Keywords
reflection
methodology of teaching programming
hierarchy
evolution of knowledge structure
How to Cite
Abstract
The paper examines the problem of improving programming learning through optimization of reflection accompanying the writing of software code. Reflection, as control of the logic of thinking, is an important mechanism of critical thinking in educational and professional activities. The purpose of this research is the formation of optimized, conceptual, concise schemes of reflection, which will allow to successfully cope with the tasks of educational practical programming. To realize the goal, an analysis of educational practical activities in programming was carried out in the context of their reflection on the example of creating a computer model of a simple physical phenomenon. The choice of programming as an activity for analyzing critical thinking reflection is due to the fact that this activity is well formalized. The essence of critical thinking reflection is revealed here in a refined and transparent form. Modeling gives the thinking process its own contrast, because in mental activity, in addition to algorithmic senses, additional physical ones also appear. Programming a model of a physical process here is a kind of research ground. Reflection is considered through the prism of cyclical mental processes in terms of formal logic with reference to the evolution of the structure of declarative knowledge. The final instance of this analysis was the formalization of reflection actions in laconic schemes, both the processes themselves and the structure of knowledge. An important part of the work is the connection of mental actions with the corresponding materialized activity. This relationship was also succinctly depicted on the corresponding diagram. The clear, short, expressive formalization of critical thinking actions presented in the work, in connection with materialistic actions, in laconic schemes could be used by education seekers to optimize learning and form protocols of abstract-logical and cause-and-effect thinking. The developed reflection schemes can be considered as a methodical means of learning that allows you to avoid cognitive traps and optimize educational activities both in the field of practical programming and in natural fields of knowledge, where practical actions to create or debug artificial objects of high complexity are expected.
References
R. Scherer, F. Siddiq та B. Sánchez Viveros, “The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.” J. Educational Psychol., т. 111, № 5, с. 764–792, лип. 2019. doi: https://doi.org/10.1037/edu0000314.
R. Scherer, F. Siddiq та B. Sánchez Viveros, “Some Evidence on the Cognitive Benefits of Learning to Code”, Frontiers Psychol., т. 12, верес. 2021. doi: https://doi.org/10.3389/fpsyg.2021.559424.
J. H. Berssanette та A. Francisco, “Cognitive load theory in the context of teaching and learning computer programming: A systematic literature review”, IEEE Trans. Educ., т. 65, № 3, с. 440–449, 2022.doi: https://doi.org/10.1109/TE.2021.3127215.
L. Sun, Z. Guo та D. Zhou, “Developing K-12 students’ programming ability: A systematic literature review”, Educ. Inf. Technol., т. 27, с. 7059–7097, 2022.doi: https://doi.org/10.1007/s10639-022-10891-2.
Л. Філіппова, “Рефлексивний підхід у професійній підготовці магістрів фармації”, Укр. пед. журн., № 2, с. 123–130, 2020. doi: https://doi.org/10.32405/2411-1317-2020-2-123-130.
А. Лозенко, “Формування рефлексивних умінь у майбутніх учителів початкової школи в процесі дидактичної підготовки”, Дис. на здобуття наук. ступен. канд. пед. наук. Нац. Пед. Ун-т ім. М.П.Драгоман., Київ, 2010.
Л. Маляр, В. Староста та М. Кухта, Основи психолого-педагогічної підготовки у вищій школі. Ужгород: ДВНЗ «УжНУ», 2019.
TeachThought Staff. “10 інноваційних стратегій навчання для сучасної педагогіки”. [Електронний ресурс]. Доступно: https://www.teachthought.com/the-future-of-learning/innovative-strategies/. Дата звернення: 1 трав. 2024.
М. Головін, Н. Головіна та Н. Головіна, “Модельний розгляд пізнавальних процесів, супутніх навчальному програмуванню”, Психол. перспективи, № 31, с. 57–70, 2018.
М. Головін та Н. Головіна, “Механізми критичного мислення та навчання фізики і програмування”, Фізика та освітні технології, № 1, с. 15–26, 2022. [Електронний ресурс]. Доступно: http://journals.vnu.volyn.ua/index.php/physics/article/view/734/675. Дата звернення: 15 квіт. 2024.
J. Piaget, “Intellectual evolution from adolescence to adulthood”, Human Develop., т. 15, № 1, с. 1–12, 1972. doi: https://doi.org/doi:10.1159/000271225.
