Computer Science Lessons Research Articles

Ai] Explore!: An Educational Game for Developing Programming Skills and Algorithmic Thinking

The game [ai] explore! was developed to introduce the algorithm behind the popular science exhibition. The idea behind the [ai] explore! exhibition was to show the application of mathematics and computer science in solving real engineering problems by creating the exhibit using the mathematical algorithm Heat Equation Driven Area Coverage (HEDAC). The algorithm is based on scientific research and has many applications: exploration and search in unknown space, painting, planning agricultural spraying, scanning 3D objects, etc. The exhibits show the process by which the algorithm paints objects with a virtual brush and explores their shape. By surveying the high school students, it was shown that new mathematical and engineering results can be explained and turned into a playable game. After playing the game, students respond positively to the game presented and state that they have a good understanding of the HEDAC algorithm presented and how it works. This motivated us to investigate [ai] explore! as an educational game for teaching mathematics and computer science. The aim of the research described in this paper is to investigate the potential of the developed game as an educational game. The game-based learning (GBL) approach is increasingly used to increase student motivation and engagement in STEM lessons. The main research question is: How do primary school teachers and students perceive the usefulness of the game [ai] explore! in supporting teaching and learning of computer science concepts? We have developed and implemented teaching scenarios on how the game [ai] explore! can be used as an educational game in computer science lessons. We show that the game has great potential to teach primary school students programming. In addition, the game promotes algorithmic thinking and computational thinking skills in general, which are valuable not only in computer science but also in other fields such as mathematics, where a systematic and analytical approach to problem-solving is required.

Некоторые аспекты развития функциональной грамотности обучающихся на уроках информатики

The article discusses some aspects of the development of functional literacy of students in computer science lessons. The author reveals the essence and content of functional literacy, the main components of functional literacy, and the signs of a functionally literate person. A solution to the problem of developing students' functional literacy within the framework of the implementation of the updated Federal State Educational Standard is proposed through the use of teaching methods and techniques, forms, tools, techniques and tasks aimed at developing students' functional literacy. This approach is possible when teaching computer science, since computer science is one of the subjects in which functional literacy can be most effectively developed. In computer science lessons, it is possible to use elements of a large number of educational technologies that make it possible to successfully develop the functional literacy of a future graduate who is able to adapt to the changing conditions of modern life. The purpose of the study is to identify opportunities for developing functional literacy of students in computer science lessons. The methodological basis of the article is a complex of general scientific, paradigmatic and instrumental approaches. The results obtained can be used as a resource for expanding the factual base in the application of various teaching methods for the development of functional literacy of students.

Culturally-sustaining and revitalizing computer science education for Indigenous students

Computer science (CS) teachers are still learning how to enact culturally-sustaining/revitalizing CS education for Indigenous students. In response, elementary teachers on the Wind River Reservation, a professional development provider, researchers, and the Wyoming Department of Education formed a researcher-practitioner collaborative to implement and study the implementation of culturally- sustaining/revitalizing CS lessons using design-based implementation research (DBIR) practices. Researchers collected data via interviews, reflection forms, and observations. Findings indicated that teachers used students’ funds of knowledge to support engagement and expanded lessons to reflect Indigenous priorities of language revitalization and Tribal sovereignty. Creating culturally-sustaining/revitalizing CS education was a collective activity, drawing on interdependence of teachers and students.

ФИЗИКАЛЫК ПРОЦЕССТЕРДИ КОМПЬЮТЕРДИК МОДЕЛДӨӨ

The article studies the processes of using modern pedagogical technology of computer modeling of physical processes in teaching the subject of physics and presents its main results/ In the experiment, the skills of activating students' knowledge in the physics profile were implemented in computer science lessons with the help of modern pedagogical technologies. As research methods, it was proposed to use computer programs capable of accurately and clearly modeling physical processes and phenomena. The results obtained are the conditions for obtaining visual dynamic illustrations of physical phenomena in nature using computer programs of its simplified model. The scientific novelty of the results obtained allows us to explain to students and improve their fundamental knowledge through modeling physical processes. The practical significance of the results obtained is that with the help of computer simulation it is possible to explain physical phenomena and processes, i.e. ranging from the magnetic field in space to the structure of a single atom. Practical recommendations - development of didactic conditions for interdisciplinary communication of special disciplines in the formation of students' professional competence in the direction of physics and mathematics education.

