1,721,006 research outputs found
Developing digital competences of 21st century by making computer games
Get PDFV tej nalogi smo raziskali tako digitalne kot ostale kompetence, ki so pomembne pri poučevanju računalništva. Pogledali bomo različne poznane metode poučevanja računalništva, med katerimi so učenje s pomočjo iger, projektno učenje in raziskovalno učenje. Prav tako bomo pregledali literaturo na temo računalniškega mišljenja in poučevanja računalništva v osnovni in srednji šoli. Pri tem se bomo osredotočili na izobraževalni sistem v Sloveniji, pa tudi v tujini. Predstavili bomo tudi programe, ki lahko pri računalništvu pomagajo pri doseganju višjih kognitivnih ciljev in razvijanju različnih kompetenc. Med temi programi se bomo posebej osredotočili na program GameMaker Studio, na katerem bo temeljil tudi tečaj učenja programiranja. Tečaj bo pomemben del magistrske naloge, v kateri bomo zapisali cilje tečaja ter opisali ciljno skupino in predviden način izvedbe tečaja.In this assignment, we explored both key and digital competencies that are important in teaching computer science. We will look at various well-known methods of teaching computer science, including »game-based learning«, project-based learning and research-based learning. We will also review the literature on algorithmic thinking and teaching computer science in primary and secondary schools. In doing so, we will focus on educating system both in Slovenia and abroad. We will also introduce the software programs that can help when teaching computer science to achieve higher cognitive goals and develop different competencies. Among these programs, we will focus more on the GameMaker Studio program, which will also be the basis for the programming learning course. The course will be an important part of the master\u27s thesis, where we will write down the objectives of the course, the target group and the intended way of delivering the course
Development and validation of spatial training curriculum using dynamic geometry software for university-level education
Get PDFProstorske sposobnosti, ki jih Linn in Petersen opisujeta kot "spretnost za zastopanje, preoblikovanje, ustvarjanje in priklic simboličnih nejezikovnih informacij" (Linn & Petersen, 1985), se kot take ne poučujejo v šolah. Prepušča se jih naravnemu razvoju in s pomočjo nekaterih dejavnosti v otroštvu, ki so se pokazale, da so prediktorji zelo razvitih prostorskih sposobnosti (Sorby & Baartmans, 2000). Kljub temu je bil pomen visoko razvitih sposobnosti študentov STEM (znanosti, tehnologije, inženiringa in matematike) znanstveno dokazan (npr. Gohm, Humphreys, & Yao, 1998Humphreys, Lubinski, & Yao, 1993Lohman, 1988, 1994a, 1994bSmith, 1964), kar neposredno nakazuje, da lahko prostorske sposobnosti pomembno vplivajo na uspeh ne le študija predmetov STEM, temveč tudi na uspeh v STEM karieri. Glavna hipoteza naše raziskave je bila: „prostorske sposobnosti je mogoče izboljšati s posebej razvitim programom z uporabo računalniškega programa Geogebra v obdobju najmanj enega meseca. Glede na prejšnje raziskave bodo izboljšane prostorske sposobnosti študentom predstavljale temelj za uspeh pri njihovem študiju in tudi v prihodnosti. " V naši raziskavi je bil uporabljen računalniški program GeoGebra kot glavno orodje za razvijanje prostorskih veščin. Eksperimentalno skupino je sestavljalo 35 moških (67,3%) in 17 žensk (32,7%), medtem ko je bilo v kontrolni skupini 33 moških (63,5%) in 19 žensk (36,5%). Vsi udeleženci so študirali na Fakulteti za naravoslovje in izobraževanje v Mostarju, Bosna in Hercegovina, s tem da so obiskovali različne študijske programe. Statistično značilna korelacija med točkami eksperimentalne skupine na začetnem in končnem preskusu prostorskih sposobnosti Smith in Whetton (1988) pomeni znaten skok v uspešnosti, ki ga v takšnem merilu lahko pripišemo le učinku eksperimentalnega programa (r = 0,833p 0.05 ). Similarly, statistically