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Motivation and effective approaches to teaching computer science to seniors

Подзолкова Наталья Николаевна – магистрант кафедры информатики, естественнонаучных дисциплин и методик преподавания Белгородского государственного национального исследовательского университета

Гальцева Оксана Александровна – кандидат физико-математических наук, доцент кафедры информатики, естественнонаучных дисциплин и методик преподавания Белгородского государственного национального исследовательского университета

Abstract: The article discusses approaches to teaching computer science to senior pupils, as well as an analysis of their motivation. The motives of learning from senior pupils are given. The content of the federal work program of secondary general education in computer science is analyzed.

Keywords: computer science, learning motivation, motives, seniors, approaches to learning.

The success of any activity is conditioned by the formed motivation that is why motivation is one of the prerequisites for successful learning. Learning motivation itself is a set of factors that stimulate and support the learner's desire to acquire new knowledge, skills and experience. It includes both intrinsic and extrinsic motives related to educational activities. Learning motivation plays a key role in the success of learning, as it directly affects the level of effort put in by the learner, his or her engagement in the educational process and the desire to achieve the goals set. To form successful motivation to action it is necessary to use effective approaches in teaching schoolchildren.

The choice of methods and means of teaching schoolchildren depends, for example, on the following conditions:

  1. A school subject. Different subjects require different teaching approaches. For example, computer science requires more practical experience and experimentation, while humanitarian subject require more reading and discussion of texts.
  2. Learning goal. The choice of approaches may also depend on what the students' goals are. If the goal is to develop critical thinking, there is more emphasis on discussion, debate, and analysis. If the goal is to apply knowledge in practice, then the approach should have more active learning methods and practical tasks.
  3. Junior, middle or senior school age. Learning approaches may be different for elementary, middle and high school students. When planning the learning process, it is important to take into account the psychological and pedagogical characteristics of each age.

To choose effective approaches to senior pupils, it is necessary to analyze the psychological and pedagogical characteristics of students in grades 10-11. By the age of 15, a child's adolescence ends and the transition to adolescence begins. This age is characterized by the formation and development of self-consciousness of personality, its independence and responsibility. Seniors, coming to the 10th grade, has already made the first conscious choice in professional self-determination. Therefore, his learning activity becomes purposeful, and now he can choose his own methods and means of learning the material. It becomes important for the teacher not to impose passive methods of learning, but to offer active and interactive methods of learning, which will strengthen the student's independence.

A senior pupil's attitude to school evaluation changes. If earlier evaluation was the main incentive for learning, now a pupil needs the acquired knowledge itself. The motivation system itself changes. In the educational process, pupils are distinguished:

  • broad social motives (support of peers and adults, search for a place in life, etc.). Teamwork in solving learning tasks becomes important to the pupil;
  • broad cognitive motives (interest in information, satisfaction from the thinking process itself, etc.). Independent search for ways and means of solution motivates even more than a mark for the work done;
  • broad social motives (successful writing of final exams, getting a school certificate, etc.). The learner already sees the ultimate goal of his/her learning, he/she is interested in the result, as well as in the application of the acquired knowledge in practice;
  • external negative motives (lack of interest, detachment and alienation, lack of contact with adults, etc.). The teacher needs to have pedagogical skill and knowledge in building the learning process so that the learner does not lose interest in the activity [2].

All the above motives form the psychological readiness for self-determination of personality. «Readiness for self-determination is a certain maturity of the personality, the formation of psychological new-formations and structures that provide the possibility of personal growth now and in the future» [2]. Therefore, it is important to reinforce all learning incentives with pedagogical approaches for more effective learning.

The choice of teaching methods and approaches also depends on the subject being taught. In computer science lessons, students study the processes of information processing with the help of computers. Therefore, in teaching computer science, much attention is paid to practical work with computers and the use of various programs.

Let's analyze the federal working program of secondary general education in informatics. Among the four sections of the program «Digital Literacy», «Theoretical Foundations of Informatics», «Algorithms and Programming» and «Information Technologies» three sections are also aimed at practical work with the material [3]. In these sections there is an application of the previously studied theory of information technology. Among the practical work can be distinguished:

  • application of information technologies implemented in applied software products and Internet services, including in solving data analysis tasks;
  • using databases and spreadsheets to solve applied problems;
  • development of algorithms and programming skills;
  • practice of using operating system tools and working in the Internet and Internet services [3].

Further, let us consider the most effective approaches to teaching computer science to seniors. In pedagogical theory, according to the degree of interaction between the teacher and pupils teaching methods are divided into passive, active and interactive. Passive methods are aimed at studying theoretical material and checking its assimilation with the help of control works, tests and surveys. This type of methods is most effective for teaching the theoretical part of the program, but is not suitable for its rather extensive practical part. Active and interactive methods, on the contrary, are characterized by the active position of pupils. In the process of learning, they themselves are in search of sources of necessary information and ways of its application in practice. In addition, interactive methods differ from active methods not only by the presence of relationships between pupils, but also by the fact that the role of the teacher changes. From the organizer of the discussion of the issue, he turns into a mediator.

Active and interactive methods are often associated with innovative technologies, highlighting their properties: the ability to analyze and summarize information; the ability to identify the problematic nature of the object of study, to find ways and resources to solve the identified problem, to find a strategy to achieve the goal; the ability to plan their actions [1]. Thus, these methods meet the properties necessary for teaching the practical part of the educational program in computer science.

Among the active and interactive methods the most effective for application in computer science lessons will be:

  1. The case method. It consists in independent search of problem solving by pupils. In the context of computer science lessons, the case method can be used to study various topics and skills, such as programming, databases, algorithms, Internet technologies.
  2. Learning by doing. It is one of the active teaching methods, in which students not only gain knowledge, but also develop practical skills. It can be used for working with various tools and technologies used in computer science, solving programming or website development tasks that require them to analyze a problem, develop a solution algorithm and put it into practice.
  3. Work in small groups. Allows students to better understand the material, as they can discuss it with other pupils and receive feedback from them. In addition, working in small groups helps develop teamwork skills.
  4. Project Method. It helps to apply the acquired knowledge and skills in practical activities. Projects can be related to software development, creation of websites, databases and other information systems.

Thus, purposeful and systematic application of appropriate methods for the development of learning motivation in pupils will strengthen the desire of students to master knowledge and form a sustainable interest in the subject.

References

  1. Pavlov, A.V. Choice of teaching methods at different stages of the educational process. Psychopedagogy in law enforcement agencies, 2015. № P.62.
  2. Perova, L.V. Psychology of a senior schoolmates: textbook. Krasnoyarsk State Pedagogical University named V.P. Astafiev. Krasnoyarsk, 2015.
  3. «Institute of Education Development Strategy. Federal working program of secondary general education (basic level) » [Electronic resource]. – URL: https://edsoo.ru/wp-content/uploads/2023/08/21_%D0%A4%D0
  4. %A0%D0%9FD0%98%D0%BD%D1%84%D0%BE%D1%80%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B0_10-11-%D0%BA%D0%BB%D0%B0%D1%81%D1%81%D1%8B_%D0%B1%D0%B0%D0%B7%D0%B0.pdf (date of application: 06.03.2024).

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