ITBO-Programming-part-2 - Versionsgeschichte

WenkBruno am 24. Januar 2024 um 13:25 Uhr

2024-01-24T13:25:48Z

← Nächstältere Version		Version vom 24. Januar 2024, 13:25 Uhr
Zeile 5:		Zeile 5:


	=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:~~ProgrammierenTeil2StudentEditionV4~~.odt\|mini]]\|Download }}		=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:ProgrammingPart 2 StudentEditionV1.odt\|mini]]\|Download }}

WenkBruno am 21. Januar 2024 um 18:54 Uhr

2024-01-21T18:54:20Z

← Nächstältere Version		Version vom 21. Januar 2024, 18:54 Uhr
Zeile 8:		Zeile 8:


	=='''Handout for teachers'''== {{Box\|Download\|[[Datei:~~ProgrammierenTeil2TeacherEditionV4~~.odt\|mini]]\|Download }}		=='''Handout for teachers'''== {{Box\|Download\|[[Datei:ProgrammingPart2TeacherEditionV2.odt\|mini]]\|Download }}

WenkBruno: /* '''The "basic building blocks" of programs''' */

2023-08-04T07:33:51Z

'''The "basic building blocks" of programs'''

← Nächstältere Version		Version vom 4. August 2023, 07:33 Uhr
Zeile 68:		Zeile 68:
	Authors: Bruno Wenk, Dieter Burkhard		Authors: Bruno Wenk, Dieter Burkhard

	~~Translations~~: Patricia Berchtel		Translation: Patricia Berchtel

	__INDEXIEREN__		__INDEXIEREN__

WenkBruno: /* '''The "basic building blocks" of programs''' */

2023-08-04T07:28:33Z

'''The "basic building blocks" of programs'''

← Nächstältere Version		Version vom 4. August 2023, 07:28 Uhr
Zeile 70:		Zeile 70:
	Translations: Patricia Berchtel		Translations: Patricia Berchtel

			__INDEXIEREN__
			[[Kategorie:Remix]]


	~~INDEXIEREN~~
	[[Kategorie:Informatik]]		[[Kategorie:Informatik]]
	[[Kategorie:Programmieren]]		[[Kategorie:Programmieren]]

WenkBruno am 3. August 2023 um 18:35 Uhr

2023-08-03T18:35:30Z

← Nächstältere Version		Version vom 3. August 2023, 18:35 Uhr
Zeile 6:		Zeile 6:

	=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:ProgrammierenTeil2StudentEditionV4.odt\|mini]]\|Download }}		=='''Guidance for students (Open Document Format ODF)'''== {{Box\|Download\|[[Datei:ProgrammierenTeil2StudentEditionV4.odt\|mini]]\|Download }}


	=='''Handout for teachers'''== {{Box\|Download\|[[Datei:ProgrammierenTeil2TeacherEditionV4.odt\|mini]]\|Download }}		=='''Handout for teachers'''== {{Box\|Download\|[[Datei:ProgrammierenTeil2TeacherEditionV4.odt\|mini]]\|Download }}


	{{Box\|Objectives\|* The students will get more familiar with Scratch.		{{Box\|Objectives\|* The students will get more familiar with Scratch.

	They will learn about and apply the "basic building blocks" of programs (sequence, repetition, conditional execution, variables).		* They will learn about and apply the "basic building blocks" of programs (sequence, repetition, conditional execution, variables).

	The students shall understand the concept of turtle graphics for the exploratory learning in primary school.		* The students shall understand the concept of turtle graphics for the exploratory learning in primary school.

			* They will deal with the programming of turtle graphics by means of a concrete example.\|Kurzinfo }}

	~~They will deal with the programming of turtle graphics by means of a concrete example.\|Kurzinfo }}~~

	==='''Introduction'''===		==='''Introduction'''===

	:From ~~Part~~ 1 of the programming course, the students of ~~‹SSC~~-P› are familiar with programming as a process for formulating and implementing computer-based solutions to problems. They are familiar with basic concepts of programming (methodical approach, object and event orientation, process communication).		:From unit 1 of the programming course, the students of ‹Specialised Upper Secondary School - Occupational field of education› are familiar with programming as a process for formulating and implementing computer-based solutions to problems. They are familiar with basic concepts of programming (methodical approach, object and event orientation, process communication).