significant correlation between the scores of the control group on the initial and final Smith and Whetton (1988) test has also been found (r=0.952p<0.01), as well as between the scores of the experimental group on the initial and final Smith and Whetton (1988), where a significant jump in performance has been noted (r=0.833p<0.01). No statistically significant differences have been found either with regard to gender (F=3.904df=1p=.052) or between the experimental and control groups and gender (F=1.688df=1p=.198). Statistically significant correlations between the average mathematics grade in high school and any scores of any of the two groups has been found between the total score on the final Newton and Bristoll (2009) spatial test and average mathematics grade (r=0.272p<0.05)
Challenges in the transition from block-based to text-based programming languages
Get PDFV magistrskem delu bomo obravnavali izzive pri prehodu z učenja blokovnega programiranja na tekstovno programiranje v osnovnih šolah. Večina šol v zgodnjem poučevanju programiranja uporablja blokovne sisteme za programiranje, ki so se v dosedanjih raziskavah izkazali za uspešne. V nadaljevanju poučevanja sledi prehod na tekstovne programske jezike, ki se močno razlikujejo od blokovnih. Pri prehodu se učenci in učitelji srečujejo s številnimi težavami, v ta namen pa so razvili tudi veliko možnih rešitev, ki lahko prehod olajšajo. Cilj magistrskega dela je ugotoviti, kateri izzivi in težave se pojavljajo ob prehodu ter kakšni predlogi in rešitve že obstajajo z namenom zmanjševanja teh težav.The master\u27s thesis will address the challenges in the transition from Block-based to Text-based programming languages in primary schools. Most primary schools use block-based programming systems in early programming education, which have proven successful in previous research. Later in programming education, there is a transition to text-based programming languages, which are very different from block-based languages. In the transition, students and teachers face many difficulties, and because of that they have developed many possible solutions to ease the transition. The main goal of the thesis is to identify the challenges and problems that can happen during transitioning, and what suggestions and solutions already exist to reduce these problems
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Educational robots as a tool for teaching novices programming
Get PDFPoučevanje programiranja je pomembno in hkrati zahtevno tako za učitelja kot za učenca. Mnogim posameznikom lahko učenje zaradi značilnosti programiranja predstavlja težavo. Z uporabo izobraževalnih robotov se omogoči grajenje konceptov s področja znanosti in tehnologije, kar se interpretira skozi inženiring ter temelji na matematiki.
V tem magistrskem delu se bomo osredotočili na raziskovanje različnih robotov, ki so primerni za uporabo v izobraževanju.
V prvem delu bomo prikazali robote in njihov namen uporabe skozi čas, nato bomo predstavili pomen vključevanja robotov v šole ter to podkrepili s koncepti konstruktivizma in konstrukcionizma.
Cilj naloge je raziskati izobraževalne robote in poiskati konkretne rešitve, kako le-te vključiti v poučevanje začetnikov v programiranju.Teaching programming is important and challenging for both the teacher and the student. For many individuals, learning may cause a problem because of the characteristics of programming. The use of educational robots makes it possible to build concepts in science and technology that are interpreted through engineering and are based on mathematics.
In this master\u27s thesis, we will focus on exploring different robots that are suitable for use in education.
In the first part, we will show robots and their purpose over time, then we will present the importance of integrating robots in schools and reinforce this with the concepts of constructivism and constructionism.
