Влияние курса робототехники посредством визуально-блочного программирования Scratch на вычислительное мышление младшеклассников
DOI:
https://doi.org/10.26577/JES.2023.v77.i4.09Аннотация
Статья рассматривает влияние курса робототехники с использованием инструмента Scratch 3.0 на вычислительное мышление учащихся начальной школы. Исследование проводилось на базе КГУ «IT школа-лицей № 28 имени Кулжабая Касымова» в Казахстане с участием 48 учеников 3 класса с базовыми навыками программирования, разделённых на контрольную и экспериментальную группы. До начала эксперимента всем участникам было предложено выполнить задание по созданию робота в Scratch 3.0. Ученики экспериментальной группы на протяжении двух недель посещали занятия по робототехнике, а участники контрольной группы обучались по классической программе. По окончании исследования перед участниками обеих групп стояла задача создания игры. Работы учеников до и после эксперимента оценивались платформой Dr. Scratch. Данные проанализированы с использованием описательной статистики для изучения средних групповых значений и подсчёта стандартных отклонений. С целью изучения влияния использования инструмента Scratch 3.0 на вычислительное мышление школьников выполнен независимый двусторонний t-тест для оценки размеров межгрупповых различий. Результаты теста вычислительного мышления по окончании эксперимента у учащихся начальных классов, выполнявших практические задания по Scratch, были статистически значимо выше на 31,8% по сравнению с их сверстниками, посещавшими обычные занятия (P <0,001), что свидетельствует об улучшении показателя вычислительного мышления участников экспериментальной группы.
Ключевые слова: робототехника, визуально-блочное программирование, Scratch, вычислительное мышление, школьники.
Библиографические ссылки
Список литературы
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References
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Bozkurt, O., & Pasabeyoglu, N. G. (2023). The effect of Lego robotics coding on primary school students' academic achievement and attitudes of science. Education Quarterly Reviews, 6(1), 271.
Çakir, N. K., & Güven, G. (2019). Effect of 5E learning model on academic achievement and attitude towards the science course: A meta-analysis study. Cukurova university faculty of education journal, 48(2), 1111-1140.
Castro, A. et al. (2022). Robotics education in STEM units: Breaking down barriers in rural multigrade schools. Sensors, 23(1), Article 387. https://doi.org/10.3390/s23010387
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Wei, X. et al. (2021). The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy. Computers & Education, 160, 104023. https://doi.org/10.1016/j.compedu.2020.104023
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