«FRIPPED CLASSROOM» TECHNOLOGY IN COMPUTER LESSONS IN PRIMARY GRADES

The article is devoted to the "flipped classroom" technology. Purpose: to carry out a systematic analysis of the application of the "flipped classroom" technology in computer science lessons in primary school. The article uses theoretical methods of scientific and pedagogical research, in particular: system-structural analysis, synthesis, classification, comparison, abstraction, generalization. The essence of the "flipped classroom" technology has been clarified. A comparative analysis of the researched technology with the traditional learning technology was carried out according to certain characteristics. The reasons for using the "flipped classroom" technology in computer science lessons in primary school are outlined. The peculiarities of the application of the researched technology are analyzed. The optimal methods and means of the "inverted classroom" technology are singled out. Models of implementation of this technology were analyzed as well. A number of recommendations on the effective use of technology in computer science lessons in primary school are highlighted. On the basis of the conducted research, it was concluded that the "flipped classroom" technology, in case it is organized properly, can be effective, increase the level of motivation and success of primary school children. The "flipped classroom" allows to change an approach from passive to active learning, thanks to which primary school children in computer science classes will have more time for practical work, which can help them develop digital skills. The features of the researched technology are that it focuses attention on the effective use of learning time in the classroom, promotes individualization of learning, allows younger students to take responsibility for learning, strengthens the interaction between the teacher and the student and changes the role of the teacher in the educational process from a translator to a facilitator. In the course of the research, the implementation model of the "flipped class" technology was adapted for computer science lessons in primary school, and tasks were developed for selected topics. It was found that the choice of the model depends on many factors, in particular: the topic of the lesson, the level of training of students, access to resources, planning of each stage. Therefore, the flipped classroom technology has significant potential to improve the quality of computer science education in primary school.

THE METHOD OF ASSESING ACADEMIC GIFTEDNESS BY ANALYZING THE MENTAL MAP

The article deals with the development of academic talent in the context of the modular concept, and the creation of information conditions for learning in computer science lessons. Today, the authors of the article are developing mind maps, drawing up concepts according to the principle - from the whole to the particular. Mind maps activate creative thinking, which allows students to see important facts in the lesson that traditional analysis missed. The mind map provides an opportunity for everyone, as this tool is a mirror of thinking. Since the mind map is a product of individual mental activity, the options for compiling and designing the scheme were experimented with the choice of the optimal ones.

An Interdisciplinary Educational Proposal in Junior High School: The Fractal Geometry in Science, Computer Science and Art Lessons

The purpose of this study is to provide an interdisciplinary approach to fractals within the traditional school curriculum. The proposed activities are expected to help teachers to provide a comprehensive and engaging learning experience for students that fosters deeper understanding, creativity, and connections within the sciences. Fractals are complex geometric shapes that are self-similar, and therefore exhibit similar patterns at every scale. They are created by repeating a simple process over and over. Fractals differ from traditional geometric shapes because they are non-regular, but are very common in nature, such as clouds, mountains, trees and snowflakes. Also fractals are impressive mathematical creations and can contribute a lot to the understanding of Junior High School mathematics because they could be fun and at the same time an exciting way to introduce many areas of mathematics and physics. By connecting fractals to different mathematical concepts and applications, Junior High School students can develop their problem-solving skills and gain a deeper appreciation for the beauty and complexity of mathematics.

