| Abstract [eng] |
We live in a world where we can no longer imagine our daily lives without digital technologies. Technology is being integrated into many areas of life. As it continues to evolve, certain competences and skills are needed. In today's world, computational thinking is becoming an increasingly important skill. It is the ability to solve problems, analyse data and develop algorithms using information technology. It is therefore particularly relevant today to develop computational thinking skills from an early age and to provide students with a solid foundation in programming. Visual programming languages are an excellent tool for developing students' computational thinking, as they can be used to create programmes without complex syntax or grammatical rules, using visual blocks and elements. This master thesis “Developing Computational Thinking Skills Using Visual Programming Language Environments“ explores the importance of computational thinking in education and the potential of visual programming language environments in the education of students. It analyses the work of scholars who have addressed the concept, key elements and implications of computational thinking in the education of students. The survey shows that teachers agree on the need to develop computational thinking, but face challenges related to the lack of appropriate methodologies and the search for the right tools. Based on the survey, it was decided to develop a learning environment based on the use of visual programming language environments to support the development of computational thinking skills. The “Visual Programming Languages“ course has been implemented in the “Microsoft Teams“ virtual learning environment, tested, used in the learning process in several educational institutions. The evaluation of the course “Visual Programming Languages“ showed that students enjoyed the lessons, participated actively and appreciated the opportunity to learn programming using visual programming languages, which helped them to better understand the logic of programming and its application in real situations, and increased their learning success and motivation. Most of the students reported that the lessons were interesting and useful. Teachers evaluating the course pointed out that visual programming languages encourage students to become more interested in technology and its applications, stimulate students' creativity and problem-solving skills, and develop computational thinking. Based on the feedback and suggestions received, the course is planned to be improved by creating more lesson scenarios. The course is also planned to be continued in the next academic year. Teachers of computer science and information technology in the district will be invited to test the course with their students. |
