Preview

Informatics and education

Advanced search
No 6 (2019)
View or download the full issue PDF (Russian)

GENERAL ISSUES

7-15 1510
Abstract

The article discusses the feasibility of teaching the elements of artificial intelligence in school course of informatics and identified a problem in determining the main approaches to such training. The purpose of this article is to reveal the possibility of forming the content of school course of informatics in the field of artificial intelligence based on system-activity, fundamental and interdisciplinary approaches. The analysis of the scientific-methodological and educational didactic literature in the field of artificial intelligence, the generalization and systematization of the experience of teaching the elements of artificial intelligence to schoolchildren made it possible to determine the goals of teaching the elements of artificial intelligence in school course of informatics; reveal the requirements for the formation of concepts in the field of artificial intelligence; highlight in course of informatics for basic school a knowledge system on the basis of which it is possible to teach elements of artificial intelligence; to identify intersubject communications, the implementation of which will allow schoolchildren to successfully master knowledge and skills in the field of artificial intelligence. The results of the study are a methodological basis for the formation of the content of training in the field of artificial intelligence and they can be used to develop sections of school course of informatics related to artificial intelligence, as well as elective courses in secondary school. The research materials may be useful to specialists in the field of informatics teaching methods and informatics teachers.

PEDAGOGICAL EXPERIENCE

16-25 437
Abstract

The article discusses the current research results related to the contents and practice of developing secondary school students’ methodological culture. At present, the Russian pedagogical community is aware that a need to form school students’ methodological culture by developing systemic thinking through the assimilation of subject- and meta-concepts really exists. Moreover, objective conditions have been created to trigger the process. However, the review of scientific and teacher training resources, which are close to the problem under consideration, shows that the strategies for mastering and managing knowledge while performing students’ information and cognitive activity as well as its self-regulation are largely not worked out and are covered in pedagogical literature in a very limited way. The study displayed is the author’s attempt to compensate, at least partially, the existing gap in this sphere. In the context of forming students’ methodological culture, the main role is allocated to assimilating generalized subject- and metaconcepts while performing information and cognitive activity that is necessary for students to systematize knowledge in the subject areas being studied and that is focused on current educational needs and long-term prospects. The most effective ways to master subject- and meta-concepts can be realized while both solving complex cognitive educational tasks and conceptualizing educational situations with the help of cognitive and metacognitive strategies. The info-educational environment the electronic textbook has is taken for an instrumental field to implement the approach described. The author hopes that the research results will interest teaching practitioners, methodologists and other representatives of the Russian pedagogical community who will also be able to share their experience in this sphere.

26-33 1940
Abstract

The article actualizes the choice of Python programming language for professional training of future teachers of informatics in pedagogical university. Python, being one of the most relevant programming languages, is being introduced into education, and the future informatics teacher should be ready to effectively use it to teach the basics of programming. In addition, the Python language is one of the leading tools for the implementation of advanced technologies of artificial intelligence, and therefore, owning this programming language teacher can be part of the mechanism of implementation of artificial intelligence in education. The objective of the article is to consider the features of the organization of the course of programming in Python for the training of future teachers of informatics. Methodology. During the development of the author’s course of programming in Python educational literature on programming in this language was analyzed, as well as articles by practicing teachers and researchers describing their experience of teaching Python. Results and conclusion. To ensure quality training of future teachers of informatics at Novosibirsk State Pedagogical University a course of programming in Python was developed and tested in the discipline “Programming”. During the development of the course, typical problems of teaching Python at school and university were taken into account, identified by both the authors of the article and other practicing programming teachers. The structure of the developed course with the description of its constituent sections is given. The article presents the results of a survey of students of 3d and 4th undergraduate courses, who completed the presented course, on the key issues covered in the article. Respondents noted the relevance of learning Python and the effectiveness of certain organizational features of the course. The continuity of the course for further training of future teachers of informatics to the current technologies of artificial intelligence is revealed.

34-41 695
Abstract

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

42-48 6641
Abstract

The article describes the integration of digital technologies in the educational process by SAMR model (Substitution, Augmentation, Modification, Redefinition) developed by Ruben Puentedura. The stages of the use of digital technologies in the educational process are considered. The application of these technologies to improve learning is justified. The examples are given that demonstrate the stage of routine use of digital technologies at the levels of Substitution and Augmentation, and the stage of innovative use of digital technologies at the levels of Modification and Redefinition. Bloom’s taxonomy is described, which is learning through a set of concepts that begin with lower-order thinking skills and advance to higher-order thinking skills. The relationship between the SAMR model and the development of higher-order cognitive skills in Bloom’s taxonomy was studied. An example of the joint use of the SAMR model and Bloom’s taxonomy in the framework of the formation of digital competencies of future teachers when studying the discipline “Digital education technologies” is considered.

FOREIGN EXPERIENCE

49-55 765
Abstract

The article discusses modern trends in the informatization of mathematical education in different countries. Two important phenomena of the 21st century that determine the development of various spheres of life, including education, are noted, that is Big Data and informatization based on the development of information and communication technologies. It is shown what impact Big Data has on changing methods of scientific research and how the introduction of information technologies in the learning process changes the theory and methodology of teaching mathematics. Examples of practical experience of Poland and other countries in the field of informatization of mathematical education are presented, a critical analysis of this experience is carried out, and conclusions are drawn about the need to improve the informatization of mathematical education of schoolchildren and students.

INFORMATIZATION OF EDUCATION

56-63 532
Abstract

The article summarizes the experience of Peter the Great St. Petersburg Polytechnic University (SPbPU) in changing the regulatory and methodological support of the educational process in the context of e-learning. The models of involvement of mass open online courses (MOOCs) in the educational process of the university are considered. The author draws on practical experience and the results of an experiment implemented in 2016–2019 at Peter the Great St. Petersburg Polytechnic University, which allowed to include online courses in 100 % of the curriculum by the beginning of the 2018/2019 academic year. The analysis of the necessary local regulations, allowing to begin the active integration of online courses in the educational process. The necessity of classification of electronic educational resources within the university is substantiated. The possibility of using e-learning for the organization of project work is substantiated. A detailed description of the components of educational resources, which allowed to implement common requirements for their implementation in the educational process is given.



ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)