FEATURES OF THE IMPLEMENTATION OF INFORMATION ANDCOMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OFPRIMARY GRADE PUPILS

The article analyzes the essence and relationship of the concepts «learning technology», «information and communication technology of learning», «environment», «educational environment of primary school». The impact of the use of ICT in the learning process on the development of mental processes of primary school students is analyzed. It has been established that the use of information and communication technologies in the process of teaching primary school students provides a significant impact on the development of thinking, expression, attention, perception, memory, by including schoolchildren in new types of activities: algorithms, modeling, visualization, abstraction, game imagination. It has been established that the introduction of information and communication technologies into the educational process affects the environment where primary school students learn. It was determined that the digital educational environment in educational institutions should include: information support of the educational institution, the formation of the teacher's information and communication competence, computer-oriented learning tools for primary school students. Features of the use of information and communication technologies in computer science lessons are characterized.The experience of using game, project, multimedia and web technologies in the process of studying of the subject «Computer Science» is highlighted. It was established that the use of information and communication technologies allows: to increase the cognitive activity of students due to the brightness, variety in form, visibility of the educational material; to individualize the learning process using tasks of different complexity; to form the ability to work on a personal computer by using game types of tasks; to improve self-control skills, the ability to independently adjust one's activities by performing project tasks; to independently conduct educational and practical activities, developing creative activity among schoolchildren.

How to Catch'em All: Designing Attractive Learning Activities for Girls in Computer Science: A Systematic Framework

To fight the underrepresentation of female students in Science, Technology, Engineering and Math (STEM), schools and universities should cooperate in communicating what skills and competencies are required and to what extent schools already help develop them. Universities need to communicate the necessary competencies and schools should encourage girls by an appropriate design of learning activities, exercises, and projects. They also need to emphasize the underlying competencies and how this will help in taking up STEM subjects at university, thereby raising the girls’ self-esteem and self-efficacy. The key to transporting this message is an appropriate and systematic learning activity design based on a competency-based approach and appropriate teaching methods as well as a more female-responsive scope of tasks. This paper focuses on computer science and sets up a morphological analysis of dimensions to consider when designing learning activities for computer science lessons, taking into account what kind of subjects girls are interested in and what fosters their skills and their self-efficacy in STEM.

Organization of Project Activities of 5-6 Grade Students in Сomputer Science Lessons: Scientific and Theoretical Analysis

The study is devoted to the problem of scientific and theoretical analysis of the possibilities of the practical application of project activities for 5–6 grades students in Computer science lessons. The aim of the article is to justify the importance and relevance of the implementing educational projects by 5–6 grades students, solving research tasks, which should lead to the formation of comprehensive skills, information literacy and culture. Methods. To achieve the aim, the author used the following methods: analysis, synthesis of regulatory, legal, scientific and pedagogical sources, generalization. Results. The relevance of the problem of application of project technology in the study of the educational subject «Сomputer science» by students has been proven. The project method should be considered as a system of education, according to which students acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks. The project-based learning environment is dominated by students' self-activity and activity. This pedagogical technology should be implemented in several stages and be cyclical in its implementation. At the same time, project activities should be carried out in several stages, which include: constructive, value-oriented and evaluative-reflective. Project technology should include: transformation of the student into the central figure of the educational process; the absence of reproductive learning with the simultaneous dominance of cognitive activity; independent acquisition and the possibility of applying the acquired knowledge; joint reasoning, discussion and research; respect for students, taking into account the integral personality of students; the presence of an important problem; creativity; structuring the content of the project; the presence of the final version. It is emphasized that the work on the educational project should involve free choice of the project by students and consideration of their interests, independence and problem solving, integration of knowledge, skills and abilities from other fields of science and technology, creativity, practical application of the acquired knowledge, and gaining individual experience. Сomputer science teachers should focus on the individual characteristics of students in grades 5–6, as youth of this age have differentiated, stable and effective cognitive interests. Accordingly, it is necessary to stimulate students' cognitive interest through activities that are practically oriented. In turn, this allows you to introduce students to a problematic situation that will affect their intelligence, will, emotions, feelings, desires and actions. Given these circumstances, a Computer science teacher should use such methods as brainstorming, analogies, modulation, and cataloging in project activities. The use of the brainstorming method leads to the activation of students' cognitive activity; the method of analogies deals with the formulation of hypotheses; modeling leads to independent construction of models, development of new notation systems, creation of ideal subject environments; cataloging helps to the compilation of stories in accordance with the questions posed by the teacher. Conclusions. It is noted that when organizing the project activity of students in grades 5–6, school teachers should take into account the mandatory application of the principle of continuity to the education of this age category pupils (the initial stage of implementation of the NUS Concept in primary school; project skills acquired by primary school pupils; available IT competencies; low level of independence); types of independent work, appropriate and adequate to the age characteristics of pupils; the presence of a learning problem in the organized project activity; personal and collective creativity; and the development of the project activity. The educational outcome of organizing project activities in Computer science lessons is the integration of theoretical and practical knowledge, search and research activities, the students’ orientation in the information space, the critical evaluation of information, the formation of skills to analyze, systematize, generalize the material obtained, the development of skills for cooperating and self-educating in the solving practical problems process.

