THE TASK-BASED APPROACH TO TEACHING PROGRAMMING IN SCHOOLS: METHODOLOGICAL FRAMEWORK AND PRACTICAL IMPLEMENTATION
DOI:
https://doi.org/10.15330/msuc.2024.31.52-63Keywords:
methodological approaches, algorithmization, programming, task-based approach, Lazarus, Scratch, pedagogical innovations, interactive methods, ICT competencies.Abstract
The article analyzes the task-based approach to teaching programming in schools. The study examines methodological approaches that contribute to the development of algorithmic thinking and practical skills among students. The paper outlines ways to implement this approach using modern digital tools, with particular attention given to adapting educational materials based on students' proficiency levels. The relevance of the study lies in the need to select appropriate tasks and programming environments for each student.
The key approaches to programming education in schools are characterized, including task-based, differentiated, activity- based, and competency-based approaches.
The analysis of studies on the task-based approach highlights its significance in programming education. It has been established that this approach fosters the development of algorithmic thinking, the ability to model information processes, analyze problem conditions, construct solution algorithms, and implement them using programming languages. The need for a transition from reproductive to creative programming is emphasized. It is noted that the main challenge in programming education is the lack of a systematic approach. The importance of
focusing not only on learning the syntax of programming languages, but also on applying knowledge to real-world problem- solving is underscored. An example of implementing a task-based approach for students in grades 8–11 using the Lazarus
programming language is provided, incorporating flowcharts, algorithmic structures, and environments with visual execution representation. Methods for solving programming problems are examined, including the development of an information model, algorithm construction, and implementation in a specific programming language. The stages of skill development in programming, from reproductive to creative levels, are identified. The necessity of a differentiated approach to maximize students' potential in programming education is substantiated.
