Jabrayilzada Sevinj

TEACHING METHODS
OF COMPUTER SCIENCE
IN PRIMARY SCHOOL
 Jabrayilzada Sevinj

TEACHING METHODS OF COMPUTER SCIENCE

IN PRIMARY SCHOOL

Editor. Assoc. prof. Taghiyeva Samira

Reviewers. Assoc. prof. Novruzova Khumar

Ph.d. of pedagogy. Kasumova Aynur
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1 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Preface

The capacity to learn computer science, programming, and

coding is now available to children of elementary school age. This
not only enables them to acquire the ability to think analytically and
creatively, but it also enables them to effectively solve problems. By
acquiring these skills during their time in elementary school, students
are able to continue to broaden and deepen their knowledge as they
progress through their academic careers.

When children are younger, they are more likely to like

learning new things; therefore, it is preferable to begin teaching them
at an earlier age rather than later in life. This gives them the
opportunity to broaden their experiences. If students in elementary
school are given the opportunity to learn about computer science at
an early age, it will help them develop a passion for the subject as
they grow older, which will enable them to enroll in classes with
more experienced students when they enter middle school, high
school, and even college.

Building a pipeline for the field of computer science

 Jabrayilzada Sevinj | 2

One of the reasons why education in computer science is so

important is because it helps to construct an appropriate computer
science pipeline.

There are severe consequences that result from a lack of

available personnel in the field of computer science. These
consequences include a slowdown in economic growth, stagnation in
corporate processes, challenges to national security, and unrealized
potential earnings throughout a career.

However, the fact that incomes in the field of computer science

are more than twice as high as the average for the country is arguably
the most significant. It is impossible for students to take advantage
of these higher paid employment if they do not have access to
learning opportunities that encourage them to pursue a career in
computer science.

2. Enhancing the Students' Capacity to Prepare for Future

Careers

What does it mean to be "future ready" in terms of careers?

Stacy Lane, the Director of Coding Programs at the Marquette Tech
District, provided the following explanation in an interview with
equip: "Being future ready means having the critical thinking and
3 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

problem-solving skills that are necessary to be successful at whatever

jobs develop so that today's students can support themselves and their
families with dignity in the workplace someday."

The study of computer science improves students' chances of

finding employment and their prospective earnings over the course
of their lives, giving them the ability to encourage and provide for
their families. These earnings therefore serve to drive the economy
and have the potential to even inspire technological investment in
communities that were previously disregarded.

In the field of computer science, promoting equity

While we are discussing the process of constructing a sufficient
pipeline of students to fill open positions in the field of computer
science, it is also essential to place an emphasis on the cultivation of
equity within the pipeline.

The percentage of women who acquire degrees in computer

science is currently 18 percent, and it is anticipated that by the year
2025, women will only hold 20 percent of all positions in the field of
computer science employment. In addition, minority groups are
underrepresented in computer science majors, with only ten percent
of all degrees going to students of African descent and twelve percent
 Jabrayilzada Sevinj | 4

going to students of Latinx descent, respectively. Furthermore, in the

field, the percentage of Black and Latinx workers is only 12 percent
and 16 percent, respectively.

In spite of the fact that there is no one factor that is responsible

for this pattern, a survey that was commissioned by Google found
that women, people of color, and Latinos are more likely to be
underrepresented in the field of computer science. Additionally,
these groups are confronted with long-standing societal obstacles that
influence their self-perception and whether or not they have a sense
of belonging in the area. As a result, their interest and advancement
are sometimes halted on those occasions.

What are the Implications of Representation?

From a purely numerical perspective, the lack of an adequate
computer science pipeline can be mitigated by increasing the number
of students who are exposed to and encouraged to pursue a career in
the field of computer science.

Accessibility of Technology: The design and functionality of

technology are skewed toward people who are responsible for doing
the development. Speech recognition software that is equipped with
smart speakers, for instance, has a greater chance of understanding
5 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

men than it does women, and the same is true for those who speak
with accents that are not American. An further illustration is the fact
that facial recognition software frequently fails to recognize people
of color and women. This, once again, is a result of the gender and
ethnicity of the individuals who are responsible for its development.

Finally, increased fairness in the workforce of the computer

science industry will help to narrow wealth inequalities between
people of different races and genders. This will be accomplished by
providing these groups with the opportunity to access better earnings
that empower them, their families, and their communities.

It is imperative that people begin their education in computer

science at a young age in order to bridge these gaps. According to
research conducted by the College Board, the likelihood of women
majoring in computer science improves by a factor of 10 when they
are enrolled in Advanced Placement (AP) Computer Science.
Additionally, the likelihood of Black and Latin x students majoring
in computer science increases by a factor of seven when they have
registered in advanced high school courses.

Furthermore, it is vital for students to attain these more

advanced computer science courses that serve as a launchpad into
 Jabrayilzada Sevinj | 6

higher education in the field of computer science. This can be

accomplished by providing students with early, continuous, and
intentional exposure.

In order to accomplish this, schools need to find a way to

overcome the middle school cliff, which is the point at which both
minority and female students frequently withdraw from STEM
classes. For the purpose of dismantling these prejudices and assisting
students in overcoming this infamous obstacle that hinders them from
delving into more advanced subjects and developing skills in
computer science, instruction must begin at a young age.

4.Improving One's Capabilities in Computer Science

Education in computer science is required for a variety of
reasons, not the least of which is to guide students toward earning
degrees in computer science. In addition, the ability to apply one's
knowledge of computer science to a wide range of fields that are not
directly related to computer science is an essential component of
future preparation.

The five job categories that are expected to expand the fastest
and offer the greatest salaries were evaluated by Burning Glass
Technologies, and the results showed that 62 percent of these job
7 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

domains are related to computer science. However, only 18 percent

of these job domains require a degree in computer science.
Programming, web development, robotics, and data analysis are
some of the abilities that are relevant in these areas of expertise.

In order to determine which talents are now in the highest

demand, researchers at LinkedIn evaluated job ads. According to
their findings, having a strong understanding of computer science and
digital skills is essential for being prepared for a profession outside
of the field of computer science. Some of the most important abilities
include the ability to use applications with flexibility, the ability to
design and produce digital content, computing, data analysis, digital
security, and media literacy.

Additionally, this pattern was validated by a second research

study conducted by Mckinsey & Company. The study discovered
that digital skills are the most rapidly increasing job ready skills that
will be required between the years of now and 2030. The research
indicates that there would be a 55 percent increase in the demand for
individuals who possess technology skills. Taking all of these studies
into consideration, it is clear that even in positions that are not
directly related to computer science, employers anticipate their
 Jabrayilzada Sevinj | 8

employees to have both prior expertise with computer science and a

high level of digital proficiency.

Due to the fact that computer science is becoming increasingly

inseparable from our work, this skill set is vital to career preparedness
across a wide variety of industries and job roles. Students are more
competitive in the job market for high-paying and rapidly expanding
job categories if they have developed skills in computer science and
digital technology to a high level.

5. Developing the Resilience to Adapt

The ability to continually re-skill and up-skill in order to stay
up with change is another component of future readiness that was
brought about by rapid technological advancements.

For instance, a survey by Dell Technology discovered that 85

percent of the employment that were anticipated to be available in
the year 2030 have not yet been created. This is primarily due to the
rapid expansion of technology. In a similar vein, a report by Deloitte
reveals that the half-life of skills has already reached five years, and
as a result, businesses will be required to make investments in
ongoing professional development for their employees.
9 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The implication of this is that pupils are getting ready for

careers that have not yet been conceived of. Once they have
completed their education, they need to be aware of how to develop
into the positions that are open to them. Skills that are currently
considered to be future-ready include the ability to learn, adapt, and
embrace change and uncertainty, particularly in light of the
improvements that have been made in technology. The field of
computer science is essential for addressing this issue.

There is more to computer science than just a collection of

digital abilities; it is a mindset that is predicated on the ability to solve
problems, think critically and creatively, and engage in
metacognition. Students learn how to think, learn, and develop
through the study of computer science.

Students have a better understanding of technology and its

adaptations and developments, as well as how to design,
troubleshoot, upgrade, and use it, when they have a working grasp of
how programming languages function, how computer systems
function, and how networks drive communication. Foundational
computer science abilities are essential for kids to have in order to
continuously develop and adapt throughout their lives, regardless of
whether they are at home, at school, or in the workplace.
 Jabrayilzada Sevinj | 10

Content

• Methods of teaching computer science in elementary school:

general issues. The subject of teaching computer science in
primary school. Goals and objectives of the introduction of
the subject of informatics in elementary school.
• Curriculum in Informatics (Grade I)
• Curriculum in informatics. (II class)
• Curriculum in Informatics 4 th grade
• Curriculum in Informatics 3 rd grade
• Lesson plan for computer science
• Organization of computer training In primary school. School
computer room
• The level and stages of teaching computer science in primary
school
• Content line: Information and information processes
• Content line: Formalization, modeling, algorithmization and
programming
• Content line: Computer, information and communication
technologies
• Content line: Informatization of society
11 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Intra-subject and inter-subject communication in the process

of teaching computer science in primary school, the
development of students' logical thinking. Educational issues
in the process of teaching computer science in elementary
school.
• Forms and methods of teaching computer science
• Repetition of educational material in computer science
lessons
• Testing and assessing students' knowledge in informatics
classes
 Jabrayilzada Sevinj | 12

Methods of teaching computer science in elementary school:

general issues. The subject of teaching computer science in
primary school. Goals and objectives of the introduction of the
subject of informatics in elementary school.

The common concerns of the various approaches to teaching

computer science in elementary schools Strategies for teaching
computer science that are supported by research:

1. Make visuals available. Providing students with visual

examples, instructions, and explanations might help them better
understand the material. Begin by providing a significant amount of
scaffolding, then as pupils make progress, progressively reduce it.

Download EiE's free Coding Block Reference Sheet for

Scratch, which is designed for use in classroom learning
environments. Make use of this visual resource to assist all students,
particularly those who are learning English as a second language, in
13 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

resolving problems, working together, and acquiring new computer

science jargon.

