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Computational thinking of socially disadvantaged pupils in ICILS data
KLOKOČKA, Matěj
This paper focuses on the analysis of data from the ICILS international comparative survey. The key objectives of my work were to divide the students in this research into two groups according to their social background and then to determine whether there are differences in computational thinking between these groups. Furthermore, I sought to determine whether these differences persisted within the different components of computational thinking. Approximately 46,000 students and 26,000 teachers from 13 countries participated in the ICILS 2018 research. The identification of pupils into groups was based on the variable of socio-economic background, which was calculated by the authors of the ICILS research from the questionnaire that was part of it. The research population was split so that the socially disadvantaged group represented the 5 % of pupils with the lowest socio-economic background index value. The first group was named "Socially Disadvantaged Pupils" for this paper and are referred to in the research as index "1". The second group is named "Other pupils" and they are denoted by the index "0". Statistical methods appropriate to the structure and scale of the data are used in the analysis, and weights have been applied to adequately balance the samples. The Mann-Whitney U test was used to statistically support differences between groups. To achieve these objectives, the following analytical tools were used: MS Excel for data visualization, IBM SPSS Statistics for statistical testing and manipulation of data sets, and IEA IDB Analyzer for comprehensive data analysis with respect to their original weights. The results of the analysis show that socially disadvantaged students scored lower than others in the area of computational thinking. This observation was statistically supported. During the research, groups of questions were identified that corresponded to two components of computational thinking. Subsequently, comparisons were made between the scores of socially disadvantaged and other students on these groups of questions. The results showed that on average, socially disadvantaged pupils scored worse than other pupils in each group of questions, which was also statistically supported. This finding highlights the need for specific educational interventions and strategies aimed at supporting these pupils. The results of this work offer valuable information for further research in the area of digital literacy.
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Computational thinking development of pupils in the Early Years
Jarolímková, Lucie ; Černochová, Miroslava (advisor) ; Fialová, Irena (referee)
The master's thesis addresses the topic of developing computational thinking at the primary school. The theoretical part defines the fundamental concepts of computational thinking and its components, digital literacy. The theoretical part also includes an analysis of the curriculum for elementary school and its changes in the field of computer science focused on the primary school. The basic concepts of computational thinking are characterized, and the issues in the curriculum in the Czech Republic and abroad are outlined. The theoretical part includes an analysis of textbooks for teaching computational thinking at the primary school, mainly analyzing the textbook by Berki, J., and Drábková, J. (2020) Foundations of Informatics for the primary school, along with specific chapters for its practical verification. The practical part describes the preparation and implementation of a research survey at the primary school. The aim was to assess the level of computational thinking among students, conduct lessons using the informatics textbook, and determine the impact of teaching on the development of computational thinking. The seven-hour informatics instruction took place at a school in Prague with a group of twenty-two students in the fifth grade of elementary school. The students were given the same...
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Collection of problems from algorithmization and programming
Lukš, Jan ; Štípek, Jiří (advisor) ; Novák, Jaroslav (referee)
The presented bachelor thesis deals with the issue of algorithmization and programming in high schools. It aims to create a set of programming exercises, including guidelines for teachers, which can then be used in programming classes. The theoretical part of the thesis defines and describes the concepts related to algorithmic, or more precisely, computational, thinking. The practical part of the thesis uses the theoretical background to explain the advantages and disadvantages of the proposed concept, and present basic information about the individual exercises. This part of the thesis also includes a web application, which enables the work to be carried out more comfortably within the guidelines. Finally, the suitability of the exercise concept is tested in the selected schools. Feedback is obtained through a questionnaire together with teacher interviews and evaluation, and suggested changes to the web application from the sub-tasks.
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Badatelsky orientovaná výuka robotiky
KLOFÁČ, Patrik
Newly conceived informatics focused on the development of pupils' computational thinking is constantly looking for new topics and new modern teaching methods to support active pupils. In the school environment, robotics appears to be a suitable educational topic for developing IT skills, competences, and computational thinking. Working with robots will not be beneficial if the teaching methods are used with passive pupils, and are merely transmissive, and instructional. For these reasons, it is necessary to look for new methods, and one of the possibilities is inquiry-based learning. In general, the subject of inquiry-based learning in informatics and also in robotics is practically unexplored, and it is not yet clear what to imagine under the heading of such teaching. Therefore, the research is focused on teaching the basics of robotics with inquiry-based learning tasks. The goal of the research was to create inquiry-based learning tasks for robotics lessons, and to find out whether inquiry-based robotics learning contributes to the development of computational thinking of second stage primary school (or middle school) students in these three components of algorithmization, abstraction, and evaluation. The work is based on qualitative research, using the action research method. Data collection was ensured by interviews with teachers, observation, and filming of students at work, along with student questionnaires. The results of the research provided an interesting and important insight into the structure of the creation of robotics research tasks, as well as the starting points for how to improve such tasks, and even what aspects to pay attention to in teaching. The findings can contribute to the development of informatics teaching.
