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Title:Uvajanje osnov programiranja z uporabo Scratch unplugged v prvem triletju osnovne šole : magistrsko delo
Authors:ID Vindiš, Rebeka (Author)
ID Dolenc, Kosta (Mentor) More about this mentor... New window
Files:.pdf MAG_Vindis_Rebeka_2026.pdf (2,13 MB)
MD5: 0EE32C33D28CA63C753A428DAE3C7CFF
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo z naslovom Uvajanje osnov programiranja z uporabo Scratch unplugged v prvem triletju osnovne šole obravnava možnosti zgodnjega uvajanja programiranja in računalniškega mišljenja v pouk drugega razreda osnovne šole. V teoretičnem delu so predstavljeni računalniško mišljenje, njegovi temeljni elementi, povezava med računalniškim mišljenjem in programiranjem, značilnosti programskega okolja Scratch ter posebnosti pristopa Scratch unplugged. Posebna pozornost je namenjena tudi razvojnim značilnostim učencev prvega triletja osnovne šole, ki pomembno vplivajo na izbiro ustreznih didaktičnih pristopov. Empirični del temelji na kvalitativni, deskriptivni raziskavi, izvedeni v enem oddelku drugega razreda osnovne šole. Oblikovana in izvedena je bila učna enota, sestavljena iz štirih med seboj povezanih učnih enot, ki so obravnavale zaporedje ukazov, ponavljanje, pogoj ter odpravljanje napak. Podatki so bili zbrani z opazovanjem učencev med dejavnostmi, z analizo njihovih učnih listov in refleksivnimi zapisi po izvedbi posameznih učnih enot. Rezultati nakazujejo, da so učenci izkazovali začetno razumevanje osnovnih programerskih konceptov, največ težav so imeli pri pogojih in sistematičnem odpravljanju napak. Pristop Scratch unplugged se je v konkretni izvedbi pokazal kot didaktično uporaben, kadar so dejavnosti jasno strukturirane in razvojno prilagojene.
Keywords:računalniško mišljenje, programiranje, Scratch unplugged, prvo triletje osnovne šole, aktivne učne metode
Place of publishing:Maribor
Place of performance:Maribor
Publisher:R. Vindiš
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (XI, 132 str.))
PID:20.500.12556/DKUM-98220 New window
UDC:37.091.3:004.4(043.2)
COBISS.SI-ID:286464771 New window
Publication date in DKUM:30.07.2026
Views:172
Downloads:6
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:01.06.2026

Secondary language

Language:English
Title:Introducing the Basics of Programming Using Scratch Unplugged in the First Three Years of Primary School
Abstract:The present Master's thesis entitled Introducing the Basics of Programming Using Scratch Unplugged in the First Three Years of Primary School explores the possibilities of introducing programming and computational thinking into the second-grade primary school education. The theoretical part presents computational thinking and its basic elements, the connection between computational thinking and programming, the characteristics of the Scratch programming environment, and the specifics of the Scratch unplugged approach. Moreover, special attention is given to the developmental characteristics of pupils in the first three years of primary school, due to their significant effect on the choice of applicable didactic approaches. The empirical part is based on a qualitative descriptive research, conducted in one second-grade primary school class. A learning unit was designed and implemented, consisting of four interconnected learning units, concerning sequence of commands, repetition, condition, and error correction. Data were collected by observing pupils during activities, analysing their worksheets, and by reflective writing following the implementation of each learning unit. The results indicate that the pupils have demonstrated an initial understanding of basic programming concepts. However, the most difficulties were experienced with conditions and systematic error correction. The Scratch unplugged approach has proven to be didactically useful in concrete implementation, when activities are well-structured and age appropriate.
Keywords:computational thinking, programming, Scratch unplugged, first three years of primary school, active learning methods


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