Computational Thinking and How to Develop it in the Educational Process

Possibilities of Development of Informatics Thinking of Pupils and Students Using the Model of Subject-Didactic Competences of Teachers

“…The proposed model is based on the basic five domains of CT, which generally describe the definition of CT and are most often found in pedagogical, didactic and legislative documents (Klement et al, 2020):…”

“…Even less research focuses on teachers themselves and their level of preparedness for teaching CT in terms of content-subject and didactic-pedagogical competencies (e.g. Rambousek, 2013;Cheng, 2019;Klement, Dragon, Bryndová, 2020).…”

“…Our contribution in the area of describing content-subject competences of teachers for the implementation of CT development teaching was research (Klement et al, 2020), which, at least in the case of the Czech Republic, analysed this issue. Our aim was to identify different groups of respondents within the research sample (a total of 123 teachers of computer science subjects at the second level of primary schools) who declared the same or similar level of evaluation of the importance of individual subject units of computer science, and to describe their characteristics and, if necessary, to correct the negative impact of certain groups of respondents on the results of the research.…”

“…In this way, the computer science teachers were also divided into groups that showed similar variance in ratings. Simply put, if there were several thematic units that the respondents evaluated mostly in the same way in terms of their importance, these teachers formed a separate cluster (the essence, course and results of the survey are described in detail in the publication: Klement et al, 2020).…”

Selected Educational Robotics Tools From the Perspective of Primary School Students

“…Avšak podpora pedagogů v této oblasti je v mnoha státech nedostatečná (So et al, 2020 apod.). Pokud se zaměříme na českou vzdělávací soustavu, můžeme za hlavní příčinu absence výukového obsahu zaměřeného na rozvoj digitálního myšlení v českém školním kurikulu a nedostatku systémové podpory práce učitele informatických témat, spatřovat především v přetrvávající orientaci českého školního vzdělávání na konzumaci digitálních technologií, na uživatelský přístup (Klement et al, 2021). Výrazným problémem je, mimo jiné, i nedostatek výzkumů zabývajících se jednotlivými pomůckami, které by mohly být eventuálně do škol implementovány (Tran, 2017).…”