Технологии формирования функциональной грамотности

The article describes the concept of functional literacy, provides approaches to understanding its components, and also presents a technology aimed at developing this skill using digital tools. One of the problems of school education is the formalism of knowledge and the inability of students to apply subject knowledge to solve life problems in various fields, in connection with which the issue of forming and increasing the level of functional literacy of modern schoolchildren becomes relevant. This work has a systematic and complex character and should be carried out within the framework of both classroom and extracurricular activities. The article focuses on the formation and improvement of the level of functional literacy in computer science lessons as a science characterized by interdisciplinarity, fundamentality and practice orientation. A technology for the formation of functional literacy based on B. Bloom's hierarchy of educational goals which includes six levels is proposed, the article also presents technologies and tools for the implementation of educational goals in accordance with the types of activities at each level.

Transforming computer science education: exploration of computer science interest and identity of historically underrepresented youth

ABSTRACT Background and context Historically underrepresented youth in computer science persistently experience barriers making it difficult to see themselves in the computer science field including computer science programs and curricula with consistent stereotypical references focused on competition, individualism, and male-associated topics representing a limited view of computer science. Objective This study explores computer science interest and identity development of historically underrepresented youth. Method One hundred and thirty-five self-identified historically underrepresented students in computer science participated in interviews to understand computer science occupational identity development. Findings Qualitative analysis revealed themes to understand the sources of occupational identity students described after experiencing computer science lessons: opportunity matters, supportive struggle, and collective knowledge and skill-building. Implications This study demonstrates the importance of exposing underrepresented youth to computer science to foster agency, engagement in parallel classroom practices to build confidence in computational thinking mastery, and the importance of communities of practice to increase participatory learning opportunities.

Using the Wordpress CMS in the classroom at secondary schools

The article discusses the features of using the WordPress content management system in teaching the basics of web development in general secondary education institutions where computer science is taught according to the specialized curriculum. The paper identifies the main advantages and disadvantages of using WordPress. Practical recommendations for teachers on using WordPress in computer science lessons are provided.

METHODICAL WORK OF THE TEACHER AS A COMPONENT OF THE EDUCATIONAL AND PROFESSIONAL PROGRAM «SECONDARY EDUCATION (COMPUTER SCIENCE)»

