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Robotic programmable devices (toys) in education
Němcová, Zuzana ; Vaňková, Petra (advisor) ; Lapeš, Jakub (referee)
This bachelor thesis is about robotic programmable devices (toys) and their possibilities of use in school practice. Its aim is to analyze the available robotic programmable toys suitable for teaching in primary schools and to describe the possibilities and ways of using these devices in teaching. The third goal is to verify the awareness of teachers at primary schools in the Central Bohemian Region about the possibilities of using robotic programmable toys and to propose recommendations based on the results. The thesis is divided into two parts, practical and theoretical. The first part describes the basic concepts used in the thesis, the analysis performed on selected robotic programmable toys, which aims to determine the most suitable robotic toys for use in teaching at first and second grade of primary school, and finally this part presents the possibilities and ways of using these devices in teaching focused on primary schools. The practical part includes the characteristics of quantitative research, research results and their evaluation with respect to the stated expectations and goals. Based on the research conclusions, recommendations for primary school teachers are proposed. This research was carried out using a questionnaire survey. This survey was conducted at selected primary schools in...
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Programming in elementary school and development of students' algorithmic thinking
Milichovská, Lucie ; Štípek, Jiří (advisor) ; Vaňková, Petra (referee)
This thesis is aimed at development of algorithmic thinking and teaching programming in elementary school. Possible options on how to learn to program are outlined for the students. It goes without saying that each student will not be a programmer, but fundamentals of algorithmic thinking are beneficial to every member of society. Learning programming languages and tools offer many benefits for students. They are visually interesting, relatively simple, intuitive and funny for students. At the same time, it develops their creativity. And thanks to these programming languages and tools, these features can be explored from an early age. The practical part is focused on children's programming language Scratch, which is one of the tools for use in teaching. There were 12 tasks created for pupils in the 4th - 6th grade of elementary school, that serve to develop their algorithmic thinking. The tasks have increasing difficulty, pupils do not need any previous experience with the programming language Scratch. All tasks were tested by a group of pupils of the given age category as a part of leisure activities
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Unplugged activities for development of computational thinking in the context of non-formal education
Lhoťanová, Anna ; Štípek, Jiří (advisor) ; Vaňková, Petra (referee)
This diploma thesis deals with the development of computational and algorithmic thinking in a non-formal education setting, specifically in the conditions of a summer camp activity, which is one of the forms of non-formal education. The thesis verifies by the pedagogical experiment whether it is possible to develop the computational thinking of camp participants, when unplugged activities are included in the programme content. The theoretical part defines the concepts of computational and algorithmic thinking. It also includes property of unplugged methodology. The practical part evaluates the pedagogical field experiment for which 3 sets of unplugged activities and 2 sets of test tools were created. The experiment took place during two summer camp for children from 9 to 18 years old, who were divided into two age groups for testing purposes. In pursuance of the experiment it was found out that the conditions of summer camp activity allow the inclusion of unplugged activities, which represent a method enabling the development of the computational thinking of the camp participants. Though it emerged that these activities have a bearing only on the participants who are more active during these activities and who are more interested in them. KEYWORDS unplugged activities, computational thinking,...
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The Development of Algorithmic Thinking among the Pupils of Lower Secondary Schools
Fiala, Jan ; Vaňková, Petra (advisor) ; Novák, Jaroslav (referee)
The diploma thesis deals with the development of algorithmic thinking among the lower-secondary students as one of their digital competences. It is based on the principle of algorithmic thinking related to the concept of computational thinking and it searches for the ways how to develop it in pupils. The theoretical part is supported by Skinner's concept of programmed learning and with the help of gamification proposes the research based on the students' observation in one school year in which the competence is developed. The raised issue is solved by setting a complex set of teaching materials and learning activities (both in the digital environment and unplugged activities) and their partial transfer into the teaching to a virtual, algorithmic environment of the specially designed application called Prográmko. The goal of the thesis is the analysis of the possibilities of how to include the gamification and the programmed learning into the practice of the development of algorithmic thinking taught at the lower-secondary schools. The research also evaluates the applicability of the application Prográmko and the proposed set of materials provided with methodological guidelines in the practice.
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Possibilities of developing algorithmic thinking with mobile devices
Kozub, Martin ; Vaňková, Petra (advisor) ; Štípek, Jiří (referee)
This thesis explores algorithmic thinking development on a high school student level. In the introduction algorithmic thinking as well as current practices of teaching algorithmic thinking are examined. A closer look on programming languages, programming methods and tools which can be utilised to develop algorithmic thinking (such as robotic kits, personal computers and mobile devices with touch screens) follows. After analyzing general properties of these tools one mobile device is selected and its programming possibilities are then explored in the empirical part of this paper. As part of the selected proactive action research a number of activities as well as overall process approach is first designed following by their practical verification in a high school. Final results are summarised as suggestions for improvements for further teaching.
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The development of algorithmic thinking in elementary school pupils using the SCRATCH programming tool
Svoboda, Milan ; Černochová, Miroslava (advisor) ; Vaňková, Petra (referee)
The diploma thesis deals with problems of algorithmization and programming at elementary schools. It examines the influence of teaching the basics of programming in Scratch on the development of pupils' algorithmic thinking and their ability to develop logical thinking and problem solving. The theoretical part deals with the definition of related concepts and the relation of programming to the key competencies defined by the RVP ZV. The practical part evaluates the experience with the teaching of pupils of the 5th and 6th grades of elementary school within the pedagogical experiment, whose aim was to study the influence of teaching with the use of the visual programming language Scratch on the development of pupils' algorithmic thinking.
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