Questioning activity of informatics teachers and authors of school textbooks
https://doi.org/10.32517/0234-0453-2021-36-5-12-20
Abstract
The article examines the questioning activity, firstly, of teachers of informatics, and secondly, the authors of school textbooks on informatics. For the first case, some methodological techniques are presented that contribute to an increase in the degree of variety of questions that sound in a school or student audience. For the second case, the analysis of the question-task (QT) subsystem of the educational book containing the sections “Questions and Tasks” and “Tasks and Exercises” is carried out. The purpose of this part of the work is to introduce a quantitative characteristic of the question-task subsystem, which reflects the stylistic features of the work of the authors of textbooks and, therefore, can be attributed to the digital trail of the work of the group of authors. With regard to the organization of the work of students, the formation of their individual educational trajectories, a similar digital trail can play the role of one of the characteristics of the digital profile of the student. In the work, B. Bloom’s goal-setting technology is used to consider the questioning activity, and, in particular, the widespread in the literature misconception about the strong verbal predetermination of the types of educational tasks is criticized. This remark is true for Russian-language educational texts.
About the Authors
Yu. A. AlyabyshevaRussian Federation
Yulia A. Alyabysheva, Candidate of Sciences (Education), Associate Professor at the Department of Informatics, Institute of Mathematics and Information Technologies, 656049, Russia, Barnaul, prospect Lenina, 61
A. A. Veryaev
Russian Federation
Anatoly A. Veryaev, Doctor of Sciences (Education), Professor, Professor of the Department of Information Technologies, Institute of Information Technologies and Physics and Mathematics Education, 656031, Russia, Barnaul, ul. Molodezhnaya, 55
References
1. Shkuratova I. P. Kognitivnyj stil’ i obshhenie [Cognitive style and communication]. Rostov on Don, Rostov Pedagogical University, 1994. 154 p. (In Russian.)
2. Tatarnikova G. V. Razvitie voproshayushhej aktivnosti uchashhikhsya v obrazovatel’nom protsesse gimnazii: dis. … kand. ped. nauk [Development of questioning activity of students in the educational process of the gymnasium. Cand. ped. sci. diss.]. Barnaul, 2006. 294 p. (In Russian.)
3. Alyabysheva Yu. A., Veryaev A. A. Vvedenie kolichestvennykh kharakteristik voprosno-zadachnoj sistemy uchebnykh i metodicheskikh posobij [Introduction of quantitative characteristics of the question-task system of educational and methodological aids]. Matematiki — Аltajskomu krayu. Sbornik trudov vserossijskoj konferentsii po matematike s mezhdunarodnym uchastiem [Mathematicians — Altai Territory. Proc. All-Russ. Conf. on Mathematics with International Participation]. Barnaul, ASU, 2020, p. 238–242. (In Russian.)
4. Alyabysheva Yu. A., Veryaev A. A. Tsifrovoj sled voproshayushhej aktivnosti avtorov shkol’nykh uchebnikov [Digital footprint of inquiring activity authors of school textbooks]. Informatizatsiya obrazovaniya i metodika ehlektronnogo obucheniya: tsifrovye tekhnologii v obrazovanii. Materialy IV Mezhdunarodnoj nauchnoj konferentsii [Informatization of education and e-learning methodology: digital technologies in education. Proc. IV Int. Scientific Conf.]. Krasnoyarsk, SFU, 2020, p. 12–19. (In Russian.)
5. Muravyova O. I. Psikhologiya kommunikativnoj kompetentnosti [Psychology of communicative competence]. Tomsk, TSU, 2012. 160 p. (In Russian.)
6. Kholodnaya M. A. Psikhologiya intellekta. Paradoksy issledovaniya [The psychology of intelligence. Research paradoxes]. Moscow, Yurajt, 2019. 334 p. (In Russian.)
7. Lerner I. Ya. Didakticheskie osnovy metodov obucheniya [Didactic basics of teaching methods]. Moscow, Pedagogika, 1981. 186 p. (In Russian.)
8. Berant J., Chou A., Frostig R., Liang P. Semantic parsing on freebase from question-answer pairs. Proc. 2013 Conf. on Empirical Methods in Natural Language Processing. ACL, 2013, p. 1533–1544. Available at: https://www.aclweb.org/anthology/D13-1160
9. Ball G. A. Teoriya uchebnykh zadach: Psikhologopedagogicheskij aspekt [Learning problem theory: Psychological and pedagogical aspect]. Moscow, Pedagogika, 1990. 184 p. (In Russian.)
10. Klarin M. V. Innovatsionnye modeli obucheniya: Issledovanie mirovogo opyta [Innovative models in education: A worldwide study]. Moscow, Luch, 2016. 632 p. (In Russian.)
11. Glotova M. Yu., Samokhvalova E. A. Tsifrovaya taksonomiya Bluma i model’ tsifrovoj transformatsii obrazovaniya v uchebnom protsesse vuza [Bloom’s digital taxonomy and model of digital transformation of education in the educational process of university]. Informatika i obrazovanie — Informatics and Education, 2019, no. 6, p. 42–48. (In Russian.) DOI: 10.32517/0234-0453-2019-34-6-42-48
12. Bloom B. S., Engelhart M. D., Furst E. J., Hill W. H., Krathwohl D. R. Taxonomy of educational objectives. The classification of educational goals. NYC, David McKay Company, 1956. 216 p.
13. Anderson L. W., Krathwohl D. R. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, Addison Wesley Longman, 2001.
14. Evstifeeva O. Osvaivaem “seti i oblaka”. Padagogicheskoe koleso Аllana Karringtona [Mastering “networks and clouds”. Allan Carrington’s padagogical wheel]. (In Russian.) Available at: http://roachinthenet.blogspot.com/2016/02/blog-post.html#.YMz1L2gzaM-
15. Bloom’s taxonomy of learning domains. Available at: http://www.nwlink.com/~donclark/hrd/bloom.html
16. Polyakov K. Yu., Eremin E. A. Informatika. Uglublennyj uroven’: uchebnik dlya 10 klassa: v 2 ch. Ch. 1. [Informatics. Advanced level: Textbook for grade 10. In 2 parts. Part 1]. Moscow, BINOM. Laboratoriya znanij, 2013. 344 p. (In Russian.)
17. Polyakov K. Yu., Eremin E. A. Informatika. 10 klass. Uchebnik. Bazovyj i uglublennyj urovni [Informatics. Grade 10. Textbook. Basic and advanced levels]. Moscow, BINOM. Laboratoriya znanij, 2019. 352 p. (In Russian.)
Review
For citations:
Alyabysheva Yu.A., Veryaev A.A. Questioning activity of informatics teachers and authors of school textbooks. Informatics and education. 2021;(5):12-20. (In Russ.) https://doi.org/10.32517/0234-0453-2021-36-5-12-20