Students should be encouraged. There is a correlation between

pupils having more interest in learning computer science and
receiving support from a teacher or a parent, according to studies.
One way to accomplish this is to just remark something like, "You
would be good at computer science."

In order to demonstrate that everyone is capable of learning

computer science, it is important to utilize various forms of media in
the classroom. Encouragement can also be provided in the form of
movies, articles, or posters that show students how people who are
similar to them are working in the field of computer science. Be sure
to offer appreciation to all of the students by saying things such, "I
admire how you used critical thinking to find a solution to that
problem" or "You really persevered to identify and fix bugs in your
algorithm!"

3. Get the code deciphered. A method for examining Scratch

projects that is based on reading comprehension skills was developed
by researchers from the University of Chicago using Scratch.
Students are able to make meticulous observations with the
 Jabrayilzada Sevinj | 14

assistance of this strategy, which helps them avoid becoming

overwhelmed by complex code. This strategy scaffolds the student
approach as they browse through example programs. When it came
to issues about computer science, the students who utilized this
method did significantly better than the control group.

In the classroom, it is recommended to initiate the

implementation of the TIPP&SEE technique while instructing
computational thinking. For instance, in the Computer Science
EssentialsTM grade 2 unit titled "Creating Animations," problem
solvers are taught about computer animations through a series of
exercises, debates, and readings that are designed to make the
concepts of computer science relatable. Encourage students to apply
the TIPP&SEE method while they are reading the epilogue to the unit
and while they are studying the algorithms that they have created for
the animations.

Fourth, make use of support from other pupils. The students

who are working in groups should be given duties. It is possible for
kids with learning difficulties to achieve greater success through the
use of individual accountability and group rewards. To get kids ready
for working together, it is important to teach them specific skills and
15 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

vocabulary that will allow them to ask their classmates for assistance
and provide support.

The classroom application involves assigning students the role

of 'Tech Support'. It is the responsibility of this function to provide
assistance with logging in, to ask questions that have been set by the
teacher in order to guide investigation, or to give their solutions as a
demonstration.

5. Establish a connection to the real world. It is essential for

problems to have a meaningful connection to values in order to
achieve the highest possible level of student engagement. Increasing
students' enthusiasm and perseverance in STEM subjects can be
accomplished by making these links in the classroom. In order to
recruit students from groups that are currently underrepresented in
STEM professions, it is important to demonstrate that abilities in
STEM can assist in the resolution of real-world problems in their
communities.

The Engineering and Computer Science EssentialsTM: An

Integrated Program is a classroom application that aims to integrate
engineering, science, computer science, and mathematics. Through
the use of global locations, people that are approachable, and
 Jabrayilzada Sevinj | 16

concepts that are appropriate for the grade level, our program creates
a universe in which students are able to transition from engineering
to computer science modules without any difficulty.

6. Engage in cooperation and share. It is a strong tactic,

whether it is a gallery stroll or a class presentation, to suggest to
students that they look at the projects that their classmates have
created. When pupils see the work of other students, it serves as a
reminder that there are other approaches to solving an issue. Students
are also able to feel included and proud of their work as a result of
this. It is also helpful to celebrate and normalize debugging by
displaying actual bugs that are present in projects.

Students should be given the opportunity to record and narrate

their digital artifacts as part of the classroom application. Instruct
them to provide an example of the areas in which they required to
perform debugging.

Develop a growth mentality as a seventh step. Develop a setting

in which kids are at ease asking questions about science, technology,
engineering, and mathematics (STEM) and computer science.
Learning entails taking advantage of chances that present us with a
challenge to our thinking and provide us with the chance to grow
17 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

further. It is possible to assist students in overcoming feelings of

uncertainty and apprehension when they are confronted with failures
by encouraging them to adopt a growth attitude. If you want to foster
growth mindsets in your classroom, you should place more of an
emphasis on and reward the process of learning rather than the
results.

This classroom application aims to strengthen mental habits by

utilizing EiE's Computer Science Essentials: Integrated Program,
which is designed for students in grades 1 through 5.

2. The instruction of computer science to elementary school

students as a topic.

Computer science is the study of computers and the systems

that are used to do computations. Computer scientists, in contrast to
electrical and computer engineers, focus primarily on software and
software systems. This encompasses the conceptualization, design,
development, and implementation of software and software systems.

Artificial intelligence, computer systems and networks,

security, database systems, human computer interaction, vision and
graphics, numerical analysis, programming languages, software
engineering, bioinformatics, and theory of computing are some of the
 Jabrayilzada Sevinj | 18

primary fields of study that fall under the umbrella of computer

science.

The ability to write computer programs is a fundamental

component of the discipline of computer science; yet, it is only one
of many components that make up the field. In addition to studying
the performance of computer hardware and software, computer
scientists are responsible for the invention and analysis of algorithms
that are used to solve programs. The challenges that computer
scientists face range from the intangible to the tangible. For example,
they must design applications that are easy to use, perform well on
handheld devices, and adhere to security measures. In addition, they
must determine what problems can be solved with computers and the
complexity of the algorithms that are used to solve them.

It can be difficult to figure out how to educate children the

fundamentals of computers because technology is such a significant
part of our lives, but it is also changing at a rapid pace. Is a phone
considered a computer system? What about assistants that allow you
to speak to them? When should you take the time to sit down with a
youngster and teach them how to use a real computer?
19 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Because of technological advancements, it is highly likely that

your child is already familiar with a greater variety of computers than
the ones that you have used. The ever-evolving nature of computers
means that a laptop or desktop computer is no longer the first
computer that children are exposed to for the first time. If you have
ever given your phone to a young child or if your child has ever asked
Alexa to play a video, then they have had the opportunity to engage
with a computer.

Nevertheless, there is a significant benefit to instructing

children in the usage of a traditional computer with a keyboard and
mouse; they will be required to know how to use it for their
homework. There are certain tasks that are simpler to complete on
traditional computers, such as taking an online lesson in a
programming language.

So when is the best time to start teaching children about

computers? And what are some fundamental computing abilities that
children absolutely need to have? Continue reading to learn some
essential computer tips for children.
 Jabrayilzada Sevinj | 20

WHAT IS THE APPROPRIATE TIME TO PRESENT YOUR

CHILD WITH THE COMPUTER?

It is possible that every family will have a somewhat different

response to this issue because of the way they live their lives and how
they interact with technology.

Because they have witnessed their parents using computers,

some infants will already be familiar with personal computers. Some
people won't interact with a computer until they are much older.
However, there are a few common standards that should be followed.
You should consider teaching children how to use computers when:

• They are old enough to understand at least what a computer

is (the majority of children under the age of three will just see the
light and noise) • They are, at some point, old enough to begin using
computers at school • You are present so that you can monitor them

Children under the age of three should not be exposed to any

kind of screen, according to the recommendations of a number of
experts. However, the ultimate choice is with the parents, and there
are a variety of ways to go about making that decision.

To be more specific, this indicates that your child can be

exposed to computers within the age range of three to six years old.
21 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Educative programs or games that include the whole family working

together could be a good place to start for your youngster.

Everything that you do, on the other hand, ought to be

introduced while you are present. It is not appropriate for children
under the age of 12 to use a computer or to learn online without adult
supervision.

How to educate your chıld ın the workıngs of the computer

When it comes to teaching your child how to use a computer,

the most effective method is to begin with a desktop or laptop
computer in the family rather than a tablet or a mobile phone.

How come? This prevents the child from having access to the
computer and gives you the opportunity to instruct them in
fundamentals, such as how to turn the computer on and off and how
to open and close software programs.

First, however, you can demonstrate to them that the majority

of the artifacts they engage with on a regular basis are also
computers. They are going to be more inclined to study about the
topic once they come to the realization that even the candy machine
that they appreciate so much at the strip center that is closest to them
is actually a computer. They will come to the realization that
 Jabrayilzada Sevinj | 22

computers are much more than just a fun application of algorithms,

and that they require it in order to operate practically anything that
they get their hands on.

Since it is possible that children will use traditional computers

with keyboards at school, it is also necessary for them to acquire the
skills necessary to utilize these computers. Through the usage of a
physical computer, they will be able to improve their typing and
mouse abilities, as well as gain a better understanding of the
fundamentals of both hardware and software. Touchscreens are
unable to accomplish these things. You may also think about
presenting your child with a film or website that provides information
about the history of computers for children. This will allow them to
have a better grasp of what computers are and how they have evolved
over the years.

At this stage, you should also be teaching children fundamental

computer hygiene, such as that they should wash their hands (and
make sure they are completely dry) before using the computer, that
they should use gentle hands, and that they should keep food and
liquids away from the keyboard. The foundation that your child will
have for learning on computers at school and completing homework
will be strengthened as a result of this.
23 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

WHAT ARE SOME OF THE WORTHIEST COMPUTER

SKILLS THAT KIDS SHOULD HAVE?

All children, regardless of how much interest they have in

computers, require the same degree of computer abilities in order to
be successful in school. It is important to remember that the majority
of their schoolwork and assignments will be accomplished on a
computer. Furthermore, as kids become older, it is possible that they
will be obliged to have an email address or use particular social media
accounts.

Being a Typist

When youngsters are learning at school, having a strong

command of the keyboard is really necessary. It has been
demonstrated through research that touch typing improves both the
accuracy and speed with which children can type. Because children
are able to pick up skills more quickly than adults, it is preferable to
 Jabrayilzada Sevinj | 24

teach children how to type at a young age. For this reason, it is best
to teach children how to type as soon as possible.

E-mail

It is possible that your child will require an email address for

school or that they will beg for one in order to maintain
communication with their pals as they get older.

It is possible that this will occur as early as the second or third

grade, when they are of an age where they are able to read and write
effectively (and before they join social media networks). In spite of
this, they will require the leadership of an adult, and you will be
responsible for monitoring both their inbox and their outbox, in
addition to their spam.

Instead of utilizing a web-based account, you might want to

think about using an application like Outlook, which allows you to
download messages to your computer. While your child is still
young, this will prevent them from accessing the open Internet and
will also allow you to download communications in advance,
allowing you to read through them before your child encounters
them.
25 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The act of opening an email account for your children when

they are still relatively young is a pleasant activity that you may
perform to expose them to the concept of email. Send them emails,
tell them stories about their days, share some feelings with them, and
let them know how you felt when they took their very first steps,
among other things. You should give them the password to that email
account and allow them to take ownership of it when they reach the
age of 12 or 13, which is when they are mature enough to appreciate
such a gift.

