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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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Examining the formation of ideas and learning about some programming concepts in the primary school
Čuma, Radek ; Černochová, Miroslava (advisor) ; Vaňková, Petra (referee)
This diploma thesis maps pupils' understanding about a functional principle of using commands along with testing conditions (IF, IF - THEN, REPEAT - UNTIL, etc.) when creating algorithms. The main aim of the thesis is to design and implement a set of lessons and a teaching approach based on a theory about learning of algorithmic concepts at primary education for pupils (aged in 9-11) with the intention of verifying a functionality of designed teaching procedures and their possible impacts on pupils' understanding. Data was collected through continuous monitoring of pupils' behavioural characteristics, progress and solution of chosen tasks, video recordings of task solving within the suggested unplugged activities, using a virtual tool Code.org for monitoring of a pupils' progress, audio recordings of interview with pupils, and photographs capturing a creation of own blocks of commands set up by a transcription from pupils' mother language into a machine language (programming language) have all been used for a verification process of the designed teaching approach. By combining the acquired data sets, adjustments of these procedures have been made in order to eliminate the most frequent problems that pupils have encountered during teaching. The case study findings revealed that it is important for...
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