Kulturno odzivno vključevanje veščin računalniškega mišljenja v pouk jezika, književnosti in umetnosti s pristopom računalništva brez računalnika: študija primera v Grčiji
Povzetek
Veščine računalniškega mišljenja so priznane kot bistvene kompetence za prihodnje državljane v vse bolj digitalni družbi, te veščine pa je mogoče razvijati že od zgodnjih stopenj šolanja z različnimi pedagoškimi pristopi. Ta članek se osredinja na kulturno odzivno vključevanje veščin računalniškega mišljenja v pouk jezika, književnosti in umetnosti v osnovni šoli, in sicer s pristopom računalništva brez računalnika. Študija preučuje izvajanje za ta namen oblikovanih učnih načrtov v več razredih grških osnovnih šol. Predstavlja metodologijo, ki se je uporabljala pri izvajanju učnih načrtov, s poudarkom na posebnih ciljih, ki povezujejo koncepte računalniškega mišljenja z učnimi načrti za jezik, književnost in za umetnost. Podatki, pridobljeni iz procesa izvajanja – vključno z dokazi o praksah v razredu in s povratnimi informacijami sedmih osnovnošolskih učiteljev, ki smo jih zbrali prek vprašalnikov, diskusij v fokusnih skupinah in refleksivnih dnevnikov –, so bili analizirani za obravnavo raziskovalnih vprašanj. Ugotovitve poudarjajo učinkovite elemente metodologije načrtovanja pouka, ponujajo priporočila za strokovni razvoj učiteljev ter poudarjajo potencial medpredmetnega, kulturno odzivnega poučevanja pri spodbujanju veščin računalniškega mišljenja prek pristopa računalništva brez računalnika pri pouku jezika, književnosti in umetnosti na osnovnošolski ravni.
Prenosi
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