R. Solso, Cognitive Psychology. Boston • London • Toronto • Sydney • Tokyo • Singapore: Allyn Bacon, 2001.
G. Miller, “The magical number seven, plus or minus two”, Psycholog. Rev., т. 63, № 2, с. 81–97, 1956. [Електронний ресурс]. Доступно: https://img3.reoveme.com/m/049764c53e25268b.pdf. Дата звернення: 15 квіт. 2024.
O. Dahl, E. Dijkstra та C. Hoare, Structured Programming. London and New York: Academic, 1972. [Електронний ресурс]. Доступно: https://pdfcoffee.com/structured-programming-dahl-dijkstra-hoare-academic-press-1972-pdf-free.html. Дата звернення: 15 квіт. 2024.
REFERENCES (TRANSLATED AND TRANSLITERATED)
R. Scherer, F. Siddiq ta B. Sánchez Viveros, “The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.” J. Educational Psychol., t. 111, № 5, s. 764–792, lyp. 2019. doi: https://doi.org/10.1037/edu0000314. (in English)
R. Scherer, F. Siddiq ta B. Sánchez Viveros, “Some Evidence on the Cognitive Benefits of Learning to Code”, Frontiers Psychol., t. 12, veres. 2021. doi: https://doi.org/10.3389/fpsyg.2021.559424. (in English)
J. H. Berssanette ta A. Francisco, “Cognitive load theory in the context of teaching and learning computer programming: A systematic literature review”, IEEE Trans. Educ., t. 65, № 3, s. 440–449, 2022. doi: https://doi.org/10.1109/TE.2021.3127215. (in English)
L. Sun, Z. Guo ta D. Zhou, “Developing K-12 students programming ability: A systematic literature review”, Educ. Inf. Technol., t. 27, s. 7059–7097, 2022. doi: https://doi.org/10.1007/s10639-022-10891-2. (in English)
L. Filippova, “A reflexive approach in the professional training of masters of pharmacy”, Ukr. ped. zhurn., № 2, s. 123–130, 2020. doi: https://doi.org/10.32405/2411-1317-2020-2-123-130. (in Ukrainian)
A. Lozenko, “Formation of reflective skills in future primary school teachers in the process of didactic training”, Dys. na zdobuttia nauk. stupey. kand. ped. nauk. Nats. Ped. Un-t im. M.P.Drahoman., Kyiv, 2010. (in Ukrainian)
L. Maliar, V. Starosta ta M. Kukhta, Basics of psychological and pedagogical training in higher education. Uzhhorod: DVNZ «UzhNU», 2019. (in Ukrainian)
TeachThought Staff. “10 innovative learning strategies for modern pedagogy”. Application date: 1 trav. 2024. [Online]. Available: https://www.teachthought.com/the-future-of-learning/innovative-strategies/. (in Ukrainian)
M. Holovin, N. Holovina ta N. Holovina, “Model consideration of cognitive processes accompanying educational programming”, Psykhol. perspektyvy, № 31, s. 57–70, 2018. (in Ukrainian)
M. Holovin ta N. Holovina, “Mechanisms of critical thinking and learning physics and programming”, Fizyka ta osvitni tekhnolohii, № 1, s. 15–26, 2022. [Online]. Available: http://journals.vnu.volyn.ua/index.php/physics/article/view/734/675. Application date: 15 apr. 2024. (in Ukrainian)
J. Piaget, “Intellectual evolution from adolescence to adulthood”, Human Develop., t. 15, № 1, s. 1–12, 1972. doi: https://doi.org/doi:10.1159/000271225. (in English)
R. Solso, Cognitive Psychology. Boston • London • Toronto • Sydney • Tokyo • Singapore: Allyn Bacon, 2001. (in English)
G. Miller, “The magical number seven, plus or minus two”, Psycholog. Rev., t. 63, № 2, s. 81–97, 1956. [Online]. Available: https://img3.reoveme.com/m/049764c53e25268b.pdf (in English)
O. Dahl, E. Dijkstra ta C. Hoare, Structured Programming. London and New York: Academic, 1972. [Online]. Available: https://pdfcoffee.com/structured-programming-dahl-dijkstra-hoare-academic-press-1972-pdf-free.html. (in English)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2024 Mykola Holovin, Nina Holovina, Dmytro Huzachov