Learning computing with creativity and integration

V magistrskem delu se ukvarjamo z učenjem konceptov programiranja v skladu s kurikulom Ustvarjalno računalništvo (angl. Creative computing) in ugotavljamo, ali učenci ob pogoju, da jim omogočimo ustvarjalno svobodo ter možnost medsebojnega povezovanja in sodelovanja, razvijajo in nadgrajujejo računalniško mišljenje. V teoretičnem delu magistrskega dela najprej predstavimo pojem računalniškega mišljenja in nekaj njegovih definicij, ki so se razvile v različnih časovnih obdobjih. V sklopu raziskave uporabljamo tridimenzionalni model računalniškega mišljenja, ki sta ga razvila Karen Brennan in Mitch Resnick (2012). V model so vključene dimenzije konceptov, perspektiv in praks računalniškega mišljenja. Vsako od omenjenih dimenzij opredelimo, najbolj pa se osredotočimo na koncepte, saj je njihovo poznavanje ključnega pomena pri ocenjevanju napredovanja v znanju učencev v raziskavi. Na kratko predstavimo teorije, na katerih slonijo sodobni učni pristopi uvodnega programiranja (konstrukcionizem, konstruktivizem), prikažemo povezavo med učnimi teorijami in prakso s kreativnim učenjem ter razložimo stopnje razvoja razmišljanja po neopiagetovi teoriji z vidika programiranja. Pred opisom Ustvarjalnega računalništva prikažemo razvoj kurikulov za računalništvo po svetu, opišemo slovenski učni načrt za računalništvo in ACM K-12 kurikul za računalništvo, ki ga uporabljajo v kar nekaj državah. Učni načrt Ustvarjalno računalništvo po poglavjih opišemo skupaj s podpornimi gradivi. Opišemo programsko okolje Scratch, v katerem se izvajajo dejavnosti, predstavljene v učnem načrtu. Zanima nas, s katerimi strategijami si učenci pomagajo v situacijah, ko naletijo na težave. Opišemo tudi pet strategij za uspešno učenje programiranja v Scrachu, ki jih je predstavila Karen Brennan na podlagi analize podatkov iz učnih opazovanj, osebnih razgovorov in vsebin, objavljenih na portalu ScratchEd. Ustvarjalno računalništvo ponuja izvedbo zaporedja aktivnosti, največkrat ustvarjanje projektov, ki se po zahtevnosti stopnjujejo in pri učencu razvijajo ustvarjalnost in računalniško sodelovanje. Učenci se skozi aktivnosti srečajo z osnovnimi koncepti mišljenja (zaporedja, dogodki, zanke, sočasnost, pogojni stavki, operatorji in podatki), spoznajo prakso računalniškega mišljenja (postopnost in ponavljanje, preizkušanje in odpravljanje napak, ponovna uporaba in predelava ter abstrakcija in modeliranje) in perspektivo, ki se kaže v izražanju, povezovanju in spraševanju znotraj skupnosti. V empiričnem delu opišemo model poučevanja, ki je bil inspiriran s kurikulom Ustvarjalno računalništvo. V raziskavo so bili vključeni učenci četrtih, petih in šestih razredov izbrane osnovne šole. Pred začetkom učnih ur so učenci rešili kratek anketni vprašalnik in predtest. Po zaključenih učnih urah so učenci samostojno izdelali projekt Zgodba v Scratchu. Ko so projekt oddali, so rešili še potest. V magistrski nalogi smo se osredotočili na napredek v znanju učencev po uvedbi načina učenja v skladu z idejami Ustvarjalnega računalništva in našimi lastnimi idejami. Projekte smo kvantitativno evalvirali s prosto dostopno spletno aplikacijo Dr. Scratch. S pomočjo dnevnika opazovanj pa smo spremljali, katere načine iskanja pomoči učenci pri težavah pri programiranju najpogosteje uporabljajo. Po analizi rezultatov testiranj in kvalitativnem in kvantitativnem vrednotenju projektov ugotovimo, da učenci prek dejavnosti, prilagojenih po kurikulum Ustvarjalno računalništvo, svoje znanje na področju računalništva poglobijo in se naučijo medsebojnega sodelovanja pri reševanju problemov, s katerimi se srečujejo.In the master\u27s thesis we deal with learning programming concepts in accordance with the Creative computing curriculum and try to determine whether students with more freedom in the creative field and the possibility of integration and cooperation, develop and upgrade computational thinking. In the theoretical part of the master\u27s thesis, we first present the concept of computational thinking and some of its definitions, which have developed in different time periods. As part of the research, we use the three-dimensional model of computational thinking which was developed by Karen Brennan and Mitch Resnick (2012). Dimensions of concepts, perspectives and practices of computational thinking are included in the model. We define each of these dimensions, focusing mostly on the computational concepts which are crucial in assessing students\u27 progress in our research. We briefly present the theories on which modern learning approaches of early programming are based (constructionism, constructivism), we show the connection between constructionism and creative learning and explain the stages of a child\u27s cognitive development according to neopiagetian theory from the programming point of view. Before presenting Creative Computing, we demonstrate the development of computer science curricula around the world, describe the Slovenian computer science curriculum and the ACM K-12 computer science curriculum, which is used by many countries. Creative computing curriculum is defined by chapters. We also present a website on which the curriculum and other teaching materials are accessible. We describe the Scratch software environment in which the activities presented in the Creative Computing curriculum are implemented and we also write down five strategies for successful teaching of programming in Scratch proposed by Karen Brennan based on the analysis of data from learning observations, personal interviews and content published on ScratchEd. Creative computing curriculum offers a variety of activities, most often projects that escalate in complexity and try to develop creativity and computational thinking in the student. Through the activities, students encounter the basic concepts (sequences, events, loops, parallelism, conditionals, operators and data), practices (experimenting and iterative, testing and debugging, reusing and remixing, abstracting and modularizing) and perspectives of computational thinking that manifest themselves in the expression, connection, and questioning within the community. In the empirical part, we describe a teaching model based on the Creative Computing curriculum. Fourth, fifth and sixth grade students of the selected primary school were included in the research. Before the lessons, students answered a short survey questionnaire and took a pretest. After completing the lessons, students independently created a project, A Story in Scratch. After submitting the project, they had to take a posttest. In the research, we focused on the progress in students\u27 knowledge after the introduction of a new teaching method proposed by Creative Computing curriculum. The projects were quantitatively evaluated with the freely accessible web application Dr. Scratch. With the help of the observation diary, we monitored which ways of seeking help students most often use in solving problems. After analysing the test results and qualitative and quantitative evaluation of projects, we have found that through learning activities adapted to the Creative Computing curriculum, students have deepened their knowledge in the field of computer science and have learnt to cooperate with one another in order to solve the problems they are faced with