The purpose of the article is to determine the content and functions of the methodical work of an informatics teacher, justifying the need to reflect it in the cycle of professional training courses of the Secondary Education (Informatics) educational and professional program. Research methods: bibliosemantic (analysis, generalization of scientific and theoretical information for the purpose of studying the problem); system-analytical (analysis through synthesis, reasoning by analogy to present the main material); sociological (questionnaires of fourth-year students, observation of their studies, study of results); statistical methods (analysis and systematization of experimental data, their visual representation). The article considers the methodical work of a computer science teacher as a component of professional activity, defining it as a system of interrelated and interdependent actions aimed at competent goal setting, planning and organization of the educational process in computer science, as well as at increasing personal creativity and professional skills. The article presents the results of a survey of bachelors at the stage of graduation from a higher education institution regarding their ability and willingness to perform the methodological work of a teacher during: analysis of the pedagogical situation; designing teacher actions and students' learning and cognitive activities; using teaching tools, forms and methods; creating information projects. 72% of students surveyed believe that they are well prepared for the methodological work of a teacher, but could be better; 15% believe they are well prepared, while 6% and 7% believe they are «poorly prepared» and «not prepared». The methodological work of the teacher should be reflected as widely as possible in the educational and professional program «Secondary Education (Informatics)», in particular in the results of student learning, in the selection of disciplines, and in the creation of a professionally oriented learning environment. It is necessary to focus students on knowledge of the subject area, making informed decisions about the organization of computer science lessons, the use of innovative teaching methods and technologies, etc. The functions and principles of methodical work are outlined, based on the school course of computer science, computer science methods, didactics, pedagogy. Its purpose is formed from the goals of education and study of computer science, means – from the principles and content of pedagogical activity, and results – from the purpose and tasks of designing, organizing and implementing the process of studying a certain content area of computer science. Methodological work should be pedagogically appropriate in execution, creative in content, and balanced in the choice of teaching methods and tools.

TEACHING OF INTERPOLATION AND APPROXIMATION CURVES THROUGH COMPUTER SIMULATION

The use of digital tools in the education process has become a matter of course. This is particularly true in computer science lessons. Our study assesses the performance of students in higher education within each subject area of computer graphics. Computer graphics and its education are very versatile. A better understanding of the algorithms that perform the graphical adjustments is much easier if the student is not only theoretically familiar with the field and its procedures but also has the opportunity to try them out. Our aim was to develop a teaching tool that would allow students attending a graphics class to learn about and test the possibilities of interpolation and approximation curves. In our study, we focused on three specific types of curves: the Hermite, Bézier and Coons curves. For universal use, students are able to simulate the curves concerned in nth-degree cases. In the development, we focused on modelling the mathematical formulas describing the curves trying to design an easy-to-use teaching tool. In this case, the teaching tool is a computer software designed for this purpose. In our research, we conducted qualitative surveys on small groups of students. Our study was conducted on control groups. We also conducted interviews with students using the software to assess the strengths and weaknesses of our software. Based on this feedback, we optimized our software and set the direction for future improvements. The practical application suggests that the educational software has a positive impact on students' learning outcomes. This paper describes the mathematical models describing the processed curves. It then presents the application's options and graphical results. Finally, we would like to present the results of the student testing and their feedback on the educational software.

Wind River Elementary Computer Science Collaborative: Connecting Computer Science and Indigenous Identities and Knowledges on the Wind River Reservation

Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.

Web Technologies in the Development of Computational Thinking of Students with Mental Disabilities

Computational thinking is an important and necessary part of a modern person’s thinking. It has been proven that the development of this way of thinking in students with mental disabilities allows them to navigate quickly in the modern world, identify problems and create complex solutions. Online schooling during the COVID-19 pandemic demonstrated the possibilities of the usage of web technologies in the education of children with mental disabilities. This study aims to evaluate the impact of web technologies on the development of computational thinking of students with mental disorders. The experiment involved 14 students aged 8-12 and 4 tutors. For 8 weeks children were trained in computational thinking and computer science. Assessment of computational thinking was performed with cCT-test by El-Hamamsi et al. before and after the experiment. After conducting computer science lessons using web technologies the respondents showed a higher level of computational thinking (M=15,7, SD=3,69), compared to the results of preliminary testing (M=5,93, SD=2,3). Web technologies can significantly increase the effectiveness of inclusive pedagogy, which establishes the importance of integrating web technologies into the teaching system in inclusive classes of general education schools.