The realization that there is always a human on the other side

of the screen is something that they should have by the time they have
learned how to code. This is something that will allow them to
develop meaningful technology solutions in the future. There is no
point in utilizing technology that does not connect with people and
work for and with them. Let them take the initiative to shape the
future, let them be the ones to invent, and let them make this world a
better place.

Doing research online

As your child gets older, they will begin to use the Internet to
seek for material for school tasks. Like any other activity, they will
 Jabrayilzada Sevinj | 26

want assistance from an adult in order to be successful. In spite of the

fact that your child will most likely be old enough to use a computer
on their own when they are given reports that involve research
(usually between the ages of 8 and 12), you should still assist them
with their initial research projects and teach them how to utilize
search engines.

To conduct research, it is not enough to simply type a term into

a search field. Although you are undoubtedly well aware of this fact,
your child is still in the process of learning, and not all websites can
be trusted.

Make certain that they acquire fundamental search abilities.

Your children will need to be aware of where they may acquire
reliable information, which websites should be avoided whenever
possible, and they will also need to be monitored in the event that
they stray from the path and find themselves in a different part of the
internet.

It may be helpful in setting up parental controls that restrict the

amount of time they can spend browsing. As soon as youngsters
realize how to conduct research online and are able to work
independently, it is important to remain close by while they are
27 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

learning so that you can monitor them and respond to any queries that
may arise.

Do you remember when we were their age and we would take

multiple volumes and versions of the Encyclopedia in order to find
the answer to a simple question?

The same thing takes place on the internet. In order to ensure

that our children are safe while using the internet, it is important for
them to understand that the many different sources that they can
connect with will provide them the opportunity to form their own
opinions on a number of topics.

The time has come to give our children the ability to form their
own thoughts and perspectives on a variety of subjects, and
conducting research online, under the supervision and direction of an
adult who is responsible for their actions, can be an excellent way to
accomplish this goal.

A coding system

For a variety of reasons, learning how to code is an important

ability for children to acquire. There is the fact that it is a language,
and the acquisition of new languages is beneficial to the growth of
the brain.
 Jabrayilzada Sevinj | 28

Additionally, children will be better able to comprehend the

technology that penetrates their environments and will be able to
transition from being consumers of technology to being creators of it
if they acquire the ability to code. In addition, in the process of
experimenting with programming, such as in a robotics class,
children can learn patience and critical thinking through the process
of coding. Empathy can be taught to children by having them focus
on the user experience when they are designing mobile applications.

Coding, on the other hand, can be seen as the process of going

well beyond the realm of pure programming.

Young students can benefit from learning to code by

developing their own software, boosting their self-esteem, gaining a
better understanding of how to build strong relationships with their
peers, and having the ability to express themselves boldly.

This occurs for a variety of reasons, one of which is that

children learn through coding that any concept they might have,
regardless of how outlandish it may sound, is feasible and can be
carried out.

Taking all of this into consideration, we can draw the

conclusion that teaching your children to code will, in fact, assist
29 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

them in developing their ability to plan, to find solutions to issues,

and to improve their ability to think strategically. In situations where
everything needs to have objectives, goals, and a strategy, creativity
tends to increase. The phrase "just coding" was the beginning of
everything. What could possibly be more perfect than this?

CHILDREN'S SAFETY ON THE INTERNET

The internet is a vast realm, and a significant portion of it

shouldn't be accessed by children of any age. So, how can you ensure
that your children are secure when they are using the internet?

When it comes to fundamental internet safety, the first thing

you should do is investigate the parental controls offered by your
internet service provider. By doing so, you will be able to ban the
websites and words that are the most offensive to you. Nevertheless,
that is not sufficient.

You will need to take an active role in ensuring the safety of

your child by teaching them how to behave responsibly when using
the internet and monitoring their behaviors while using the internet.
When children are first exposed to the computer, it may be beneficial
to establish some fundamental guidelines for them to follow.
 Jabrayilzada Sevinj | 30

This will educate them on the concept of privacy. Just one

example:

• Refrain from posting all of your private photographs. •

Refrain from disclosing any of your private information on the
internet, including your name, address, the school you attend, or your
passwords.

Whenever you meet someone online, you should never agree

to see them in person.

You are not allowed to respond to threats or bullying, and you

are not allowed to post threats or bully anybody else.

• If you come across or receive anything that frightens, worries,

or otherwise makes you feel uncomfortable, you should immediately
inform a parent or adult by calling them.

This is also a good moment to describe additional strategies and

tools that are aimed to gather personal information, such as spam,
phishing, malware, and other similar methods. As their usage of
technology increases, they will need to acquire the ability to avoid
these.
31 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

When it comes to teaching internet safety to older children and

teenagers, when they frequently have their own devices and desire
more privacy, the situation becomes more challenging. Even though
you have hopefully established a strong basis for safety with these
children, you should still be on the lookout for any indications of
potential danger.

It may be time to monitor your teen's messages, their search

history, and limit their internet access if they spend the entire night
online, if they receive messages from strangers or gifts that they did
not ask for, if they refuse to talk to you about their conduct online, or
if they turn off their phone or computer as you enter the room. In
order to accomplish this, parents have access to a variety of
resources. Several of these involve having conversations with your
children about the things they do online.

Contemplate the possibility of co-viewing or co-creating with

them on occasion. Ensure that you are aware of the websites and
applications that your youngster enjoys using the most. Gain an
understanding of how they function and what they anticipate from
them. Give them the impression that you are genuinely interested in
the things that they are interested in. Being present, on the other hand,
is the most effective thing you can do.
 Jabrayilzada Sevinj | 32

Don't leave them behind. Spend time together utilizing

applications and playing games online so that you can teach your
child how to behave in a healthy manner while using the internet. In
order to keep an eye on your child's computer use, monitor their video
watching, and listen to your child if they have worries about
something that occurred online, you should make sure that your
child's computer use takes place in a common area of the house.

One of the most widespread advantages of STEM education

is that it helps students build abilities that are applicable beyond the
confines of the classroom and into everyday life.

1. The Capability to Think Critically

Children are naturally inquisitive and interested in the world

around them, and they like asking questions. STEM education
provides them with the assistance they need to accomplish this and
further develop these talents. Every single one of the STEM fields is
connected by a single thing: the urge to explore new possibilities.

Because of this, education of this kind offers a channel through

which one can investigate ideas and find solutions to issues. In a
paradoxical manner, education in the STEM fields fosters creative
thinking and the ability to think "outside the box." It is possible for
33 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

children of any age to apply these talents to situations that occur in

the real world and come up with creative solutions to the challenges
they are confronted with.

To a similar extent, the implementation of fundamental

scientific procedures has the potential to boost children's confidence
in their ability to follow instructions. A straightforward scientific
experiment that involves a magnet and iron filings can be all that is
required to motivate a youngster to not only carry out the steps that
are being instructed to them but also to consider the reasons behind
their actions.

Once a youngster has acquired this skill, it can be utilized to

assist them in following a recipe or some instructions for constructing
brick structures. At first glance, these may appear to be unimportant
skills; yet, they are actually the foundation upon which one may build
their creative thinking abilities, which is one of the most sought-after
skills in the current employment scene.

2. Working Together and Working Together

Take a moment to reflect on your own elementary school years

and think about the lesson or project that you enjoyed the most. There
is a good chance that this is something that involves your classmates
 Jabrayilzada Sevinj | 34

in some way. Children are able to have a good time and produce work
that they can all take ownership of when they are working together
in a group setting. On the other hand, youngsters develop a great deal
of life-long learning skills when they participate in group projects.

Take into consideration the following setting: the students in a

class are divided into groups of four and given one hour to complete
their assignments. It is requested of them that they construct a poster
of the solar system that is A3 in size and includes three information
about each planet. As a result of participating in this activity, the
children are gaining the ability to communicate with one another in
an efficient manner and to accept the views and perspectives of each
individual. When it comes to effectively expressing oneself in day-
to-day life, these interpersonal skills are absolutely necessary.

The nature of the labor that must be done in order to accomplish

the objective brings about an automatic development of these skills.
By way of illustration, a child will acquire knowledge regarding self-
regulation and timekeeping. They also learn how to control their team
and ensure that they remain focused on the task at hand. Not only do
they acquire research abilities, but they also learn how to effectively
convey their discoveries to others.
35 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Because of the nature of STEM disciplines, open discussions

are conducive to their study. Because of this, it happens to be the
ideal discipline for cultivating an environment that is both inclusive
and cooperative. Because they are open to listen to the ideas and
viewpoints of other people, children who possess these talents
contribute to the enrichment of their experiences throughout their
daily lives. The ability to demonstrate such talents is also highly
valued by employers and university admissions committees.

Problem-Solving Abilities

Problem-solving may be one of the most valuable and

interesting abilities to acquire, despite the fact that the curriculum in
schools makes it sound like a tedious skill that can be learnt from a
textbook. In order to involve their students in the process of acquiring
this talent, educators all around the world are increasingly turning to
STEM pedagogy. The ability to find a solution to a problem is at the
core of every work that falls under the purview of STEM education,
which makes it ideally suited for such endeavors.

During STEM activities, children are encouraged to recognize

issues, formulate hypotheses about how to resolve them, and then put
those hypotheses to the test. The development of 'hard' problem-
 Jabrayilzada Sevinj | 36

solving skills, as well as perseverance and resilience, are both

fostered by this activity. The ability to learn how to deal with
challenges is something that a child may take with them into their
adult life and use to their advantage. On the surface, a tiny scientific
experiment and life decisions appear to have nothing in common; but,
in order to find a solution, both require the same core problem-
solving skills.

4. Literacy in technological matters

Both traditional literacy and technical literacy have emerged as

essential components of knowledge in today's society characterized
by rapid technological advancement. To ensure that a child is able to
make the most of their time spent in school, it is becoming
increasingly important for them to have access to educational
materials through the use of technology. Teachers are able to
introduce their students to the fundamentals of technology and offer
them with an outlet that enables the children to develop their
technical literacy at their own speed when they teach any subject that
falls under the STEM umbrella.

