This thesis focuses on preparation of activities for an easier transition from learning with Scratch to programming in the usual programming languages, such as Python. The programming still proceeds in a visual environment, only the “context” in which the programs will run has been changed. Instead of creating games and stories pupils will program physical devices.
Raspberry Pi has been used for the programming, to which different components have been connected, such as sensors, switches, LED diodes, relays, motors, etc. Some of the basic characteristics of Raspberry Pi are also mentioned in the thesis. Special attention is paid to describing the setup of Raspberry and the visual programming language Snap as well.
The goal of the prepared activities is that pupils successfully assemble the components into a simple circuit and create a software code for their control. Several examples of the activities are also mentioned in the thesis, along with the circuit that needs to be assembled, created blocks of command for the activity startup and the solution.
The activities are problem-based, since pupils need to solve a problem with certain components. The whole approach will be therefore based on constructivism, which advocates high-quality knowledge. On account of that, a few words are also dedicated to problem-based learning and constructivism.