	:The example the students will work on in ~~part~~ 2 of this programming course is a potential lesson in primary school (according to the Swiss curriculum "Lehrplan 21" around the end of grade 4). It has two main focuses.		:The example the students will work on in unit 2 of this programming course is a potential lesson in primary school (according to the Swiss curriculum "Lehrplan 21" around the end of grade 4). It has two main focuses.

	:The concept of turtle graphics by [https://de.wikipedia.org/wiki/Seymour_Papert Seymour Papert] forms one focus. The other ~~focus~~ is learning and applying the "basic building blocks" of programs (sequence, repetition, conditional execution, variable).		:The concept of turtle graphics by [https://de.wikipedia.org/wiki/Seymour_Papert Seymour Papert] forms one focus. The other one is learning and applying the "basic building blocks" of programs (sequence, repetition, conditional execution, variable).

	:Programming for children in primary school can be designed in another way than a programming class in high school. With turtle graphics, primary school children can experiment and immediately see on the screen whether they are correct in their reasoning. If not, they adjust their "program" and observe and reflect on the changes brought about. The students should get to know the idea of turtle graphics by Seymour Papert ~~(https://de.wikipedia.org/wiki/Seymour_Papert)~~, so that they can later use programming as a meaningful tool for exploratory learning as teachers in primary school.		:Programming for children in primary school can be designed in another way than a programming class in high school. With turtle graphics, primary school children can experiment and immediately see on the screen whether they are correct in their reasoning. If not, they adjust their "program" and observe and reflect on the changes brought about. The students should get to know the idea of turtle graphics by Seymour Papert, so that they can later use programming as a meaningful tool for exploratory learning as teachers in primary school.

	:The introduction also provides a first look at the concept of turtle graphics.		:The introduction also provides a first look at the concept of turtle graphics.

	:With these two focal points, Part 2 of the programming course becomes a nesting of two distinct sequences of lessons. In order to enable the students to recognise the intention behind this nesting, they may need support.		:With these two focal points, Part 2 of the programming course becomes a nesting of two distinct sequences of lessons. In order to enable the students to recognise the intention behind this nesting, they may need support.



	==='''Example of a possible lesson with turtle graphics'''===		==='''Example of a possible lesson with turtle graphics'''===

	:The students are asked to assume that they have to teach the topic "regular polygons" in the primary school. They shall give the primary pupils an exploratory learning task based on turtle graphics in Scratch.		:The students are asked to assume that they have to teach the topic "regular polygons" in the primary school. They shall give the primary pupils an exploratory learning task based on turtle graphics in Scratch.

	:The students can access the template for the task at: https://scratch.mit.edu/projects/698418539		:The students can access the template for the task at: https://scratch.mit.edu/projects/698418539
Zeile 44:		Zeile 46:

	:The instructions for the students are designed in the same way as they could be given to the pupils in primary school. Two imaginary pupils, Alice and Bob, give the necessary explanations in the form of a dialogue.		:The instructions for the students are designed in the same way as they could be given to the pupils in primary school. Two imaginary pupils, Alice and Bob, give the necessary explanations in the form of a dialogue.



Zeile 54:		Zeile 55:

	:The turtle graphic that the students have programmed is now used as a basis for learning about and applying the "basic building blocks" of programs: sequence, repetition, conditional execution, variable.		:The turtle graphic that the students have programmed is now used as a basis for learning about and applying the "basic building blocks" of programs: sequence, repetition, conditional execution, variable.



Zeile 60:		Zeile 60:

	*How would you describe this difference?\|Hervorhebung1 }}		*How would you describe this difference?\|Hervorhebung1 }}



	{{Box\|Sample solution:\|* https://scratch.mit.edu/projects/671362882\|Lösung }}		{{Box\|Sample solution:\|* https://scratch.mit.edu/projects/671362882\|Lösung }}

			----

	Authors: Bruno Wenk, Dieter Burkhard		Authors: Bruno Wenk, Dieter Burkhard
Zeile 69:		Zeile 70:
	Translations: Patricia Berchtel		Translations: Patricia Berchtel



	~~=='''Discussion (on ZUMpad)'''== https://zumpad.zum.de/p/ITBOProgramming-unit2~~



	INDEXIEREN [[Kategorie:Informatik]] [[Kategorie:Programmieren]] [[Kategorie:Scratch]] [[Kategorie:Turtle-Grafik]] [[Kategorie:Seymour Papert]]		INDEXIEREN
			[[Kategorie:Informatik]]
			[[Kategorie:Programmieren]]
			[[Kategorie:Scratch]]
			[[Kategorie:Turtle-Grafik]]
			[[Kategorie:Seymour Papert]]