Activities that are both artistic and practical in nature and are
tied to technology, such as coding and robotics, are also utilized by
37 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

some educational institutions. Because of this, children are

encouraged to become responsible digital citizens, which includes
adding another level to the concept of technical literacy. Through
gaining a grasp of how technology operates, individuals are given the
ability to become active creators in the digital world, rather than only
active consumers. Having this knowledge instills confidence in their
own digital capabilities and gives them the ability to adjust to the
ever-changing technological landscape as they enter adulthood.

The cultivation of a passion for education

Curiosity and investigation are fostered through STEM

education, which in turn inspires a passion of learning that lasts a
lifetime. The fields of science, technology, engineering, and
mathematics (STEM) become more interesting and applicable when
children are involved in hands-on experiments, projects, and
applications that are relevant to the real world. As a result of the
hands-on nature of STEM education, youngsters are more likely to
develop a passion for discovery. They are inspired to inquire, and it
assists them in gaining a better understanding of the world that
surrounds them. STEM education helps students develop a passion
of learning at a young age, which paves the way for them to achieve
academic achievement and personal development in the future.
 Jabrayilzada Sevinj | 38

The subject of teaching computer science in primary

school

Various fields of activity mean almost all types of activity and

business activity of a modern person - from the daily work of a
secretary-typist, librarian, design engineer to the use of atomic
energy and space exploration. The principles of computer science are
used both in scientific work and in everyday life. The task of any
science is to collect information, analyze it and study it in order to
establish connections and patterns and obtain new information based
on the study - research results.

Various fields of activity mean almost all types of activity and

business activity of a modern person - from the daily work of a
secretary-typist, librarian, design engineer to the use of atomic
energy and space exploration. The principles of computer science are
used both in scientific work and in everyday life. The task of any
science is to collect information, analyze it and study it in order to
establish connections and patterns and obtain new information based
on the study - research results.
39 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The computer (from the English computer - computing device)

has become a reliable tool and an indispensable assistant in human
life and activity.

The main areas of computer use:

-accumulation, storage and processing of large volumes of

information, quick search for the required data;

-performing scientific, economic and design calculations;

-office work (writing letters and paperwork);

-training and acquisition of professional skills;

-publishing (creation of color and black-and-white magazines

and newspapers, scientific and fiction literature);

-constructing drawings, diagrams, creating drawings and

paintings, cartoons and video clips;

-communication between people located in different cities and

countries;

-imitation of the work of a human expert in a certain subject

area;

-games and entertainment.

 Jabrayilzada Sevinj | 40

Despite the variety of tasks solved with the help of a computer,

the principle of its application in each case is the same: information
entering the computer is processed in order to obtain the required
results.

It is no coincidence that the computer science course in the

USA and Great Britain is called Computer Science.

Informatics is concerned with processing information using a

computer.

At the end of the 16th century, Gian Domenico Campanella

wrote the book "The City of the Sun". Each of the four unanimously
elected main "rulers of the city of the Sun" had a library of only one
book called "Wisdom", where all sciences are presented in a
surprisingly concise and accessible manner.

How simple: open the "Book of Wisdom" and you will find an
answer to any question. The author of the utopian novel understood
the unreality of such ideas. But he deeply believed in the power of
the human mind, which is capable of opening the best ways of
bringing people to knowledge in the future, no matter how great their
reserve may be.
41 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Domenico Campanella was not mistaken in his hopes. The

imagination of the writer acquires visible demons. The man created
the "Book of Wisdom" - electronic computing machines (ЕВМ).

Abbreviation ЕВМ firmly entered our speech, although this

term does not accurately convey its essence. The ability to perform
calculations is far from the main purpose of modern computers. A
variety of information processing tasks are solved with their help.
Only the internal physical processes of informational and logical
transformations in EVM have a computational character.

This is also reflected in the concept of "computer" (eng.

computer - I think, I calculate). The popularity of this term is due to
its convenience for the formation of new concepts: computerization,
computer literacy, etc.

In the modern sense, a computer is an information machine, a

universal electronic tool for various information processing - data
processing, text editing, providing a dialog mode of communication
with a person, etc.

The rapid development and wide spread of computing

technology served as prerequisites for the emergence of a new branch
 Jabrayilzada Sevinj | 42

of science called informatics. This word appeared in the early 60s in

French to denote automated information processing in society.

Informatics (from French information - information and

futomafiogue - automation) - a branch of science that studies the
structure and general properties of scientific information, as well as
issues related to its collection, storage, search, processing,
transformation, distribution and use in various spheres of human
activity.

However, since the mid-70s, the term "informatics" has

become used as a synonym for the English phrase computer science
(science of calculations) to denote a scientific discipline related to
processing information of any nature with the help of ЕВМ.

Today, computer science is not only a scientific and academic

discipline. It turned into a dynamically developing industry of the
national economy.

The most important goal of elementary education is to create a

solid foundation for the next one:

-It implies not only the acquisition of basic knowledge and

skills, but also the development of abilities
43 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-cooperation and reflection.

Informatics is considered in the general secondary school and

in the primary school particularly in two aspects.

- from the position of forming the whole and system

-ideas about the world of information, about the community of

information processes in living nature,

-society, technology. From this point of view, schoolchildren

should be at the propaedeutic stage of education

-get the necessary preliminary views about the information

activity of the person.

The second aspect of the propaedeutic course of informatics —

mastering methods and means of obtaining,

-processing, transmission, storage and use of information,

solving tasks with the help of

-computer and other means of information and communication

technologies. This aspect

-connected, first of all, with the preparation of elementary

school students to the continuation of education, к
 Jabrayilzada Sevinj | 44

-active use of educational information resources: sound library,

video library,

-multimedia training programs, electronic reference books and

encyclopedias among others

-educational subjects, when performing creative and other

project works.

The computer science course in elementary school has a

complex character. According to the first The aspect of informatics
is carried out theoretically and practically computer-free preparation,
which includes the formation of primary concepts about the
information activity of a person, about the organization of publicly
significant information resources (libraries,

-archives and etc.), about moral and ethical norms of work with
information. According to

The second aspect of computer science is carried out by

practical user training —

-formation of primary ideas about the computer, including

preparation of schoolchildren to
45 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-educational electronic, zebigan with executive information

and commentarytechnologies on other subjects.

Thus, the most important result of studying computer science

at school is development

-such personal qualities that meet the requirements of the

information society, in particular,

-acquisition of students' informational and communication

competence (IKTkompetentnosti).

The computer science course program for elementary school is

developed in accordance with the requirements of FGOS for primary
general education are aimed at ensuring the realization of three group
of educational results: personal, meta subject and subject.

Since the experimental introduction of computer science in

primary school, significant experience has been accumulated in
teaching computer science to primary school students.

Teaching computer science in primary school is aimed at

developing primary school students' initial understandings about the
properties of information, ways of working with it, in particular using
a computer. It should be noted that the computer science course in
 Jabrayilzada Sevinj | 46

primary school makes a significant contribution to the formation and

development of the information component of universal educational
activities, the formation of which is one of the priorities of primary
general education. Moreover, computer science as an academic -
subject in which skills and abilities for working with information are
purposefully formed,

-can be one of the leading subjects in the formation of universal

educational activities (general educational skills and abilities).

An important problem in the implementation of a continuous

computer science course is the continuity of its teaching at different
educational levels.

Any course of study should have an internal unity, which is

manifested in the content and methods of teaching at all stages of
training. The structure of the course, its main content lines should
ensure this integrity.

Therefore, it is assumed that the content lines of teaching

computer science in elementary school correspond to the content
lines of studying the subject in secondary school, but are
implemented at the propaedeutic level. Upon completion of training,
students must demonstrate the formed skills and abilities in working
47 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

with information and apply them in practical activities and everyday

life.

The authors make an attempt to build a multi-level structure of

the subject "Computer Science", which would be considered as a
systematic course that continuously develops the knowledge of
schoolchildren in the field of computer science and information and
communication technologies.

The authors emphasize the need for schoolchildren to receive

at the earliest stages of training ideas about the essence of
information processes. Information processes are considered using
examples of transmission, storage and processing of information in
human information activity, wildlife, technology. In the process of
studying computer science in primary school, the skills of classifying
information, identifying the general and the specific, establishing
connections, comparing, drawing analogies, etc. are formed.

This helps the child to meaningfully see the world around him,
navigate it more successfully, and form the foundations of a scientific
worldview.

The proposed propaedeutic course in computer science is based

on the fundamental principles of general didactics: integrity and
 Jabrayilzada Sevinj | 48

continuity, scientific nature combined with accessibility, practice-

oriented nature combined with developmental learning. In terms of
solving the priority task of primary education — the formation of
UUD (general educational skills) — the skills of constructing models
of the problem being solved and solving non-standard problems are
formed.

The development of the creative potential of each child occurs

during the formation of planning skills in the course of solving
various problems. In the second grade, children learn to see the
surrounding reality from the point of view of the information
approach. In the process of learning, computer science terms
(source/receiver of information, communication channel, data, etc.)
are gradually introduced into the thinking and speech of students.
Schoolchildren study the structure of a computer, learn to work with
electronic documents. In the third grade, schoolchildren study the
presentation and coding of information, its storage on information
carriers.

The concept of an object, its properties and actions with it is

introduced. An idea of a computer as a system is given. Children
master information technologies:
49 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-technology of creating an electronic document, technology of

editing it, receiving/transmitting it,

-searching for information on the Internet. Students get

acquainted with modern tools

-for working with information (mobile phone, e-book, camera,

computer, etc.), at the same time learn to use them in their
educational activities. Concepts are introduced as needed, so that the
child can reason about his information activities, talk about what he
does, distinguishing and calling elementary technological operations
by their proper names.

In the fourth grade, the topics "World of Concepts" and "World

of Models" are considered, students' ideas about working with
various scientific concepts are formed, and the concept of an
information model, including a computer one, is introduced. The
concepts of an executor and an action algorithm, and the forms of
recording algorithms are considered.