The goal of the thesis is to do a research on educational robots and to find specific solutions for how to involve them in teaching beginners how to programm
Learning Programming with Blockly
Get PDFV diplomski seminarski nalogi je obravnavano učenje programiranja. Podrobneje je predstavljen program Blockly. Glede na stopnje, ki jih Blockly ponuja za učenje programiranja, so ugotovljene prednosti in slabosti učenja programiranja s pomočjo blokov. Prav tako je ugotovljena primernost učenja programiranja s programom Blockly v razredih osnovne šole. Končna ugotovitev kaže, da je program Blockly najprimernejši za učenje programiranja, če učenci še niso bili seznanjeni s tradicionalnim programiranjem.In this thesis the main theme is programming. Blockly is the programme described in detail. According to levels that Blockly offers for learning programming, there are introduced some pros and cons of programming with blocks. There is also considered the adequacy of using Blockly for learning programming in primary school. The conclusion is that Blockly is most addequate to use by students that have never used traditional programming
Software for the preparation of papercraft based on 3D objects
Get PDFPredstavljen je program Pepakura, ki je namenjen razvijanju virtualnega 3D modela v navodila za gradnjo iz papirja. 3D modeliranje uporabljamo za predstavitev realnih objektov v virtualnem svetu. Obstajajo različne tehnike prenosa objektov iz virtualnega sveta v realnega, najbolj znana je 3D tiskanje. Cenejše pa je sestavljanje papirnih modelov v izbrani 3D obliki. Ne potrebuje specializirane tehnologije in papir je med najcenejšimi materiali. Je pa gradnja iz papirja časovno zahtevna in so zanjo potrebne ročne spretnosti. Predstavljen je tudi primer uporabe v izobraževanju, kjer je papirni izdelek lahko učni pripomoček, ali pa sama priprava modela izboljšuje prostorsko predstavo učencev, gradnja pa izboljšuje koordinacijo in natančnost. Priložena šablona je namenjena tisku in izgradnji zlate ribe (Carassius auratus) v naravni velikosti.A computer software Pepakura is presented, which is used for the unfolding of a virtual 3D model into a template for paper construction.
3D modelling is used to represent real-world objects in a virtual world. Different techniques of transfer from the virtual world to the real world exist, 3D printing being the most ubiquitous. A less expensive method is the creation of the paper models in the chosen 3D form. This method does not need any specialized technology, and the paper itself is one of the cheapest materials. Construction with paper is time consuming and manual dexterity is needed. We also present an example of use in education, where the paper construct can be an educational tool, or the construction itself improves the coordination and precision. The enclosed template is used for the printing and construction of a life-size model of a goldfish (Carassius auratus)
CMS Joomla! in education
Get PDFDanes si več ne predstavljamo življenja brez interneta in prav spletne strani so tiste, katere obiskujemo vsak dan. Včasih je bilo izdelovanje zahtevnih spletnih strani težavno, ampak v sedanjosti ob poplavi različnih CMS, LMS itd. temu ni več tako.
Sistemi za upravljanje vsebin (angl. Content Management Systems) so aplikacije, ki omogočajo postavitev dinamičnega spletnega mesta. Osnovna ideja in osnovna prednost teh sistemov je poenostavitev postopkov za izdelavo in vzdrževanje spletnih strani. Uporabnikom omogočajo, da se izognejo programiranju in urejanju kode HTML, hkrati pa nudijo kompleksne rešitve za dodajanje, posodabljanje, strukturiranje, povezovanje, arhiviranje, iskanje in komuniciranje spletnih vsebin.
Eden izmed teh je ravno odprtokoden sistem Joomla!, ki je zelo popularen pri nas in v svetu. Šli smo skozi vse različice Joomle, zato smo v diplomskem delu podrobneje predstavili in opisali zadnje različice, njihove razlike, prednosti itd. V Sloveniji obstaja tudi t.i. Slovenska Joomla skupnost, ki je bila včasih pod okriljem Slovenskega izobraževalnega omrežja (SIO) in v tesni povezavi z zavodom Arnes. Predstavljeno je tudi njihovo poslanstvo na področju slovenskega izobraževalnega sistema in e-šolstva.