WenkBruno: Erstellt

2023-06-19T08:49:06Z

Erstellt

Neue Seite

{{DISPLAYTITLE:Programming for prospective educators (using Scratch) - unit 2}}

| [[Programming_for_prospective_educators_(using_Scratch)| ⇠ back to main page]] | [[ITBO-Programming-part-1| ⇠ unit 1]] | '''unit 2''' | [[ITBO-Programming-part-3| unit 3 →]] | [[ITBO-Programming-part-4| unit 4 →]]|

=='''Guidance for students (Open Document Format ODF)'''== {{Box|Download|[[Datei:ProgrammierenTeil2StudentEditionV4.odt|mini]]|Download }}

=='''Handout for teachers'''== {{Box|Download|[[Datei:ProgrammierenTeil2TeacherEditionV4.odt|mini]]|Download }}

{{Box|Objectives|* The students will get more familiar with Scratch.

They will learn about and apply the "basic building blocks" of programs (sequence, repetition, conditional execution, variables).

The students shall understand the concept of turtle graphics for the exploratory learning in primary school.

They will deal with the programming of turtle graphics by means of a concrete example.|Kurzinfo }}

==='''Introduction'''===

:From Part 1 of the programming course, the students of ‹SSC-P› are familiar with programming as a process for formulating and implementing computer-based solutions to problems. They are familiar with basic concepts of programming (methodical approach, object and event orientation, process communication).

:The example the students will work on in part 2 of this programming course is a potential lesson in primary school (according to the Swiss curriculum "Lehrplan 21" around the end of grade 4). It has two main focuses.

:The concept of turtle graphics by [https://de.wikipedia.org/wiki/Seymour_Papert Seymour Papert] forms one focus. The other focus is learning and applying the "basic building blocks" of programs (sequence, repetition, conditional execution, variable).

:Programming for children in primary school can be designed in another way than a programming class in high school. With turtle graphics, primary school children can experiment and immediately see on the screen whether they are correct in their reasoning. If not, they adjust their "program" and observe and reflect on the changes brought about. The students should get to know the idea of turtle graphics by Seymour Papert (https://de.wikipedia.org/wiki/Seymour_Papert), so that they can later use programming as a meaningful tool for exploratory learning as teachers in primary school.

:The introduction also provides a first look at the concept of turtle graphics.

:With these two focal points, Part 2 of the programming course becomes a nesting of two distinct sequences of lessons. In order to enable the students to recognise the intention behind this nesting, they may need support.

==='''Example of a possible lesson with turtle graphics'''===

:The students are asked to assume that they have to teach the topic "regular polygons" in the primary school. They shall give the primary pupils an exploratory learning task based on turtle graphics in Scratch.

:The students can access the template for the task at: https://scratch.mit.edu/projects/698418539

[[Datei:TurtleGrafik.png|zentriert|mini]]

:Next, the future teachers are asked to put themselves in the pupils's place and program the turtle graphic on their own.

:The instructions for the students are designed in the same way as they could be given to the pupils in primary school. Two imaginary pupils, Alice and Bob, give the necessary explanations in the form of a dialogue.

===='''The "basic building blocks" of programs'''====

:The students have programmed the turtle graphic and experienced how primary school pupils can use the computer for exploratory learning with Scratch.

:The students should now switch back to their role as a future teacher.

:The turtle graphic that the students have programmed is now used as a basis for learning about and applying the "basic building blocks" of programs: sequence, repetition, conditional execution, variable.

{{Box|Reflection|*Discovery learning with turtle graphics is different from programming an application to solve a problem.

*How would you describe this difference?|Hervorhebung1 }}

{{Box|Sample solution:|* https://scratch.mit.edu/projects/671362882|Lösung }}

Authors: Bruno Wenk, Dieter Burkhard

Translations: Patricia Berchtel

=='''Discussion (on ZUMpad)'''== https://zumpad.zum.de/p/ITBOProgramming-unit2

INDEXIEREN [[Kategorie:Informatik]] [[Kategorie:Programmieren]] [[Kategorie:Scratch]] [[Kategorie:Turtle-Grafik]] [[Kategorie:Seymour Papert]]