Developing computational thinking in environmental studies leassons

Računalniško razmišljanje predstavlja kompetenco prihodnosti, zato ga je smiselno razvijati. V njem se prepletajo različne miselne sposobnosti in spretnosti, od abstrakcije in posploševanja vzorcev, sistematične obdelave informacij, algoritmičnega mišljenja, reševanja problema, iterativnega, rekurzivnega in vzporednega razmišljanja, logičnega mišljenja, učinkovitosti in uspešnosti do sistematičnega odkrivanja in odpravljanja napak, ki so združeni v šest miselnih procesov. Magistrsko delo je razdeljeno na tri dele: teoretični del, kjer smo predstavili in osvetlili računalniško razmišljanje, na praktični in na empirični del. Namen praktičnega dela je bila priprava in izvedba aktivnosti za razvijanje računalniškega razmišljanja pri pouku spoznavanja okolja skozi KUBO robotiko za tretji razred osnovne šole. Pripravili in izvedli smo enajst učnih ur, ki obsegajo cilje iz tematskega sklopa prostor in se smiselno povezujejo s programiranjem. V empiričnem delu magistrske naloge smo želeli s testom preveriti ali učenci napredujejo v računalniškem razmišljanju. Ugotovili smo, da so učenci, kljub majhnemu številu učnih ur, napredovali v razumevanju osnovnih programerskih konceptov, zlasti na področju branja zaporedja ukazov, razumevanja zanke in optimizacije poti.Considering competencies of the future, computational thinking is one worth developing. It combines a set of various cognitive abilities and skills, which include pattern generalisation and abstractionsystematic information processingalgorithmic thinkingproblem solvingiterative, recursive, and parallel thinkinglogical thinkingand the efficiency and effectiveness of systematic error detection and correctionall contained within six thought processes. The present work is split into three partsthe theoretical part which introduces and highlights computational thinkingthe practical and the empirical part. The purpose of the practical part of the present work was to prepare and perform activities aimed at developing computational thinking through KUBO robotics in environmental studies with third grade primary school students. Eleven teaching hours encompassing objectives from the Space Thematic Heading and containing relevant connections to programming, were prepared and delivered. The empirical part of this Master’s Thesis utilizes a test to evaluate the students’ progress in computational thinking. Despite the limited number of teaching hours delivered, it was concluded that students made progress in understanding basic programming conceptsespecially in reading command sequences, understanding loops, and path optimization