Fizično računalništvo v Scratchu

Koron, Tine (author), Nančovska Šerbec, Irena (mentor)

Fizično računalništvo je dokaj nov koncept poučevanja, tako pri učiteljih računalništva, kot tudi pri raziskovalcih na področju didaktike računalništva. Tu gre za snovanje in uporabo interaktivnih fizičnih sistemov, ki preko različnih senzorjev zaznavajo okolico in se nato s pomočjo programske opreme odzivajo na svet okoli sebe. Glavna tema diplomskega dela je preizkus modela učenja računalništva, ki temelji na aktivnem učenju in uporabi fizičnega računalništva. V teoretičnem delu smo predstavili Papertov konstrukcionizem in fizično računalništvo, pri katerem smo najprej definirali pojem fizičnega računalništva ter razložili pomen le-tega za poučevanje osnovnošolskega računalništva. Pri projektih fizičnega računalništva so učenci uporabljali mikrokrmilnike. Uporabili so mikrokrmilnik Arduino Uno, za programiranje le-teh pa vizualno programsko okolje S4A (Scratch for Arduino). Projekti so bili zasnovani v skladu s konstrukcionistično teorijo. Izvedli smo problemsko zasnovano delavnico, s katero smo učence popeljali v svet fizičnega računalništva. Tema delavnice je bila Scratch Arduino Express. Namen projektov je bil kontroliranje okolja v katerem se samodejno, po tirnicah giblje igrača vlak. Glavni cilj delavnice je bil učence seznaniti s fizično računalniškimi komponentami (servomotorji, svetleče diode, itd.) ter spodbuditi razmišljanje, ki učencem omogoča sestavljanje, izvedbo in testiranje projektov fizičnega računalništva. Obenem smo želeli z delavnico ugotoviti, kako tako organizirane aktivnosti vplivajo na učenčevo razumevanje in uporabo osnovnih programerskih konceptov (zanke, pogojni stavki, logični operatorji, spremenljivke). V 25 urno delavnico smo vključili 18 učencev in učenk drugega vzgojno-izobraževalnega obdobja osnovne šole, ki so imeli predznanje iz programiranja v Scratchu. Učenci so v parih izdelovali projekte, ki predstavljajo makete železnic, v katere so vključili fizične računalniške komponente. V empiričnem delu smo predstavili potek delavnice po posameznih dnevih ter rezultate preverjanj znanja pred in po delavnici.

• Language: Slovenian
• Keywords: konstrukcionizem
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-110948
• COBISS.SI-ID: 12595785
• Publication date in RUL: 23.09.2019

Secondary language

• Language: English
• Title: Physical computing in Scratch

Abstract

Physical computing is a fairly new concept of teaching for both computer science teachers and researchers in the field of computer science didactics. It is about designing and using interactive physical systems that, through different sensors, detect the environment and then with the help of software respond to the world around them. The main topic of the diploma thesis is the examination of a computer learning model based on active learning and the use of physical computing. In the theoretical part, we introduced Papert's constructionism and physical computing. First, we defined the concept of physical computing and explained its importance why should be thought in elementary school. Students used microcontrollers for physical computing projects. They used an Arduino Uno microcontroller and used the S4A (Scratch for Arduino) visual programming environment to program them. The projects were designed according to constructionist theory. We conducted a problem-based workshop where we presented physical computing to the students. The theme of the workshop was Scratch Arduino Express. The purpose of the projects was to control the environment in which the toy train moves on the rails automatically. The main objective of the workshop was to introduce the students with the physical computing components (servo motors, LEDs, etc.) and to encourage thinking that allows students to assemble, execute and test physical computing projects. At the same time, we wanted to find out how the activities organized in this way affect the student's understanding and use of basic programming concepts (loops, conditional statements, logical operators, variables). In the 25-hour workshop participated 18 students, from the second three-year cycle of elementary school. All the students had background programming knowledge in Scratch. Students were working in pairs. Each pair had to make a model of the railway and include physical computer components. In the empirical part, we presented the course of the workshop day by day and the results of the tests before and after the workshop.

• Keywords: constructionism