolving a problem situation, it is convenient to use a sequence of interrelated tasks. To create a problematic situation when introducing the concept of "dictionary", you can use a task to build a frequency dictionary, and to analyze it, offer students tasks to identify characteristics in familiar data structures that do not allow them to use these structures.
Tasks for forming an idea of the new data structure should include exercises on analyzing examples of using associative arrays to store various types of information, on mastering the concepts of "key" and "value", on mastering the syntax and semantics of accessing dictionary elements. Exercises for applying a new data structure to solve a problematic situation can include various types of tasks for organizing such types of symbolic activity as modeling, schematization and coding.

76-83 15
Abstract

Today, gaming technologies occupy an important place in informatics education, turning the learning process into an exciting and interactive adventure. The integration of gaming methods into the learning process not only makes learning more effective, but also forms useful skills in students that will be relevant in the future.
The article examines how games influence the learning process, what are the advantages of using them in informatics lessons and extracurricular activities compared to traditional methods, and what is the benefit of including them in the learning process for both students and teachers.
Variants for using gaming technologies in computer science lessons are given. Examples of role-playing games implemented at different stages of an informatics lesson are presented. The possibilities of using quests and board games in informatics lessons are considered.
The electronic board game "Game code" developed by the authors together with students is described in detail.

84-90 9
Abstract

The article is about strings in Python, one of the main data types used to store and process text values. It covers ways to define strings, create them using single or double quotes, and examples of single-line and multi-line strings.
To better understand the internal representation of strings in Python, we consider string comparison, a basic operation used to determine the order, equality, or difference between two strings. We consider the main string comparison operators in Python, such as "= =" (equal), "!=" (not equal), "<" (less than), ">" (greater than), "<=" (less than or equal), and ">=" (greater than or equal). We discuss the specifics of working with strings and some nuances that should be taken into account when comparing strings.
The article will be useful in studying the "string" data type for anyone who wants to improve their understanding of string data in Python.



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