The usage of visual programming languages among primary school teachers in the Czech republic
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73606242" target="_blank" >RIV/61989592:15410/20:73606242 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.5593/sws.iscss.2020.7.1/s08.58" target="_blank" >http://dx.doi.org/10.5593/sws.iscss.2020.7.1/s08.58</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5593/sws.iscss.2020.7.1/s08.58" target="_blank" >10.5593/sws.iscss.2020.7.1/s08.58</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The usage of visual programming languages among primary school teachers in the Czech republic
Popis výsledku v původním jazyce
In this paper, we present the results from research focused on the usage of visual programming languages for teaching programming and algorithmization, which was a part of research named The usage of educational materials in informatics. The purpose of this research was to collect data about which didactics aids and educational materials do teachers use and get the foundation for upcoming research that would go deeper into specific topics. The data were collected by a questionnaire among Czech teachers of a secondary grade of elementary schools and its equivalent in grammar schools. Descriptive type of analysis is used for data evaluation. Results show, that most of the teachers, which are teaching programming and algorithmization in the subject of informatics or in afterschool hobby group, are using visual programming languages such a Scratch, or they use them on learning portals like code.org and didactics games like CodeCombat. Another very popular option of usage of visual programming is for educational robots. Also, they find these programming languages as an appropriate way for teaching programming and they agreed, that visual programming languages can motivate pupils more towards programming than a high-level programming language. This popularity of visual programming language can lead to the spread of these languages among others teachers and contribute to the development of more environments for teaching programming with the usage of visual programming language, instead of high-level programming languages, which can be harder to understand due to its lack of visual representation.
Název v anglickém jazyce
The usage of visual programming languages among primary school teachers in the Czech republic
Popis výsledku anglicky
In this paper, we present the results from research focused on the usage of visual programming languages for teaching programming and algorithmization, which was a part of research named The usage of educational materials in informatics. The purpose of this research was to collect data about which didactics aids and educational materials do teachers use and get the foundation for upcoming research that would go deeper into specific topics. The data were collected by a questionnaire among Czech teachers of a secondary grade of elementary schools and its equivalent in grammar schools. Descriptive type of analysis is used for data evaluation. Results show, that most of the teachers, which are teaching programming and algorithmization in the subject of informatics or in afterschool hobby group, are using visual programming languages such a Scratch, or they use them on learning portals like code.org and didactics games like CodeCombat. Another very popular option of usage of visual programming is for educational robots. Also, they find these programming languages as an appropriate way for teaching programming and they agreed, that visual programming languages can motivate pupils more towards programming than a high-level programming language. This popularity of visual programming language can lead to the spread of these languages among others teachers and contribute to the development of more environments for teaching programming with the usage of visual programming language, instead of high-level programming languages, which can be harder to understand due to its lack of visual representation.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
7th SWS International Scientific Conference on Social Sciences ISCSS 2020
ISBN
978-619-7603-02-6
ISSN
2682-9959
e-ISSN
—
Počet stran výsledku
6
Strana od-do
477-482
Název nakladatele
SGEM
Místo vydání
Sofia
Místo konání akce
Online
Datum konání akce
25. 8. 2020
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—