scholarly journals Problems of Early Learning to Program. How to Bridge the Gap Between Pictographic and Textual Programming Styles

2021 ◽  
Vol 15 ◽  
pp. 331-343
Author(s):  
Agliamutdinova D.B ◽  
Besshaposhnikov N.O. ◽  
Kushnirenko A.G. ◽  
Leonov A.G. ◽  
Raiko M.V.
Keyword(s):  
Programming Languages ◽  
Education System ◽  
School Students ◽  
New Literacy ◽  
National Education ◽  
9Th Grade ◽  
National Education Systems ◽  
Federal Standard ◽  
Programming Skills ◽  
Block Based

Around the world, the “coding is the new literacy” thesis is beginning to be shared by an increasing number of decision-makers inside and outside national education systems. This leads to the inclusion of courses on information technology, including programming, in the curricula of school and early childhood education in various countries. In Russia, with its centralized education system, the amount of programming skills that a 9th grade graduate must master was established by the federal standard in mid-2021 and includes a certain set of initial programming skills that a student must be able to demonstrate by choosing one of the 6 full-text programming languages prescribed by the standard. Our experience shows that today the programming skills provided for by the specified standard can be successfully mastered by all primary school graduates (age 11-12), and we predict that the problem of early compulsory teaching in programming will be posed by Russian legislators and solved by the Russian education system in the near future. The main thesis of this article is that the best way to systematically teach the basics of programming to beginners of all ages, including elementary school students, is to consistently use the three approaches - icon-based, block-based, and text-based - provided that there is a methodological and technological continuity of software environments that support these three approaches. This continuity can be achieved by creating a consistent family of multiple learning environments. The article describes the experience of developing and using such a family of three software environments for the system of preschool and primary education in Russia, as well as for the system of teacher training in universities.

scholarly journals Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

2020 ◽  
Vol 4 (1) ◽  
pp. 53-71
Author(s):  
Serife Nur Yildiz ◽  
Alev Ates Cobanoglu ◽  
Tarik Kisla
Keyword(s):  
Programming Languages ◽  
Information And Communication Technologies ◽  
Programming Language ◽  
Visual Programming ◽  
Confirmatory Factor Analyses ◽  
Programming Instruction ◽  
Teachers Perceptions ◽  
National Education ◽  
Block Based ◽  
Visual Programming Language

Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.  

scholarly journals RoBlock – Web App for Programming Learning

2016 ◽  
Vol 11 (12) ◽  
pp. 45 ◽  
Author(s):  
Pedro Guillermo Feijoo Garcia ◽  
Fernando De la Rosa
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Education System ◽  
Experimental Approach ◽  
Mobile Robotics ◽  
School Students ◽  
Programming Skills ◽  
Web App ◽  
Reference Tool

One of the major challenges related to teaching programming and algorithmics to amateur students is the time spent to explain a language’s syntax. Also, students who undertake computer programming may find problems that hinder their understanding of concepts and the development of their problem-solving and programming skills. This paper presents the results of an experimental approach that evaluated the interaction of a group of Colombian students with a Web solution within the context of Mobile Robotics to learn programming and algorithmics. The designed Web App is oriented towards autodidactic learning by using Visual Blocks Programming through five interactive modules that include concepts to be learned by students such as the following: variables, sensors, conditionals, cycles, and functions. The solution is designed to present virtual scenarios for Mobile Robotics. This proposal was evaluated with middle school students from the Colombian education system and was compared to the results obtained using Scratch as a reference tool.

scholarly journals Analysis of Programming Skills Concept in Developing Problem Solving Skills

2019 ◽  
Vol 25 (1) ◽  
pp. 43-51
Author(s):  
Rina Harimurti ◽  
Ekohariadi Ekohariadi ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Elizabeth Titiek Winanti
Keyword(s):  
Problem Solving ◽  
Programming Languages ◽  
Formal Education ◽  
Computational Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
School Curriculum ◽  
School Students ◽  
Problem Solving Skills ◽  
Programming Skills