Children master the concept of managing themselves, other

people, technical devices (tools for working with information),
associating themselves with the controlling object and realizing that
 Jabrayilzada Sevinj | 50

there is an object of management, realizing the goal and means of

management.

Schoolchildren learn to understand that the means of

management affect the expected result, and that sometimes the result
obtained does not correspond to the goal and expectations. In the
process of consciously managing their educational activities and the
computer, schoolchildren master the corresponding terminology and
correctly construct their speech.

They learn to recognize the management processes in the

surrounding reality, describe them in terms of computer science, and
give examples from their lives. Schoolchildren learn to see and
understand in the surrounding reality not only its individual objects,
but also their connections and relationships with each other, to
understand that management is a special, active way of relationships
between objects.

Seeing the relationships between objects of the system is the

first active step towards a systemic view of the world.

And this, in turn, contributes to the development of systemic

thinking in primary school students, which is so necessary in modern
life along with logical and algorithmic thinking.
51 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Logical and algorithmic thinking are also the subject of

targeted formation and development in the fourth grade with the help
of appropriate tasks and exercises.

A modern child is immersed in a new subject and information

environment. However, it is impossible to bring up a specialist in the
field of information technology or a programmer if you do not begin
teaching computer science in elementary grades.

Unlike in the past, the reality surrounding a modern child is

filled with countless man-made electronic devices. Among them are
a computer, mobile phones, a digital camera, digital video cameras,
players, decoders, etc. In these conditions, computer science in
elementary school is no less necessary than the Russian language and
mathematics.

In computer science lessons, schoolchildren consciously and

purposefully learn to work with information (search for it, analyze,
classify, etc.), distinguish form from content, i.e. meaning, recognize
and call objects of the surrounding reality by their names in computer
science terms. The study of computer science within the subject area
"Mathematics and computer science" is aimed at developing
figurative and logical thinking, imagination, mathematical speech,
 Jabrayilzada Sevinj | 52

the formation of subject skills and abilities necessary for the

successful solution of educational and practical problems and
continuing education.

A special place for training in computer science is given in the

subject "Technology". Within the framework of this subject, close
attention should be paid to ensuring initial ideas about computer
literacy of students.

The study of the integrated subject "World Around Us" is

aimed at "understanding the child's personal experience of
communication with nature and people; understanding one's place in
nature and society." Computer science, by teaching how to use a
universal tool for searching and processing information (a computer),
expands children's opportunities to learn about the world around
them and promotes their independence and creativity in the process
of learning.

The study of subjects of the aesthetic cycle (fine art and music)
is aimed at developing "the ability for emotional-value perception of
works of fine and musical art, expressing in creative works one's
attitude to the world around them." Mastering a graphic editor in
computer science lessons gives a younger schoolchild the
53 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

opportunity to create an image in a fundamentally different

technique, developing his logical thinking in close connection with
the emotional-value perception of the surrounding reality.

The study of Russian and the native language in primary

school is aimed at developing speech, thinking, imagination of
schoolchildren, the ability to choose language tools in accordance
with the conditions of communication - all this is taught by computer
science, awakening both a cognitive interest in words and the desire
to improve one's speech in the process of mastering a powerful tool
for working with information and its software, in particular - a text
editor, an electronic notepad, an electronic book.

In computer science lessons, when typing texts in a text editor,

students master the skills of writing correctly (since all errors the
computer highlights in red and offers a correctly written word),
participate in a dialogue (orally via Skype or in writing using the chat
mode). Learning to work on a computer, children compose written
texts-descriptions and narratives of a small volume, master the basics
of business writing (writing a note, address, letter).

Based on the fact that talking to children about numbers,

information and data, methods and tools for storing and processing
 Jabrayilzada Sevinj | 54

them cannot take place on a purely abstract level, both mathematics

and computer science are directly related to the content of other
disciplines of primary education.

In particular, with a foreign language. A foreign language in

primary school is studied from the 1st grade. It forms "elementary
communicative skills in speaking, listening, reading and writing;
develops speech abilities, attention, thinking, memory and
imagination of a primary school student." Computer science, on the
one hand, uses the knowledge

obtained in foreign language lessons (the English alphabet, for

example), on the other hand,

develops communicative skills, since it introduces new terms

into schoolchildren's speech and teaches

to communicate using modern ICT tools (e-mail, Skype, etc.).

Thus, computer science in primary school performs an integrating
function, forming knowledge and skills in the computer science
course and motivating 1C students to actively use the acquired
knowledge and skills when studying other disciplines in the
information educational environment of the school.
55 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Taking into account the specifics of integrating the subject into

the educational plan, the goals of the selected course "Computer
Science" are specified within the framework of a particular
educational area in order to achieve personal, meta-subject and
subject results.

1st group requirements: (personal results)

These requirements are achieved under the influence of the

application of the teaching methodology and special relations
"teacher - student":

1.1) readiness and ability for self-development, formation of

motivation for learning and knowledge;

1.2) value-semantic attitudes of students, reflecting their

individual-personal positions;

1.3) social competencies;

1.4) personal qualities.

 Jabrayilzada Sevinj | 56

2nd group requirements (meta-subject results)

These requirements are achieved under the influence of the

application of the teaching methodology and special relations
"teacher - student":

2.1) readiness and ability for self-development, formation of

motivation for learning and knowledge;

2.2) value-semantic attitudes of students, reflecting their

individual-personal positions;

2.3) social competencies;

2.4) personal qualities.

3rd group requirements: (subject results)

These requirements are achieved by mastering the theoretical

content of the course, solving educational problems in a workbook
and on a computer, and completing assignments and projects outside
of class time.

In terms of achieving the planned learning outcomes, the most

valuable competencies reflected in the course content are:
57 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• observe objects in the surrounding world; detect changes

occurring with an object, and learn to describe objects orally and in
writing based on the results of observations, experiments, and work
with information;

• correlate the results of observation with the goal, correlate the

results of an experiment with the goal,i.e. get an answer to the
question "Did you manage to achieve the set goal?";

• present information about the observed object orally and in

writing, i.e. create a text or graphic model of the observed object
using a computer with the use of a text or graphic editor;

• understand that mastering information technologies (text and

graphic editors) is not an end in itself, but a way of activity in the
integrative process of cognition and description (description means
the creation of an information model of a text, drawing, etc.);

• identify individual features characteristic of the objects being

compared; in the process of information modeling and comparison of
objects, analyze the results of the comparison (answers to the
questions "How are they similar?", "How are they not similar?");
combine objects by a common feature (what is superfluous, who is
 Jabrayilzada Sevinj | 58

superfluous, the same as..., the same as...), distinguish between the
whole and the part.

The creation of an information model can be accompanied by

the implementation of simple measurements in different ways. In the
process of learning the properties of the objects being studied,
complex mental activity is carried out using ready-made subject,
symbolic and graphic models;

-solve creative problems at the level of combinations,

transformation, analysis of information when doing exercises on the
computer and computer projects;

• independently draw up an action plan (concept), demonstrate

originality when solving a creative design problem, create creative
works (messages, short essays, graphic works), act out imaginary
situations, creating the simplest multimedia objects and
presentations, apply the simplest logical expressions such as:

"... and/or...", "if... then...", "not only, but also..." and give an
elementary justification for the expressed judgment;

• master the initial skills of transmission, search,

transformation, storage of information, use of a computer, when
performing interactive computer tasks and developmental exercises -
59 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

search (check) for the necessary information in an interactive

computer dictionary, an electronic library catalog. At the same time,
various methods of presenting information are mastered, including in
tabular form, organizing information alphabetically and by numerical
parameters (ascending and descending);

-gain experience in organizing one's activities by completing

interactive tasks specially developed for this purpose. These tasks
require following instructions, precisely following a sample and
simple algorithms, independently establishing a sequence of actions
when completing an interactive learning task when an answer is
required to the question "In what sequence should this be done to
achieve the goal?";

• gain experience in reflective activity by completing a special

class of exercises and interactive tasks. This occurs when
determining methods for monitoring and evaluating one's own
activity (answers to the questions "Is this the result obtained?", "Am
I doing this correctly?"), finding errors during the exercise and
correcting them;

• gain experience in cooperation when completing group

computer projects: being able to agree, distribute work among group
 Jabrayilzada Sevinj | 60

members, evaluate one's personal contribution and the overall result

of the activity.

From the point of view of achieving the planned learning

outcomes, the most valuable

competencies reflected in the course content are:

• observe objects of the surrounding world; detect changes

occurring with an object and learn to describe objects orally and in
writing based on the results of observations, experiments, and work
with information,

• correlate the results of observation with the goal, correlate the

results of an experiment with the goal, i.e., get an answer to the
question “Did you manage to achieve your goal?”;

• present information about the observed object orally and in

writing, i.e., create a text or graphic model of the observed object
using a computer using a text or graphic editor; understand that
mastering information technologies (text and graphic editors) is not
an end in itself, but a way of activity in the integrative process of
cognition and description (description is understood as the creation
of an information model of a text, drawing, etc.);
61 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• identify individual features characteristic of the compared

objects; in the process of information modeling and comparison of
objects, analyze the results of the comparison (answers to the
questions "How are they similar?", "How are they not similar?");
combine objects by a common feature (what is superfluous, who is
superfluous, the same as ..., the same as ...), distinguish between the
whole and the part.

The creation of an information model can be accompanied by

taking simple measurements in different ways. In the process of
cognizing the properties of the objects under study, complex mental
activity is carried out using ready-made subject, symbolic and
graphic models;

• solve creative problems at the level of combinations,

transformation, analysis of information when doing exercises on a
computer and computer projects;

• independently draw up an action plan (plan), demonstrate

originality in solving a creative design problem, create creative works
(messages, short essays, graphic works), act out imaginary situations,
creating the simplest multimedia objects and presentations, apply the
simplest logical expressions such as: "... and/or...", "if... then...", "not
 Jabrayilzada Sevinj | 62

only, but also..." and provide an elementary justification for the

expressed judgment;

• master the initial skills of transmitting, searching,

transforming, storing information, using a computer; when
performing interactive computer tasks and developmental exercises -
searching (checking) the necessary information in an interactive
computer dictionary, an electronic library catalog. At the same time,
there is mastery of various methods of presenting information,
including in tabular form, organizing information alphabetically and
by numerical parameters (ascending and descending);

• gain experience in organizing one's activities by performing

specially developed interactive tasks. These are tasks that involve
following instructions, precisely following a sample and simple
algorithms, independently establishing a sequence of actions when
performing an interactive learning task, when an answer to the
question "In what sequence should this be done to achieve the goal?"
is required;

• gain experience in reflective activity by performing a special

class of exercises and interactive tasks. This occurs when
determining methods for monitoring and evaluating one's own
63 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

activity (answers to the questions "Is this the result obtained?", "Am
I doing this correctly?"), finding errors during the exercise and
correcting them; gain experience of cooperation in the
implementation of group computer projects: be able to agree,
distribute work among group members, evaluate their personal
contribution and the overall result of the activity.

