Informatikos praktika, ugdymo teorijos ir mokymosi pažanga
Straipsniai
Don Passey
Lancaster University
Valentina Dagienė
Vilnius University
Loice Victorine Atieno
Eötvös Loránd University
Wilfried Baumann
Austrian Computer Society
Publikuota 2018-12-28
https://doi.org/10.15388/Problemos.2018.0.12346
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Reikšminiai žodžiai

informatikos praktika
ugdymo filosofija
mokymo(si) teorijos
mokymosi pažanga
, programinės įrangos kūrėjo kompetencijos

Kaip cituoti

Passey D., Dagienė V., Atieno L. V. ir Baumann W. (2018) „Informatikos praktika, ugdymo teorijos ir mokymosi pažanga“, Problemos, 00, p. 24-38. doi: 10.15388/Problemos.2018.0.12346.

Santrauka

[straipsnis ir santrauka anglų kalba, santrauka lietuvių kalba]

Daugelis šalių imasi mokyti informatikos (arba kompiuterių mokslo) mokyklose pradėdamos nuo pradinių klasių ar net darželinio amžiaus. Tačiau nėra pakankamai aišku, kokiomis ugdymo filosofijos prielaidomis grindžiamos atitinkamos mokymų programos, nėra aiškiai įvardyta, kokiomis mokymo teorijomis remiamasi bendrųjų ugdymo programų dokumentuose. Dauguma bendrųjų ugdymo programų Vakarų šalyse yra grindžiamos kognityvinio konstruktyvizmo principais parenkant veiklas pagal amžiaus tarpsnius, atsižvelgiant į sensomotorinio, priešoperacinio, konkrečių operacijų ir formalių operacijų mąstymo stadijas. Šią ugdymo sistemą papildo socialinis konstruktyvizmas ir konstrukcionizmas, kurie fundamentaliai prisidėjo plėtojant praktines informatikos ugdymo veiklas. Straipsnyje apžvelgiamos atrinktos ugdymo teorijos ir tyrinėjamos savybės, kurios turėtų atsirasti informatikos ugdymo programose, siekiant ugdyti praktinius programavimo ir programinės įrangos kūrimo įgūdžius.

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