Programming refers to a set of processes of writing, testing and correcting the program code aimed at creating a program that can do certain works in accordance with the programmer’s instructions, it requires the mastery of algorithms, logic and programming languages. This study discusses the concept of programming skills to develop problem solving skills, which focuses on secondary school students. Various activities allow students to collaborate and develop problem solutions. Some previous studies suggest that students can obtain knowledge and programming skills through formal and non-formal education even though formal education shows better results of students’ attainments. Given a basic programming skills, students are expected to have a high level of reasoning for their better problem solving skills to solve complex problems using computers through an integrated approach between thinking skills and computational thinking (CT). Computer programming has the effect of reasoning abilities for students, problem solving and self-efficacy. Currently, programming-based computation has been introduced in school curriculum at different levels. Consequently, teachers are required to teach relevant materials relevantly to the current curriculum.

scholarly journals QUALITY OF UKRAINIAN EDUCATION ACCORDING TO THE RESULTS OF PISA 2018 AND THE OECD PROJECT "FUTURE OF EDUCATION AND SKILLS 2030"

2020 ◽  
pp. 99-114
Author(s):  
Sergiy Rakov ◽  
Keyword(s):  
Education System ◽  
Educational Practice ◽  
National Education ◽  
Current State ◽  
The Future ◽  
National Education Systems ◽  
International Comparative ◽  
Future Of Education

Since its inception in 2000, the international comparative survey of education qua­lity PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, the first phase of which culminated in 2019 with the creation of the OECD Learning Compass 2030, a conceptual framework for future school curricula and studying in a learner context. At the second stage, it is planned to create the foundations of effective educating in the context of a teacher. These documents should play the role of the foundation for making the PISA program better by improving, first of all, the PISA subject frameworks in the main domains: reading, mathematics and natural sciences. For the effective improvement of Ukraine's education system, it is important not only to analyse its current state, in particular, its PISA-2018 results, but also to pursue a long-term educational policy aimed at developing an educational model that is based on national educational and cultural achievements and traditions, and is also consistent with the developments of the OECD project "The Future of Education and Skills 2030". The article analyzes the key ideas of the OECD Learning Compass 2030 and discusses some issues of their implementation in the educational practice of Ukraine.

scholarly journals Local Wisdom-based Dance Learning: Teaching Characters to Children through Movements

2020 ◽  
Vol 7 (3) ◽  
pp. 304-326
Author(s):  
Dedi Rosala ◽  
Agus Budiman
Keyword(s):  
Character Education ◽  
Education System ◽  
School Students ◽  
Education Development ◽  
Dance Movement ◽  
Mutual Cooperation ◽  
National Education ◽  
Dance Teachers ◽  
National Education System ◽  
Before And After

The character education implementation in every school becomes a program of national education system policy in Indonesia. Its orientation is more focused on advancing national character development based on local wisdom and unique culture in Indonesia. The authority of the Indonesian education system policy program in strengthening character education covers religiousness, nationalism, independency, mutual cooperation, and integrity with the development of local wisdom-based learning materials. The purpose of this research is to discover the process of dance learning implementation in students’ character education development. This research employs quantitative with descriptive statistics data analysis. The data were collected through an observation of 22 primary school students during a dance learning process and in-depth interviews to two dance teachers to obtain data regarding local wisdom-based dance learning implementation to develop students’ characters. The findings show that character education developed in local wisdom-based dance learning can be done through various learning activities such as appreciation and introduction of traditional dance materials, instilling values, independent and group study to build independency and mutual cooperation, and familiarize students to pray before and after learning. These are to plant local wisdom values through dance movement learning.