Correspondence to the age characteristics of students was

achieved:

- taking into account the individual intellectual differences of

students in the educational process through a combination of
typologically oriented forms of presentation of the content of
educational materials in all components of the teaching and
methodological kit;

- an optimal combination of verbal (verbal-semantic),

figurative (visual-spatial) and formal (symbolic) ways of presenting
educational materials without violating the unity and integrity of the
presentation of the educational topic;

- taking into account the diversity of students' cognitive styles

through providing the necessary educational material for all possible
types of educational activity.
 Jabrayilzada Sevinj | 64

In addition, compliance with the age characteristics of students

was achieved through the development of the operational-activity
component of textbooks, including tasks that form research and
project skills. In particular, the formation and development of skills
is carried out:

- observe and describe objects;

- analyze data on objects (items, processes and phenomena);

. highlight the properties of objects;

- generalize the necessary data;

- formulate a problem;

- put forward and test a hypothesis;

- synthesize the acquired knowledge in the form of

mathematical and information models;

- independently plan and forecast their practical actions, etc.

As a result of all of the above, a system of universal learning

activities is developed, which, according to the Federal State
Educational Standard, are the basis for creating training courses.
65 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

All components of the teaching and methodological kit

represent a single system that ensures continuity of studying the
subject in full. This consistency is achieved:

1. Reliance on through content lines:

• information, types of information (by method of perception,

by method of presentation, by method of organization);

• information objects (text, image, audio recording, video

recording);

• information sources (living and inanimate nature, human

creations);

• work with information (exchange, search, transformation,

storage, use);

• information technology tools (telephone, computer, radio,

television, multimedia devices);

• organization of information and data (table of contents,

indexes, catalogues, notebooks, etc.).

2. Using the general semantic structure of textbooks, which

allows for the implementation of the said continuity. The components
 Jabrayilzada Sevinj | 66

of this structure are built in accordance with the main stages of

cognitive activity:

• the "Repeat" section - updating of knowledge. Contains

interesting and significant information about the surrounding world,
nature, man and society, helps students establish a connection
between the goal of educational activity and its motive (personally
significant information).

The examples chosen by the authors may be familiar and

habitual at first glance, thereby provoking surprise at their
informational nature and significance from the point of view of vital
interests;

• the content of the paragraph is presented through the

components of the activity series: "Goal", "Understand", "Do", "The
Main Thing", "Know", "Be Able" - new knowledge.

This achieves the most rational sequence of actions for

studying new material: from understanding to practical application,
including the development of creative activity;

• sections "We understood", "We learned" - reflection.

67 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Organization of repetition of previously acquired knowledge,

skills, abilities. Use of means of stimulating students to independent
work (or in preparation for a test);

• "Words and terms for memorization" - generalizing

knowledge. Generalization and classification;

• practical tasks, including tasks in workbooks and EOR.

Formation and development of skills to use the acquired theoretical
knowledge in computer science, skills to structure the content of texts
and the process of setting and solving educational problems (culture
of thinking, culture of problem solving, culture of project and
research activities);

-formation and development of skills to plan, organize, control,

regulate and analyze one's own educational activities, the ability to
independently and consciously make one's own choice of values and
be responsible for this choice (self-management and self-
determination); formation and development of skills to find, process
and use information to solve educational problems, as well as skills
to organize cooperation with elders and peers, to organize joint
activities with different people, and achieve mutual understanding
with them.
 Jabrayilzada Sevinj | 68

Thus, the very structure of the presentation of material in

textbooks reflects the purposefulness of the formation of general
educational skills, abilities and methods of activity (UUD), which are
formed and developed within the framework of cognitive,
organizational and reflective activities. This achieves full mastery of
all components of educational activity, which include:

• educational motivation;

• educational goal;

• educational task;

•educational actions and operations (orientation,

transformation of material, control and assessment);

• meta-subject educational actions (mental actions of students

aimed at analysis and management of their cognitive activity).

The authors sought to optimally combine scientific and

methodological aspects in constructing the course of the academic
subject, therefore the content of the components of the teaching and
methodological kit is based on the historical logic of the development
of science. The teaching and methodological kit provides an optimal
69 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

combination of scientific content and methods of organizing training.

In particular, it is recommended to use the following lesson structure.

The study of the computer science course in the second grade

begins with the topic "Man and Information", during the study of
which the child's attention is drawn to the phenomenon of
information, emphasizing its role in human life. Then the types of
information are distinguished according to the way in which a person
perceives it, the concepts of the source and receiver of information
are introduced using simple examples, and the computer as a tool that
helps a person work with information is discussed.

The content of the second chapter naturally follows as a "link"

between information and the computer. The content of the third
chapter forms the understanding and ideas of school children that the
computer does not process information (information is processed by
a person), but data, i.e.

-encoded information. An idea of the types of data (encoded

information) is given, which is very important for younger
schoolchildren to understand why there are different application
programs: text and graphic editors, spreadsheets, etc.
 Jabrayilzada Sevinj | 70

-the corresponding programs are required to process different

types of data.

This chapter begins a serious conversation about binary coding.

The content of the fourth chapter is aimed at the formation and
development of the concept of a document, at the methods of its
creation, since the understanding of what data is for a second-grader
is not yet very relevant.

But the concept of a document is relevant in all senses, since

children already constantly deal with various paper and electronic
documents (with a birth certificate, applications, certificates, files,
etc.). In the third grade, there is a repetition and development of the
educational material covered in the second grade. Chapter two is
about actions with information. Schoolchildren, through a
conversation about actions with information, prepare to understand
the concept of an information process.

The culmination of the content in the third grade is the concept

of an object. An idea of an object as a subject of our attention is
formed, i.e. an object is understood to mean not only objects, but also
properties of objects, processes, events, concepts, judgments,
relations, etc.
71 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

This approach will allow already in primary school to

seriously consider such objects as "algorithm", "program",
"algorithm executor", "model", "control" and other abstract concepts.
This methodological approach allows a junior schoolchild to reason
about the properties of an algorithm, the properties of the "algorithm
executor", the properties of the control process, and so on, which
constitutes the content of the course in the fourth grade.

Already in the third grade, a serious conversation begins about

a computer as a system, about information systems. The content of
the fourth grade is what informatics should be studied in school for,
and, in particular, in primary school: for the formation and
development of concepts of modeling, model and control process.
The topic of management is the most important from the point of
view of the second generation Federal State Educational Standard,
since in primary school it is necessary to teach children to manage
not only the computer and their time, but also themselves.

The content of the computer science course in primary school

by grade is given below in the tables. The main types of educational
activities of students are presented in two versions: in the form of
analytical and practical activities.
 Jabrayilzada Sevinj | 72

What a computer science teacher needs to know and be able

to do

To work effectively as a computer science teacher, it is

important for a teacher to:

-Know the educational standards and requirements for teaching

the discipline "Computer Science and ICT";

-Know the psychological aspects of teaching schoolchildren of

different ages;

-Understand the specifics of preparing students for the Unified

State Exam and the Basic State Exam;

-Know the methods of organizing lessons (individual and

group);

-Be able to draw up a program and lesson plan for computer

science;

-Be able to apply modern technologies in teaching computer

science;

Constantly update your knowledge to keep abreast of all trends

in the field.
73 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Computer science teachers earn different amounts of money,

their income depends on their place of work, education, and
experience. On average, the salary of computer science teachers in
Russia ranges from 45,000 to 70,000 rubles. In the capital regions,
the median salary of computer science teachers is higher and can
reach 100,000 rubles. Computer science teachers in private schools
and in specialized organizations for preparing for the Unified State
Exam and the Basic State Exam also receive higher salaries.
Computer science teachers have access to various ways to increase
their income: for example, they can conduct private classes - prepare
schoolchildren for Olympiads and exams or simply explain material
that causes difficulties.

What are the requirements for computer science teachers

in schools?

In accordance with the Unified Qualification Requirements

(EQR) for teachers of the subject "Informatics and ICT", school
management has the right to hire people with higher or secondary
vocational education in a pedagogical or related field, regardless of
their experience.
 Jabrayilzada Sevinj | 74

Also, computer science training classes in schools can be

conducted by people who do not have an education in a specialized
university or secondary vocational educational institution, but who
have completed additional pedagogical training in this discipline.

People who want to become computer science teachers can

choose one of two options: either get a second pedagogical education
in full-time or part-time form, which usually takes several years, or
take a professional retraining program for a computer science
teacher, which allows you to get an education in a shorter period of
time.

A computer science teacher must have a wide range of

knowledge and skills to effectively teach students digital
technologies. Here are some important aspects that a computer
science teacher should have:

Deep knowledge of computer science

The teacher must have good knowledge of programming,

algorithms, databases, computer networks and other key topics of
computer science.
75 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Understanding regulatory requirements for teaching

The teacher needs to understand the requirements of the

Federal State Educational Standards (FSES) in order to teach the
subject in accordance with them: know how educational and
methodological programs are developed, how work is organized in
lessons, how the work of students is assessed.

Preparing students for the Unified State Exam and the Basic
State Exam is an important part of the work of a computer science
teacher, so he needs to understand all the intricacies of preparing
students, the variety of exam tasks and the assessment system.

Ability to teach different age groups

An IT teacher must be able to adapt lessons and teaching

methods for different age groups, from primary school students to
high school students.

