Programiranje v osnovni šoli: odnos in veščine učiteljev v luči reforme poučevanja računalništva in informatike
Povzetek
Dva globalna trenda, ki ju lahko opazimo v računalniškem izobraževanju po vsem svetu, sta premik začetka poučevanja računalništva kot obveznega šolskega predmeta v osnovnošolsko izobraževanje in prehod od poučevanja uporabe digitalnih tehnologij k obravnavi vsebin računalništva. Češka te spremembe uresničuje s sistemsko reformo poučevanja računalništva in informatike. Članek predstavlja vizije in načela, ki so oblikovali temeljni okvir reforme. Pomemben vidik uvedbe računalništva in informatike v šolah je programiranje. Ključna oseba za izvajanje sprememb je osnovnošolski učitelj, ki pogosto nima ustreznega znanja iz računalništva in izkušenj s tem predmetom kot učenec. Raziskava se osredinja na odnos osnovnošolskih učiteljev do poučevanja programiranja med šolsko reformo. Cilj raziskave je identificirati osebne, pedagoške in okoljske dejavnike, ki vplivajo na njihov odnos do poučevanja programiranja. Odnos do programiranja smo merili z uporabo Sunove lestvice odnosa učiteljev do programiranja, medtem ko smo raziskali povezavo med temi odnosi in računalniškim mišljenjem učiteljev z uporabo nalog tekmovanja Bober. Raziskava med osnovnošolskimi učitelji je pokazala pozitiven odnos do poučevanja programiranja, ki ga spremljata dobro računalniško znanje in zadostna raven računalniškega mišljenja. Študija je tudi ugotovila, da so pretekle izkušnje s poučevanjem programiranja pomemben dejavnik, ki vpliva na pozitiven odnos učiteljev do tega predmeta.
Prenosi
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