Veliko osnovnih šol, srednjih šol, gimnazij, fakultet ter univerz se poslužuje sistema Joomla, zato smo podrobneje predstavili sam sistem, zgodovino, razvoj ter na primeru predstavili kako se ga namesti. Nato smo ponazorili prve osnovne korake po namestitvi, kako se sistem upravlja ter na kaj je potrebno paziti.
Raziskali smo tudi kako se vzpostavi »most« med Joomlo ter sistemom Moodle. Ob koncu smo poiskali še nekaj šolskih spletnih portalov, ki uporabljajo Joomlo ter opravili njihovo analizo. Kriterije za ocenjevanje in analizo smo razvrstili v devet kategorij ter na njihovi podlagi analizirali izbrane portale. Navedli smo tudi primere dobre prakse, značilnosti dobrih spletnih strani ter priporočila za šolske spletne strani. V sklepu diplome smo ponazorili ugotovitve, rezultate ter prihodnost omenjenega sistema.Today it is virtually impossible to imagine a life without the internet and an integral part of our daily routine involves browsing websites. Historically, building websites was a difficult task, but this has changed over time thanks to the myriad different Content Management Systems (CMS), Learning Management Systems (LMS) etc.
CMS are software applications for setting up a dynamic website. The underlying idea and main advantage of these systems is that they simplify the procedures for building and maintaining websites. They enable users to forgo programming and HTML code editing, all the while providing complex solutions for adding, updating, structuring, linking, archiving, searching and communicating web contents.
One such system is the open-source Joomla! which is highly popular in Slovenia and around the world. We went through all releases of Joomla and so this graduation thesis also includes a detailed review of the latest release of the system, its differences and advantages etc. There is also a Slovenian Joomla Community that used to be operated by the Slovenian Education Network (Slovensko izobraževalno omrežje – SIO) and was closely connected to the Academic and Research Network of Slovenia (ARNES). Furthermore, we introduce their mission with regard to the Slovenian education system and e-education.
Seeing as many primary, secondary and grammar schools, faculties and universities use Joomla, we will describe in detail the system, its history, development, and follow up with an installation example. Next, we will outline the basic steps after the installation, how to manage the system and what to watch out for.
We also delve into how to build a “bridge” between Joomla and Moodle. In the final part of the thesis we list some school web portals using Joomla that were subject to analysis. The assessment and analysis criteria were split up in nine categories which were used as the basis for analysing the selected portals. We list some best practices, features of good websites and provide recommendations for school websites. The conclusion of the paper sums up the findings, results and the future of the system
Use of gamification in teaching computer science
Get PDFIgre, ena najstarejših oblik socialne interakcije človeka [1], so del našega vsakdana. Namenjene so predvsem zabavi v prostem času, a se pogosto zgodi, da se ob njih tudi marsikaj naučimo. Uporaba iger v poučevanju ni nič novega, saj igre zelo dobro motivirajo učence k sodelovanju in razmišljanju [2]. Velikokrat pa uporaba igre pri poučevanju izgubi namen učila in ostane le igra [3]. Da bi se temu izognili, moramo razumeti pojem igra in zakaj igre motivirajo učence. Igra je sistem, v katerem je igralec vključen v abstraktni izziv, definiran s pravili, interaktivnostjo in povratno informacijo, ki vodi do kvantitativnih rezultatov, ki pogosto privedejo do emocionalnega učinka [5]. Že iz definicije lahko zasledimo osnovne elemente igre, ki so: sistem, igralec, abstrakcija, izziv, pravila, povratna informacija, kvantitativni rezultat in emocionalni odziv. Pomembno je, kako so elementi v praktičnem primeru povezani med seboj. Igralec dobi zanimanje za igro zaradi takojšnje povratne informacije in interakcije, ki sta povezani z izzivom igre. Izziv je definiran s pravili znotraj sistema, da vzbuja čustvene odzive, ki so povezani s kvantitativnim rezultatom, ki je abstraktno prikazan znotraj večjega sistema. Vidimo, da gre za elemente, ki vzpodbujajo igralca k razmišljanju. Zanima nas, kako bi lahko te elemente uporabili pri poučevanju, kar nas privede do pojma igrifikacija. Igrifikacija pomeni uporabo načinov