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Using "Ozobot" in the kindergarten
Bochňák, Jan ; Černochová, Miroslava (advisor) ; Tocháček, Daniel (referee)
The diploma thesis examines options of using the ozobot robotic toy for education in kindergarten. The theoretical part is based on introduction of key concepts and review of existing knowledge about digital education with aims on early childhood education and care. In addition to the legislative framework and expert findings on digital technologies in preschool age, the risks associated with their use are also taken into account. Furthermore, the theoretical part includes findings about educational robotics and a description of the basic parameters of the ozobot toy, which is the focus of the research. The possibilities of using an ozobot in kindergarten are examined in the form of a case study that focuses on two levels of this issue, firstly on the features and functions of the ozobot, and secondly on how children perceive the ozobot and how they approach it with the aim of identifying possible obstacles, that may arise in kindergartens when working with the ozobot, offer the created thematic blocks for use and provide useful methodological guidelines and recommendations for them. The case study was carried out in one Prague kindergarten in two time-separated cycles, each time with a different group of six children aged 5-6 years from a different class. Ten thematic blocks with an ozobot were...
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Verification of educational materials for teaching computational thinking in the Unreal Engine 4 environment
PACLT, Dominik
As part of my bachelor's degree, a set for teaching programming in the Unreal Engine 4 development environment was created. The main goal of this work is to verify whether the work is suitable for teaching programming or not. The theoretical part deals with the basic description of the Unreal Engine 4. It also deals with the description of the term "computer thinking" and its components. Subsequently, the principle of Action Research is discussed, through which the work is tested and assessment of whether the tasks support computer thinking. The practical part contains the results of action research both in terms of meeting the objectives of teaching in individual lessons, and in terms of leading to computer thinking. The appendix contains Tested worksheets for students and the projects solved by students in u nreal Engine 4. Within the GAJU STEM project, this work is u sed mainly in the technical field, as the individual lessons support algorithmic thinking, which is one of the foundations of technical fields. Furthermore, interdisciplinary relationships are strongly evident in the tasks, especially in mathematics and physics, because simple mathematics is evident in the tasks and the whole environment is situated in the simulation of the real world (from the point of view of Physics).
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Using minirobot Ozobot with tablet for computational thinking development
ŠAFÁŘOVÁ, Denisa
This thesis is devoted to teaching algorithmization at primary school with the help of Minirobot Ozobot. The thesis deals with the creating a set of excercises for Ozobot on a tablet with focus on the development of algorithmization. The excercises are intended for a tablet or a computer with a tilting monitor. Some of the excercises can also be used on paper. The introductory part deals with the goals and methods of work including difficulties and problems in creating excercises. The theoretical part deals with robotics in computer science lessons, including programming, algorithms and computational thinking. This section contains a description of the Ozobot. It also contains the advantages and disadvantages of excercises for Ozobot on a tablet and research of available applications for the creation of excercises pads for Ozobot. Last but not least, there is a brief guide to the ArtFlow application. The practical part consists of a set of excercises which are divided into five chapters. They are divided according to what they deal with. Each excercise contains an assignment, preview, goal and methodological notes. The diploma thesis contains an appendix with worksheets which contain moreover the solution and topic.
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Algorithmization development tasks with minirobot Ozobot
JANŮ, Denisa
This thesis deals with creating a set of exercises for Ozobot with focus on algorithmization. The exercises are meant to be used printed on paper. But they can be used with either tablet or computer monitor to a limited extent. The exercises themselves are build upon programming via graphic codes. Goals, methods and problems while creating the exercises are described in the introductory part. The minirobot Ozobot, its various versions, their differences and usability is described in theoretical part. Programing with graphic codes and programing in block enviroment OzoBlocky are described there. It also contains a part about current goals and trends in teaching informatics and computional thinking. Currently available exercises are also described there. The practical part contains created set of exercises divided in chapters according to their focus. Each exercise has a set goal, notes for teachers, possible expansions and changes made on it.
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Creation projects for programming education in Unreal Engine 4 environmen
PACLT, Dominik
The bachelor thesis deals with the methodology of teaching the basics of programming at the second stage of elementary school through the environment Unreal Engine 4. The theoretical part deals with the description of the Unreal Engine 4 environment, together with the way of working in it. Furthermore, this environment is compared in terms of suitability for teaching programming with Scratch and MakeCode. The practical part contains the procedure by which I created and verified a set of tasks, according to which students learn the basics of programming and basic orientation in the Unreal Engine 4. The work also contains methodological materials for the teacher, including notes on the tasks. The attachment contains worksheets for students for individual lessons, a project in which students program with the help of worksheets and a sample project for the teacher with developed parts of the code.
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Programming of Micro:bit in block-oriented environment
PRŠALA, Jan
This thesis is focusing on creating a textbook designed for secondary schools about programming a programmable board micro:bit in a block environment. The thesis is based on a similar textbook designed for high schools from a project PRIM. This original textbook is designed for technical high schools and deals with programming micro:bit in Python. The programmable board micro:bit, her functions, history and usability in schools are described in the theoretical part. Aside from that, various block environments and their usability in programming micro:bit are also described there. Programming micro:bit in a selected environment is then compared to programming it in Python. All exercises from the original textbook are analysed in the practical part of the thesis. Exercises are tested and it's decided if they can be recreated in the selected environment. For those exercises that can't be recreated, new exercises are created instead of them. The textbook itself is divided into several chapters. Each chapter describes one function of micro:bit, for example how buttons, sound or communication between two or more micro:bits work. Pupils will learn about those functions via elementary exercises. The textbook is free for download on the internet under the same license as the original textbook.
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