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0 (hodnocen0 x )

EB

EB

ONLINE

1. vydání

Olomouc : Univerzita Palackého v Olomouci, 2020

1 online zdroj (218 stran)

ISBN 978-80-244-5797-0 (online ; pdf)

ISBN 978-80-244-5796-3 (brožováno)

Předložená monografie se tedy pokusila poskytnout odpovědi na některé z otázek zaměřených na skutečnost, do jaké míry je možné rozvinout kompetence žáků či studentů v oblasti digitální gramotnosti a informatického myšlení, a jak je využití těchto přístupů a metod vnímáno ze strany učitelů informatických předmětů..

001652684

Introduction // 1 Implementing and developing computational thinking in education // 1.1 Approaches to defining the concept of computational thinking // 1.2 Sub-domains of computational thinking // 1.3 Integrating computational thinking into world curricula // 1.4 Developing computational thinking in applied teaching // 1.5 Supporting materials for teaching to develop computational thinking // 1.6 Testing computational thinking // 1.7 Summary // 2 The state of development of computational thinking at Czech schools // 2.1 Characteristics of the performed analysis of the content of teaching of informatics at Czech schools // 2.2 Thematic units taught at Czech schools // 2.3 Representation of the thematic units in the teaching at Czech schools // 2.4 Summary // 3 Selected tools suitable for the development of computational thinking in the area of algorithmization and programming // 3.1 Solo Learn // 3.2 Codecademy and Codecademy GO // 3.3 The Odin Project // 3.4 freeCodeCamp // 3.5 edX // 3.6 Coursera // 3.7 W3Schools // 3.8 Mimo // 3.9 Summary // 4 Potential for development of computational thinking from the point of view of the 9th grade pupils at elementary schools 73 // 4.1 Focus and objectives of the performed research survey and formulation // of research assumptions and hypotheses // 4.1.1 Formulating research assumptions 75 // 4.1.2 Formulating research hypotheses 76 // 4.2 Description of the used data collection methods, description of the research sample and methods of processing the collected data 77 // 4.2.1 Structure and content of parts of the research questionnaire 78 // 4.2.2 Description of the research sample 78 // 4.2.3 Description of the methods of processing the collected data 79 // 4.3 Selected results of the research survey on the acceptance of teaching content of informatics subjects 80 // 4.3.1 Current level of knowledge in informatics subjects 81 //

4.3.2 Level of interest in individual informatics topics 88 // 4.3.3 Determining the current level of knowledge in the algorithmization and programming thematic unit 97 // 4.3.4 Determining the current level of interest in teaching the algorithmization and programming thematic unit 101 // 4.4 Summary and discussion of obtained results 105 // 5 Potential for development of computational thinking from the point of view of teachers at the 2nd stage of elementary school 108 // 5.1 Focus and objectives of the performed research survey and formulation of research assumptions and hypotheses 111 // 5.1.1 Formulating research assumptions 113 // 5.1.2 Formulating research hypotheses 114 // 5.2 Description of the used data collection methods, description of the research sample and methods of processing the collected data 118 // 5.2.1 Structure and content of parts of the research questionnaire 118 // 5.2.2 Description of the research sample 119 // 5.2.3 Description of the methods of processing the collected data 120 // 5.3 Selected results of the research survey on the acceptance of teaching content of informatics subjects 120 // 5.3.1 Current level of information among the 2nd stage elementary school teachers on the forthcoming change in the FEP in the field of information and communication technologies 121 // 5.3.2 Opinions of the 2nd stage elementary school teachers of informatics on the coptent of the forthcoming change in the FEP in the field of information and communication technologies 126 // 5.3.3 Preferences of the 2nd stage elementary school teachers of informatics for the prospective introduction of algorithmization and programming thematic unit into teaching 134 // 5.3.4 The level of importance of individual informatics topics in the current FEP from the point of view of teachers 139 //

5.3.5 Opinions of the 2nd stage elementary school teachers of informatics on the existing content of the FEP in the field of information and communication technologies 155 // 5.3.6 Determining the current level of teacher experience with teaching algorithmization and programming 161 // 5.3.7 Determining the current level of teachers’ interest in their further education focused on algorithmization and programming issues 174 // 5.4 Summary and discussion of obtained results 185 // 6 Typology of groups of pupils and teachers of informatics subjects according to the thematic unit preferences 189 // 6.1 Focus and objectives of the performed research survey and formulation of research assumptions 190 // 6.1.1 Formulating research assumptions igo // 6.2 Description of the methods used for processing the collected data // 6.2.1 Factor analysis 192 // 6.2.2 Cluster analysis 193 // 6.3 Typology of pupils based on their interest in learning informatics-related topics 194 // 6.4 Typology of teachers of informatics subjects in terms of the importance they attach to each thematic unit 200 // Conclusion 206 // Literature and information sources used 212 // Annotation 217