razmišljanja v igri, mehanike iger in estetike iger z namenom vključitve in motivacije ljudi k učenju in reševanju problemov. Pomembni elementi igrifikacije so torej igra, mehanika iger, estetika iger, načini razmišljanja v igri, vključitev ljudi, motivacija, učenje in reševanje problemov [8]. Če želimo doseči efektivno igrifikacijo pouka, morajo biti mehanika, dinamika in estetika igre ves čas v medsebojni interakciji. To zelo dobro razloži MDE okvir [10]. Mehanika igre so metode, ustvarjene za interakcijo s stanjem igre, ki jih prožijo agenti [12]. Dinamika igre opisuje proces vpliva mehanike igre na igralca v času, ko je ta v interakciji z mehaniko in v času po interakciji z mehaniko igre [10]. Dinamika igre sproži emocionalne odzive pri igralcu, kar nas privede do estetike igre [6]. Za boljše razumevanje estetike igre, ki se pojavlja pri uporabi igrifikacije, je potrebno razumeti behavioristične modele in motivacijo [9]. Šele ko razumemo te pojme, lahko igrifikacijo vključimo v pouk računalništva. Na spletu lahko zasledimo veliko aplikacij in iger, ki omogočajo igrifikacijo pouka računalništva. Med njimi sta tudi ClassDojo in Minecraft Education Edition. Za igrifikacijo pa ni vedno potrebna uporaba tehnologije. Igrifikacijo lahko vključimo v pouk tudi tako, da sami izdelamo elemente, pri čemer je potrebno upoštevati vse ključne elemente igrifikacije [39].Games are one of the oldest forms of human social interaction [1] and are part of our everyday lives. They are primarily intended for entertainment but it often happen that we also learn something new while playing games. Using games in teaching is nothing new, since games motivate students in classroom participation and reflection [2]. Often games used in teaching lose the purpose of teaching and their purpose remains only for entertainment. [3] To avoid this we must understand the concept of game and why games motivate learners. The game is a system where player is involved in the abstract challenge defined by the rules of interaction and feedback that leads to quantitative results, which often lead to emotional reaction [5]. Definition can be traced to the basic elements of the game: system, player, abstraction, challenge, rules, feedback, quantitative results, ane emotional response. In practical case elements are related to each other. The player gets interest in the game due to immediate feedback and interaction that are associated with the challenge of the game. The challenge is defined by rules within the system that triggers emotional responses associated with quantitative results, which appear in the abstract within a larger system. We see that those elements encourage players to think. We are interested in how these elements could be used in teaching, which leads us to the concept of gamification. Gamification means using ways of thinking in the game, game mechanics and aesthetics of games to include and motivate people to learn and solve problems. Important elements of gamification, therefore plays, game mechanics, aesthetics, ways of thinking in the game, the integration of people, motivation, learning and problem solving [8]. In order to achieve effective gamification in classroom, mechanics, dynamics and aesthetics of the game must be in constant interaction. This very well explained in MDA framework [10]. Game mechanics are methods created to interact with the state of the game, actuated by the agents [12], dynamics of the game describes the process how game mechanics impacts on player at the time when the player interacts with the mechanics and after tinteraction with the game mechanics [10]. The dynamics of the game triggers emotional responses in the player, which brings us to the aesthetics of the game. [6] For a better understanding of the aesthetics of the game it is necessary to understand the behavioristic models and motivation [9]. When we understand these concepts, we can bring gamification in computer science classes. On the internet, we can trace many applications and games that can be used for gamification of computer science classes. These include ClassDojo and Minecraft Education Edition. For well used gamification in classroom it is not always necessary to use the technology. Gamification can be incorporated into the lessons with elements that we make ourselves but it is necessary to take into account all the key elements of gamification [39]
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