20.500.12556/RUL-112720 Prvi koraki v programiranje skozi LEGO Mindstorm aktivnosti First steps into programming through LEGO Mindstorms activities V magistrskem delu se ukvarjamo z aktivnostmi za učenje programiranja, ki vključujejo uporabo LEGO Mindstorm robotov. Aktivnosti temeljijo na konstrukcionistični teoriji učenja, ki jo je Seymor Papert opisal kot način učenja, pri katerem učenci z aktivnostmi, konstrukcijami v fizičnem svetu in predhodnim znanjem pridobivajo nova znanja. Aktivnosti vsebinsko sodijo v medpredmetno vezavo izbirnega predmeta Računalništvo z izbirnim predmetom Robotika v tehniki. Preizkusili smo jih med učenci drugega in tretjega vzgojno – izobraževalnega obdobja (VIO). Pri izvedbi aktivnosti smo uporabili sodobni učni pristop poučevanja programiranja, ki temelji na gibanju »makerstva«. Učenci so skozi koncepte, prakso in perspektivo razvijali računalniško mišljenje. Opisali smo raziskavo, ki temelji na modelu poučevanja programiranja z uporabo LEGO Mindstorms robotov. Pripravili smo in izvedli dve delavnici. Prvo delavnico smo izvedli med naključno izbranimi učenci izbrane šole med dvanajstim in štirinajstim letom. V drugo delavnico so bili vključeni učenci, ki so jih učitelji identificirali kot nadarjene. Raziskovali smo, ali učenci skozi prakso usvojijo koncepte programiranja (zaporedje ukazov, zanka, pogojni stavek). Poleg tega smo raziskovali odnos učencev do LEGO Mindstorms EV3 kompleta. Zanimalo nas je tudi, ali se pojavljajo statistično pomembne razlike glede na spol in uspešnost učencev pri razumevanju in uporabi konceptov programiranja. Z zbranimi ugotovitvami želimo učiteljem računalništva pokazati primer rabe robotov za učenje in poučevanje programiranja in jih spodbuditi, da v svoje šolske ure vnesejo poučevanje konceptov programiranja skozi učni pristop »makerspace«. This Master's thesis deals with activities which use LEGO Mindstorms robots in order to teach programming. The activities are based on the constructionist learning theory, which Seymor Papert describes as a way of learning that enables pupils to acquire new knowledge by active learning, using meaningful product as constructions in the physical world and the learner experiences. In terms of content, the activities belong to the cross-curricular connection of the optional subject Robotics in Technology. They were tested on pupils of the second and third cycles of primary school. While performing the activities, the modern approach of teaching programming based on the ʺMaker movementʺ was used. The pupils developed their computational thinking through concepts, practice and perspective. The thesis describes the study which is based on the programming teaching model using LEGO Mindstorms robots. Two workshops were organized and executed. The first one was carried out with randomly selected pupils of the chosen school, aged between 12 and 14. The second workshop included pupils who were identified as gifted by their teachers. The aim of the study was to discover whether the pupils acquired the concepts of programming (instruction sequence, mesh, conditional statement) through practice. In addition, pupils' attitude towards LEGO Mindstorms EV3 set was also studied. Another point of interest was the question whether there were any statistically relevant differences regarding gender and success of the pupils when it comes to their understanding and use of the programming concepts. The purpose of the findings is to show computer science teachers an example how to use robots in order to learn and teach programming and to encourage them to introduce the teaching of programming concepts to their lessons using the ʺmakerspaceʺ approach. programiranje programming true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2019-11-08 03:42:14 2019-12-04 07:47:07 2025-04-17 04:53:54 0000-00-00 00:00:00 2019 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 12667721 MAG_Peter_Krizman_KONCNA.pdf MAG_Peter_Krizman_KONCNA.pdf 1 0A9133EFFA73B7D2B2C8AF266367A523 ea45f7bd1fbe3f4b746c3b21afeed6021707bb520f8f6808ba94078e250dea32 6e9634ba-1ab3-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=207000 Pedagoška fakulteta 0 0 0