Random number-based Brownian motion and practical examples of its implementing in high school computer science lessons

Brownian motion is defined in many literature sources as the random motion of microscopic particles in a liquid or gaseous medium. The cause of this motion has long been unknown. The explanation of Brownian motion is that molecules in solution are constantly colliding due to thermal motion and these are random. Over time, this motion has also become the basis for many problems and practical exercises in the natural sciences and has become popular in computer science. Brownian motion simulation and its variations have many positive features. They not only allow the understanding of natural phenomena but especially allow the understanding of random processes. In the classroom, we can practice generating random numbers (e.g. using our own random number generator and testing it), creating various commonly occurring phenomena with a random character (the shape of lightning, a drop running down glass, the formation of copper crystals or a snowflake), or even linking them to statistics (statistical evaluation of the results of work). The tasks presented in our paper are designed for two-dimensional simulations. However, the same procedures are also well applicable to three-dimensional simulations. This can be an assignment for students, for example, for a midterm project. In this way, we can also use Brownian motion for project-based learning and contribute to collaborative teamwork.

METHODOLOGICAL APPROACHES TO THE RESEARCH OF THE PROBLEM OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCY OF PRIMARY SCHOOL STUDENTS

The article analyzes the essence and functions of methodological approaches and defines their importance for scientific substantiation of the researched problem. The research methodology of the problem of formation of information and communication competency is considered at the philosophical, general scientific, specific scientific and technological levels. All levels of research methodology are considered as a complex system that includes interconnected elements, defined subordination and interconnection of all scientific approaches. The article discusses the practical application of each of the approaches in the research process. At the philosophical level, the research problem is considered on the basis of a dialectical approach, which involves taking into account the pedagogical regularities of the use of relevant information technologies in the educational process. At the general scientific level, aspects of research are considered on the basis of systemic (considers the research problem as a set of interrelated elements), activity (ensures the inclusion of schoolchildren in active activities in computer science lessons), and competency (presupposes an orientation towards the formation of life competencies in students) approaches. At the concrete-scientific level, the implementation of personal-oriented (presupposes subject-subject interaction of all participants in the educational process), integrated (allows the formation of a comprehensive vision of the subject and its tasks), environmental (creation of necessary and sufficient conditions for its participants in the process) and technological (allows to create a model of formation of information and communication competency with its further implementation in the educational process) approaches.
 Keywords: methodology; approach; scientific approach; information and communication competency.

WEBQUEST TECHNOLOGY IN COMPUTER LESSONS IN PRIMARY SCHOOL

The article is devoted to webquest technology in computer science lessons in elementary grades. The purpose of the article is to provide a general description of the webquest technology, to study the specifics of its application in elementary school computer science classes, as well as to identify the impact of webquests on the quality of education. The essence of the concepts “webquest” and “webquest technology” has been clarified. The main idea of the webquest is defined, which consists in the active partnership interaction of students with each other and with web resources, which contributes to the development of motivation to study, information literacy and digital competence of schoolchildren. The main elements of webquest technology (scenario, tasks, resources, interactivity, evaluation) are defined. It was found that there are several classifications of webquests, one of the most optimal is the division of webquests by the level of technical complexity. The algorithm for preparing and conducting a webquest has been adapted for computer science lessons in elementary school. It was found that the webquest is built according to the logic of the technology of problem-based learning: from posing a problem to ways of solving it, presenting the result and reflection, which is aimed at the development of the student of education as an active subject of life: Several online resources for webquests are offered, which are advisable to use in lessons computer science in elementary grades (LearningApps.org, Kahoot!, Quizlet, Quizizz, Edpuzzle, Webquest). The topics in computer science for the fourth grade are offered, from which it is advisable to conduct webquests. The main features of the use of webquests in computer science lessons in elementary school are analyzed. Tethodological recommendations for teachers have been developed. It was found that when using webquests in computer science classes, certain challenges and limitations should be taken into account when using webquest technology in the educational process. It was determined that webquest technology is an effective means of developing information literacy and digital competence of junior high school students in computer science lessons in elementary grades.