Update your knowledge

The rapidly changing technological environment requires an IT

teacher to constantly update their knowledge and be aware of the
latest trends in the field of information technology.
 Jabrayilzada Sevinj | 76

Ability to motivate and engage students

It is important for a teacher to be able to inspire students and

interest them, showing how computer science can be useful for their
future.

Patience and communication skills

A teacher must be patient and have good communication skills

in order to effectively explain complex topics and help students
develop skills in the field of computer science and ICT.

A computer science teacher must have a wide range of

knowledge and skills to effectively teach students digital
technologies. Here are some important aspects that a computer
science teacher should have:

Deep knowledge of computer science

The teacher must have good knowledge of programming,

algorithms, databases, computer networks and other key topics of
computer science.
77 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Understanding regulatory requirements for teaching

The teacher needs to understand the requirements of the

Federal State Educational Standards (FSES) in order to teach the
subject in accordance with them:

-know how educational

- methodological programs are developed, how work is

organized in lessons, how the The students' work is assessed.

Preparing students for the Unified State Exam and the Basic
State Exam is an important part of the work of a computer science
teacher, so he needs to understand all the intricacies of preparing
students, the variety of exam tasks and the assessment system.

Ability to teach different age groups

An IT teacher must be able to adapt lessons and teaching

methods for different age groups, from primary school students to
high school students.

Update your knowledge

The rapidly changing technological environment requires an IT

teacher to constantly update their knowledge and be aware of the
latest trends in the field of information technology.
 Jabrayilzada Sevinj | 78

Ability to motivate and engage students

It is important for a teacher to be able to inspire students and

interest them, showing how computer science can be useful for their
future.

Patience and communication skills

A teacher must be patient and have good communication skills

in order to effectively explain complex topics and help students
develop skills in the field of computer science and ICT.

A computer science teacher must have a wide range of

knowledge and skills to effectively teach students digital
technologies. Here are some important aspects that a computer
science teacher should have:

Deep knowledge of computer science

The teacher must have good knowledge of programming,

algorithms, databases, computer networks and other key topics of
computer science.

Understanding regulatory requirements for teaching

The teacher needs to understand the requirements of the

Federal State Educational Standards (FSES) in order to teach the
79 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

subject in accordance with them: know how educational and

methodological programs are developed, how work is organized in
lessons, how the The students' work is assessed.

Preparing students for the Unified State Exam and the Basic
State Exam is an important part of the work of a computer science
teacher, so he needs to understand all the intricacies of preparing
students, the variety of exam tasks and the assessment system.

Ability to teach different age groups

An IT teacher must be able to adapt lessons and teaching

methods for different age groups, from primary school students to
high school students.

Update your knowledge

The rapidly changing technological environment requires an IT

teacher to constantly update their knowledge and be aware of the
latest trends in the field of information technology.

Ability to motivate and engage students

It is important for a teacher to be able to inspire students and

interest them, showing how computer science can be useful for their
future.
 Jabrayilzada Sevinj | 80

Patience and communication skills

A teacher must be patient and have good communication skills

in order to effectively explain complex topics and help students
develop skills in the field of computer science and ICT.

Computer science is a very young science - its emergence and

formation dates back to the second half of the 20th century. The term
"computer science" in Russian literature has been used relatively
recently and its interpretation still cannot be considered established
and generally accepted. This is due to the terminological and
conceptual difficulties in introducing the concept of "computer
science" and its derivative concepts.

The explanatory dictionary of computer science defines it as

follows: "Scientific, technical and technological discipline; deals
with issues of collecting, storing, processing, transmitting data,
including using computer technology" The origins of computer
science are closely related to mathematics and cybernetics. A special
role in this was played by mathematical logic and cybernetics, which
created the theoretical prerequisites for the creation of computers.
The father of cybernetics is generally recognized to be the American
scientist Norbert Wiener, who in 1948 published the book
81 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

"Cybernetics, or Control and Communication in the Animal and the

Machine". In relation to cybernetics, the most serious mistakes and
distortions were made in our country by the state and the ideological
organs of the Communist Party.

Cybernetics was declared a "bourgeois pseudoscience", a

"whore of imperialism" (this is a cliché of newspapers and magazines
of those times). As early as 1954, the "Brief Philosophical
Dictionary" characterized cybernetics as a "reactionary
pseudoscience that arose in the United States after the Second World
War and became widespread in other capitalist countries; a form of
modern mechanism."

Gross mistakes due to such an incorrect ideological assessment

caused serious harm to science, slowed down its development in our
country for many years, led to a significant lag in the development of
domestic electronic computers.

We feel this lag to this day. Only the enormous needs for
machine calculations for the creation of atomic weapons and rocket
technology forced to push aside ideological dogmas, prevented the
defeat of cybernetic science in our country, and allowed the
development of domestic computers
 Jabrayilzada Sevinj | 82

Cybernetics and informatics have much in common, based on

the concept of management. Cybernetics studies the general laws of
information flow in arbitrary systems, in particular, in those aspects
that relate to management processes. Informatics studies the general
patterns of information flow in nature and in social systems.

If cybernetic principles do not depend on particular real

systems, then the principles of informatics are always in close
connection with the functioning of real systems.

The term "computer science" itself is of French origin and was

introduced into wide circulation in the 60-70s of the 20th century as
a combination of two French words "informatione" (information) and
"avtomatique" (automation). In the USSR in the mid-20th century,
the term "computer science" was associated with the processing of
scientific and technical information. However, since the mid-1970s,
the term has received a different interpretation in the works of
academician A.P. Ershov "... as the name of a fundamental natural
science that studies the processes of transmission and processing of
information"

Recently, some scientists and methodologists have proposed to

introduce a new term for school computer science - "computer
83 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

science", which partially corresponds to the translation from English

of the term "Computer Science". However, it has not gained
popularity. The structure of school informatics is divided into 4
sections:

1) Software or mathematical support, which includes

programming tools for designing and supporting information,
educational and control systems of secondary schools

2) Technical support, which includes determining the

parameters of equipment of typical school computer rooms,
substantiation of economically feasible choice of computer tools for
supporting the educational process

3) Educational and methodological support includes issues of

developing educational programs, teaching aids, textbooks for the
school course of informatics, as well as related subjects using
information and communication technologies

The subject of ITM in primary school.

The course "Methodology of Teaching Computer Science"

appeared in the curricula of pedagogical universities in the mid-80s
of the last century almost simultaneously with the introduction of the
subject
 Jabrayilzada Sevinj | 84

Fundamentals of Informatics and Computer Engineering in

school in 1985. Approximately since the mid-90s, the methodology
of teaching computer science in elementary grades began to develop
in connection with the fact that some advanced, elite schools in
Russia began to teach computer science in grades 1-4.

The methodology of teaching computer science Teaching

methods of computer science in primary school is an integral part of
the methodological system of computer science as a school discipline
and is currently going through the formation stage. This is due to the
fact that computer science is a very dynamic discipline, changes
occur quickly, the content is replenished with new knowledge, as a
result of which the methodological system of this discipline also
changes.

This will continue until computer science is finally formed as

a science and as a school subject. Teaching methods of computer
science is aimed at developing such methods and techniques that will
allow the teacher to achieve the maximum result in a minimum
period of time.

Teaching methods of computer science is a part of pedagogy,

therefore, the teacher can rely on the pedagogical techniques already
85 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

known to him in the lesson. But it is necessary to take into account

the specificity of the subject of computer science.

For example, in relation to computer science, the classical

class-lesson system of Ya. A. Kamensky raises doubts. And the
presence or absence of computers in school gives rise to the problem
of two-variant training: machine and non-machine learning.

Teaching methods of computer science is aimed at developing

such methods and techniques that will allow the teacher to achieve
the maximum result in a minimum period of time.

Teaching methods of computer science is a part of pedagogy,

therefore, the teacher can rely on the pedagogical techniques already
known to him in the lesson. But it is necessary to take into account
the specificity of the subject of computer science.

For example, in relation to computer science, the classical

class-lesson system of Ya. A. Kamensky is questionable. And the
presence or absence of computers in school gives rise to the problem
of two options for training: machine and non-machine learning.

Therefore, it seems natural that MPI is unthinkable without

psychological and pedagogical research, which should include the
development of theoretical and practical foundations for constructing
 Jabrayilzada Sevinj | 86

educational activities taking into account machine and non-machine

options.

There is a problem of "rejuvenation" of computer science. If

earlier computer science was taught only in high school, now
computer science is taught in elementary grades.

. Acquiring computer literacy (CL) is the formation of a

qualitatively new generation. Considering that a person receives the
overwhelming share of his abilities and skills in childhood, that
preschool and primary school students more easily perceive new
styles and forms of thinking, the formation of CL should be started
as early as possible. The central argument in favor of introducing a
CL course for primary school students is the principle of equal access
to education. How to teach kids computer science?

The methodological system of teaching any subject consists

of five parts:

- goals,
- content,
- methods,
- means,
- organizational means of teaching.
87 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

We will consider all these issues as the subject of MPI in

elementary grades.

The subject of teaching methods of computer science is

traditionally divided into two parts:

1) issues of general methodology;

2) study of private methodological systems (specific methods).

The term "methodology" comes from the Greek word

methodos - path, study of theory, teaching, way to achieve a goal.

If, in general, the result of teaching computer science should be

good knowledge of the subject, then (2) the main goals of the
propaedeutic course of computer science in the junior grades are: -
formation of the basics of computer literacy;

- development of logical thinking;

- development of algorithmic skills and systemic approaches to

solving problems;

- formation of basic computer skills.

What is needed for this?

1) Availability of a concept for teaching computer science.

 Jabrayilzada Sevinj | 88

2) Availability of a curriculum for the subject, developed in

accordance with the concept.

3) Good professional training of the teacher - knowledge of

general, practical computer science, as well as knowledge of
mathematics, physiology, psychology and pedagogy.

4) Availability of a computer lab.

5) Availability of electronic training programs in primary

school subjects.

6) Availability of methodological materials.

