Preverjanje razumevanja računalniških konceptov s pomočjo Neopiagetove teorije, testov in razmišljanja naglas

Krajnc, Radovan (author), Rugelj, Jože (author), Debevc, Matjaž (author)

Poučevanje programiranja, reševanja problemov in snovanja algoritmov predstavlja strokovno in didaktično zahtevno opravilo, saj morajo biti učenci za razumevanje računalniških konceptov zmožni abstraktnega razmišljanja. Neopiagetova teorija navaja, da lahko posameznik, ne glede na starost, napreduje v štirih abstraktnih stopnjah mišljenja. Da bi učitelj lahko pomagal učencem razvijati abstraktno mišljenje pri programiranju, mora ugotoviti, na kateri stopnji mišljenja se najverjetneje nahajajo. Učitelj sicer lahko ugotavlja zmožnost reševanja nalog na različnih stopnjah s pomočjo testov, vendar samo iz analize odgovorov ni možno sklepati o zmožnosti abstraktnega razmišljanja posameznega učenca. Iz rezultatov lahko zgolj sklepamo o deležu učencev, ki določene stopnje razmišljanja še ni doseglo. Pogoj za takšno sklepanje so relevantne naloge, ki za pravilno rešitev zahtevajo mišljenje na ustrezni ravni. Določanje stopnje abstraktnega mišljenja za posameznega učenca je veliko bolj zanesljivo z individualnim pogovorom in učenčevim razmišljanjem naglas pri reševanju danega problema. V članku prikazujemo postopek priprave testa in preverjanje njegove relevantnosti. Na osnovni analize testa, ki ga je rešilo 638 učencev, smo ugotovili, da naloge ustrezno diferencirajo učence, ki nalog na višjem nivoju ne rešujejo pravilno. Rezultate smo preverili z individualnimi razgovori z učenci. V izobraževanju lahko relevantni testi pomagajo učitelju pri prilagajanju razlage učencem, ki določenega nivoja abstraktnega razmišljanja še nimajo razvitega.

• Language: Unknown
• Keywords: Neopiaget
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Publisher: Eduvision
• Year: 2015
• Number of pages: 389-403
• PID: 20.500.12556/RUL-80060
• Publication date in RUL: 08.01.2016

Secondary language

• Language: Unknown
• Title: Assessing understanding of computer concepts with the Neo Piagetian theory, tests and thinking aloud

Abstract

Teaching programming, problem solving and assembly algorithms represents professionally and educationaly demanding task, as the pupils must be capable of abstract thinking in order to understand the computer concepts. According to Neo Piagetian theory an individual, regardless of age, progresses in four stages of abstract thinking. If a teacher wants to help pupils develop abstract thinking in programming, he or she must define at what stage of thinking is an individual learner. Teacher identifies ability to solve the tasks at different stages through tests. It is not possible to conclude the individual ability of abstract thinking only from the analysis of the test results. From the results can only be concluded the proportion of pupils that are not yet reached a certain level of thinking. The condition for such a conclusion are relevant tasks that are proper and require thinking at the appropriate level. Determining the level of abstract thinking for an individual student is much more reliable with individual conversations with pupils, when they are trying to solve the problem and at the same time think aloud. In this article, we present the procedure for the preparation of test and verification of its relevance. We analyze the results of 638 tests and found out that task adequately find the students who did not solved correctly the tasks on a higher level. The results were verified with the individual interviews with students. The relevant tests in the education help the teacher to adapt the teaching to the students who’s level of abstract thinking is still not developed.

• Keywords: Neopiage