Pendidikan Multikultural Upaya Membangun Keberagaman Inklusif di SMA Negeri 1 Bumiayu Kabupaten Brebes

2016 ◽  
Vol 1 ◽  
pp. 197-206
Author(s):  
Siti Bariroh
Keyword(s):  
Multicultural Education ◽  
Religious Education ◽  
Ethnic Diversity ◽  
School Principal ◽  
School Students ◽  
Language And Culture ◽  
National Education ◽  
Elderly Parents ◽  
Wide Range ◽  
School Committees

The people of Indonesia are heterogeneous, in terms of religion or kepecayaan, culture, ethnicity, language and culture, because Indonesia is a country that Berbhineka Tunggal Ika, with a classification of social, cultural and excellence culture and geography, is one of the biggest advantages of a multicultural world , The roots of multicultural education, coming from intensive care to spread the views on the importance of the background of learners, both in terms of aspects of culture, ethnicity and religion. Educational attention in earnest background of learners is the forerunner for the emergence of multicultural education.        Multicultural education is composed of two terms, namely education and multicultural. Education means the development process and the attitude of a person or group of conduct in an attempt to mature through teaching, training, processes, and how to educate. Multicultural interpreted as cultural diversity, a variety of politeness. The concept of multicultural education in the journey widespread, especially countries that have ethnic diversity, rationalism, religion and culture like Indonesia.   SMA Negeri 1 Brits Brebes are public school students come from various backgrounds, ranging from the academic year 2011-2016 has been practicing multicultural education, given its students are not from the same religion, namely Islam, but there are also students who are non-Muslims are Catholic and Protestant, with an approach and interviews with parents guardians and students, they are welcomed, the provision of teaching of religious education non-Muslims, and runs well without any intimidation and discrimination, because the kids are already observed by the schools in following the teachings of his religion, although in the District brebes no teacher of Religious Education in addition to Islam, with the help of the church, can run smoothly, from planning, mobilization, organization and evaluation and control are done by the school, school committees and offices of National Education and Ministry of Religious Affairs Brebes Brebes. In this research use, qualitative research methods, by presenting a wide range of anchovies in favor, with the data collection through: observation, interviews, and questionnaires to the school principal, school committees, teachers Muslims and non-Muslims, and elderly parents are Muslim and non-Muslims, as well as the students were Muslims and non-Muslims to Obtain valid the data, the number of students taking the population of parents and guardians are non-Muslims, principals, school committees and teachers partly that Muslims and non-Muslims.

DEVELOPMENT OF HIGHER EDUCATION IN UKRAINE IN THE CONTEXT OF RISKS AND CHALLENGES

2018 ◽  
Vol 1 (13) ◽  
pp. 28-37
Author(s):  
Sergey Anatolievich Vavrenyuk
Keyword(s):  
Higher Education ◽  
Education System ◽  
Modern Society ◽  
State Regulation ◽  
National Education ◽  
Existing Problems ◽  
National Education System ◽  
Educational Product ◽  
Education Today ◽  
Low Efficiency

The article reveals the economic essence of the current state of higher education in Ukraine. It examines the main problems of state regulation of risks and challenges facing modern education at the stage of reform. The subject of the study is the very system of higher education in Ukraine. The purpose of the study is to analyze the state of the modern market of higher education in the country, as well as the features and trends of its development to date in the process of reform. The development of the national education system is shown together with its social and economic problems and challenges, as well as the political conditions that find the direction of the development of education in the country. It was revealed that the main risks in the education system of Ukraine can be considered a decrease in the number of highly skilled professionals, the closure of a number of educational institutions with a reduction in the contingent that lead to financial losses. In addition, among the risks studied, the low efficiency of training technologies and the low-level of graduates’ competence, corruption and low rating indicators in the world educational community are highlighted. The author specifies the existing external risks of the education system in the country and presents possible ways of overcoming them. And also draws the conclusion that the current conditions of the country’s existence and specifically the development of the education sector, the introduction of new models and training programs is a complex process. The reform of higher education today does not have significant results, therefore, it is suggested that the entire education system in Ukraine is integrated and fundamentally reformed, with the aim of overcoming existing discrepancies between the educational product and the needs of society. So, the author says that the modern structure of education should give to ensuring ideal conditions for the functioning and development of the education system, taking into account the needs of modern society and the existing problems in the educational sphere, which should give quality educational services and freedom of choice in education.

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