METHODOLOGICAL ASPECTS OF TEACHING PROGRAMMING TO FUTURE COMPUTER SCIENCE TEACHERS IN THE SCRATCH ENVIRONMENT

Abstract

Summary This article highlights the reasons that justify the importance of future computer science teachers studying the Scratch visual block programming environment, including: regulatory requirements of the computer science field of knowledge regarding programming in grades 2-6; low initial level of students' knowledge; the need to study programming logic in environments without syntax burden and the subsequent transition to text-based programming languages; the use of block programming in extracurricular and STEAM education; taking into account teaching experience in foreign educational institutions.

Modern research in the field of studying Scratch in universities in our country and abroad are analyzed. They indicate that this programming environment is studied not only by school students, but also by students of higher education institutions. However, there is a lack of research on the methodology of such teaching, so this study is relevant and timely.

The extremely important role of Scratch in the development of both creative, algorithmic and critical thinking of students, in the formation of modern cognitive skills: attention, memory, thinking and logic, speed of information processing, speech, communication, planning and self-organization are noted.

Based on my own teaching experience, I have proposed the content of theoretical and practical material for teaching programming in Scratch, as well as the topics of projects that take into account all aspects of students' future pedagogical activities when teaching the topic "Algorithms and Programs" in the computer science course for grades 2-6.

Some methodological aspects of teaching students programming in this environment are considered regarding the organization of learning and assessment, teaching methods and technologies, the formation of the skills of future teachers to use the environment in computer science lessons, in extracurricular and methodological work of the teacher, and to implement interdisciplinary integration in the context of STEM education.

It is recommended to use the developed approaches to teaching Scratch in institutions of general, secondary, extracurricular, vocational or higher education, especially in the training of teachers of computer science, technology, and primary education.