Technologies of distance learning for programming basics on the principles of integrated development of key competences

Abstract

In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.

Cloud resources use for students’ project activities

“…In Ukraine, there are scientific schools that explore the possibilities of distance education and the principles of its organization. Researches of Bobyliev and Vihrova [4], Franchuk and Prydacha [9], Havrilova et al [15], Hniedkova [16] Kozlovsky and Kravtsov [26], Kravtsova, Kaminska and Kravtsov [27], Kukharenko and Oleinik [28], Kushnir et al [30], Lénárt [31], Petrenko et al [39], Polhun et al [40], Prokhorov et al [42], Shokaliuk et al [45], Syvyi et al [48], Tarasov et al [49], Vakaliuk et al [54], Yahupov, Kyva and Zaselskiy [62], Zinovieva et al [63,64] and others devoted to development of distance learning methodologies and distance learning systems.…”

Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic

“…Distance education servers to gain students' knowledge and the academic staff skills and proficiency using ICT independently from external factors [14,28]. The important feature of e-learning and distance education is the active involvement of students into educational process [4,31,35,39]. They become active collaborators instead of passive learners, when teacher plays the role of guide and even advisor rather that instructor.…”

Formation of informational and digital competence of secondary school students in laboratory work in physics

“…Our studies have shown that the problem of digital and informational competence formation was engaged in Svitlana M. Amelina [1], Albert A. Azaryan [59], Zinaida P. Bakum [2], Nadiia R. Balyk [7], Olga V. Bondarenko [19], Valerii Yu. Bykov [9], Olean O. Gritsenchuk [45], Anna V. Iatsyshin [28], Alla A. Kharkivska [18], Hennadiy M. Kravtsov [23], Olena H. Kuzminska [27], Svitlana H. Lytvynova [30], Oleksandr S. Martyniuk [25], Mariia S. Mazorchuk [47], Yevhenii O. Modlo [36], Natalia V. Moiseienko [37], Yuliia H. Nosenko [39], Oksana V. Ovcharuk [44], Svitlana V. Shokaliuk [53], Nataliia V. Soroko [55], Andrii M. Striuk [56], Svitlana O. Sysoieva [57], Rostyslav O. Tarasenko [58], Iryna M. Trubavina [61], Kateryna V. Vlasenko [65], Vasyl V. Yahupov [66] and others.…”