Developing the tool for assessing the level of abstract thinking of pupils by Neo-piagetian theory in programming

V magistrskem delu smo ugotavljali, ali je možno s pomočjo testov dovolj zanesljivo razvrstiti učence glede na zmožnost reševanja nalog, ki smo jih sestavili s pomočjo neopiagetove teorije kognitivnega razvoja. Ugotavljali smo, ali zmorejo učenci reševati naloge, ki zahtevajo abstraktno razmišljanje pri programiranju na predoperacionalnem ali konkretno operacionalnem nivoju. Teste so reševali učenci (N=635) novega neobveznega izbirnega predmeta Računalništvo v osnovni šoli. Rezultate statistične analize testa smo primerjali z rezultati intervjujev. Ugotovitve intervjujev kažejo, da učenci, ki nalog na testu niso pravilno rešili, tudi pri razmišljanju naglas niso bili zmožni rešiti nalog, ki zahtevajo določen nivo abstraktnega razmišljanja po neopiagetovi teoriji kognitivnega razvoja. Zaradi teh ugotovitev menimo, da lahko učitelj na osnovni rezultatov takšnega testa prilagodi svojo nadaljnjo razlago posameznim učencem.We have been researching in the master\u27s thesis if it is possible to place pupils reliably enough according to their abilities of solving tasks, which we had formed according to Ne-Piaget\u27s theory of cognitive development. We have been researching if pupils are able to solve tasks, which demand abstract thinking with programming on pre-operational or concrete operational level. The tests have been solved by pupils (N=635) of new non-obligatory optional subject computer science in primary school. The results of the statistic test analysis have been compared with the interview results. The findings of the interviews have shown that the pupils who had not correctly completed their tasks, were not able to solve the tasks out loud, which demand a certain level of abstract thinking according to the Neo-Piaget’s theory of cognitive development. Because of the finding, we think that a teacher can, based on the results of such test, adapt his further explanations to the individual pupils