Let us highlight (4) the main goals of the MPI:

1) development of concepts for teaching computer science:

2) development of educational programs in computer science,

with some programs having to correspond to the actual level of
computerization in the region, while others may include items taking
into account the development and implementation of new
information technologies;

3) equipping the computer science teacher with knowledge,

skills, and abilities necessary for rational and creative teaching;
89 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

4) focusing the computer science teacher on solving

educational, upbringing and developmental tasks.

(5) Requirements for a computer science teacher in elementary

grades.

1. Knowledge of general, practical computer science; sections

of mathematics: "Sets. Operations on sets", "Elements of
mathematical logic", MPI.

2. Knowledge of physiology, psychology, pedagogy.

3. Possession of user skills in working with a computer.

4. Knowledge of various private methods and programs for

studying computer science in primary grades, both in machine and
non-machine versions.

5. Using the most effective traditional methods and techniques

and new pedagogical and information technologies in teaching
computer science.

6. Constantly improving your theoretical and practical

knowledge and skills in computer science, using specialized
literature, periodicals on computer science, as well as attending
seminars, conferences, courses for teachers, the Internet.
 Jabrayilzada Sevinj | 90

7. Conduct targeted work to implement educational,

upbringing and developmental learning goals in each computer
science lesson and in extracurricular work.

8. Form an interest in computer science and arouse students'

desire to master a computer.

9. Analyzing and improving your teaching of computer science

based on any program, strive to develop your own concept and
program for teaching computer science in elementary grades.

Goals and objectives of introducing the subject of computer

science in primary school.

Goals and objectives of teaching computer science at school,

pedagogical functions of the computer science course

Computer literacy as the initial goal of introducing the

computer science course at school and information culture as a
promising goal of teaching computer science at school

The goals of education in general, as well as general school

education, in particular, are the prerogative of the state, which, on the
basis of the current legislative framework, forms the general
principles of its pedagogical policy. According to the Law of the
91 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Republic of Kazakhstan "On Education", among such principles, the

first place is "... the humanistic nature of education, the priority of
universal values, life and human health, free development of the
individual; education of citizenship and love for the Motherland."
Education in Kazakhstan aims to develop an independent, free,
cultural, moral personality, aware of responsibility to the family,
society and the state, respecting the rights and freedoms of other
citizens.

The Constitution and laws, capable of mutual understanding

between people, nations, different racial, national, ethnic, religious,
social groups. On this basis, the main tasks of the comprehensive
school are formulated:

• ensuring that students master the system of knowledge

determined by social and production needs;

• forming a scientific worldview, political, economic, legal

culture, humanistic values and ideals, creative thinking,
independence in replenishing knowledge;

• satisfying the national and cultural needs of the population,

raising a physically and morally healthy generation;
 Jabrayilzada Sevinj | 92

• developing in young people a conscious civic position, human

dignity, the desire to participate in democratic self-government,
responsibility for their actions.

"Secondary school is a general education and general

developmental school, laying the foundation for comprehensive
development, initial professional training, the ability to continuous
education and mastering any profession for each child."

The projected results of the educational and upbringing

activities of the school described above can be grouped into three
main general goals that are set for the system of general school
education: educational and developmental goals; practical goals;
educational goals.

General goals of teaching computer science are determined

taking into account the characteristics of computer science as a
science, its role and place in the system of sciences, in the life of
modern society.

Let us consider how the main goals characteristic of the school

as a whole can be attributed to the education of schoolchildren in the
field of computer science. The educational and developmental goal
of teaching computer science at school is to give each student basic
93 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

fundamental knowledge of the basics of computer science, including

ideas about the processes of transformation, transmission and use of
information, and on this basis to reveal to students the importance of
information processes in the formation of a modern scientific picture
of the world, as well as the role of information technology and
computing in the development of modern society. Studying the
school course in computer science is also intended to equip students
with those basic skills and abilities that are necessary for a solid and
conscious assimilation of this knowledge, as well as the basics of
other sciences studied at school.

Assimilation of knowledge from the field of computer science,

as well as the acquisition of relevant skills and abilities, is intended
to significantly influence the formation of such personality traits as
the general mental development of students, the development of their
thinking and creativity. The practical goal of the school course in
computer science is to contribute to the labor and technological
training of students, i.e. to equip them with the knowledge, skills and
abilities that could ensure preparation for labor activity after
graduation.

This means that the school computer science course should not
only introduce the basic concepts of computer science, which
 Jabrayilzada Sevinj | 94

certainly develop the mind and enrich the child's inner world, but also
be practically oriented - teach the student to work on a computer and
use new information technologies.

For career guidance purposes, the computer science course

should provide students with information about professions directly
related to computers and computer science, as well as various
applications of the sciences studied at school, based on the use of
computers.

The educational goal of the school computer science course is

ensured, first of all, by the powerful ideological impact on the
student, which is exerted by the awareness of the possibilities and
role of computing technology and information technology in the
development of society and civilization as a whole.

The contribution of the school computer science course to the

scientific worldview of schoolchildren is determined by the
formation of an idea of information as one of the three fundamental
concepts of science: matter, energy and information, which underlie
the structure of the modern scientific picture of the world. In addition,
when studying computer science at a qualitatively new level, a
culture of mental work is formed and such important universal
95 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

characteristics as the ability to plan your work, rationally perform it,

critically correlate the initial work plan with the real process of its
implementation. The study of computer science, in particular, the
construction of algorithms and programs, their implementation on a
computer, requiring from students mental and volitional efforts,
concentration, logicality and developed imagination, should
contribute to the development of such valuable personal qualities as
persistence and determination, creative activity and independence,
responsibility and hard work, discipline and critical thinking, the
ability to argue their views and "beliefs.

The school subject of computer science, like no other, imposes

a special standard of requirements for the clarity and conciseness of
thinking and actions, because the accuracy of thinking, presentation
and writing is the most important component of working with a
computer.

It is well known how difficult it is sometimes to lead a student

to a guess how to solve a problem. In the computer science course, it
is not only a matter of guessing, it must be clearly and meticulously
implemented in an algorithm for a computer, absolutely accurately
write this algorithm on paper and / or enter it from the keyboard
without errors.
 Jabrayilzada Sevinj | 96

When studying a new course, schoolchildren should gradually

develop a negative attitude towards any vagueness, lack of
specificity, vagueness, etc. It would be naive to believe that these
important personality traits are formed by themselves when studying
the subject of computer science.

This requires painstaking work of the teacher, and it is

necessary to immediately take into account these features of
computer science and not condone the negligence of students, even
if in some specific case it does not entail immediate trouble.

None of the above-mentioned main goals of teaching computer

science can be achieved in isolation from each other, they are closely
interconnected. It is impossible to obtain the educational effect of the
subject of computer science without ensuring that schoolchildren
receive the basics of general education in this area, just as it is
impossible to achieve the latter by ignoring the practical, applied
aspects of the content of education.

General goals of school education in the field of computer

science. as a triad of basic goals, remaining in their general didactic
essence very vague (although quite stable), when imposed on the real
educational sphere are transformed into specific learning goals. And
97 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

here it turns out that the formulation of specific learning goals for the
subject of computer science is a very difficult onto didactic task (and
all the previous – although not so great - experience of setting the
subject of computer science in school confirms this).

This situation occurs not only in relation to school computer

science and there is a well-known explanation for it. Let us turn to
the general philosophical interpretation of the concept of a goal: "A
goal is an ideal, mental anticipation of the result of an activity. As a
direct motive, a goal directs and regulates human activity.

The content of a goal depends on the objective laws of reality,

the real possibilities of the subject and the means used." As an ideal
(non-material) product, the goal itself is very mobile, dynamic, since
it is generated by the consciousness of an active person, constantly
interacting with a changing world and constantly changing himself.
This means that, being objective in its origin, the goal is subjective.
It is not for nothing that, according to the Latins, "when two people
say the same thing, it is not the same thing."

The wisdom and insight of the ancients can be vividly

illustrated by the judgments of many modern computer science
teachers, who often use the same concepts, but put significantly
 Jabrayilzada Sevinj | 98

different content into these concepts. And yet, what are the goals of
school education in the field of computer science made up of and
what influences the formation of them? It is obvious that the
projection of specific goals of the school subject of computer science
should be based primarily on the analysis of the fundamental
foundations of computer science, its position among other sciences
and the role it plays in society at the modern stage of its development.
Here it is immediately necessary to note that the fundamental
foundations of computer science continue to be in a state of formation
and development, which leads to controversial and ambiguous
assessments of them, still accompanied by discussions.

The formation of specific goals for teaching school subjects is

also influenced by the development of the educational paradigm
itself, in particular, the formation and stabilization of approaches to
the standards of general secondary education, which also gives rise
to the intersection of various, sometimes frankly subjective views and
judgments.
99 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

General didactic approaches to determining the content of

the computer science course

The educational standard for "Computer Science" formulates

the objectives of studying the subject, which are divided into primary,
basic and high school. In basic school, the study of computer science
is aimed at achieving the following objectives:

• mastering the knowledge that forms the basis of scientific

ideas about information, information processes, systems,
technologies and models;

• mastering the skills of working with various types of

information using a computer and other means of information and
communication technologies (ICT);

• developing cognitive interests, intellectual and creative

abilities by means of ICT;

• cultivating a responsible attitude to information, taking into

account the legal and ethical aspects of its dissemination; selective
attitude to the information received;

• developing skills in using ICT in everyday life, when

implementing individual and collective projects, in educational
 Jabrayilzada Sevinj | 100

activities, further mastering professions in demand on the labor

market.

In high school, the following goals are set at the basic level:

• mastering a system of basic knowledge reflecting the

contribution of computer science to the formation of a modern
scientific picture of the world, the role of information processes in
society, biological and technical systems;

• mastering the skills to apply, analyze, transform information

models of real objects and processes, using information and
communication technologies, including when studying other school
disciplines;

• developing cognitive interests, intellectual and creative

abilities by mastering and using computer science methods and ICT
tools when studying various academic subjects;

• cultivating a responsible attitude to compliance with ethical

and legal standards of information activities;

• acquiring experience in using information technologies in

individual and collective educational and cognitive, including project
activities.
101 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

In high school, the following goals are set at the profile

level:

• mastering and systematizing knowledge related to:

mathematical objects of computer science; to constructing
descriptions of objects and processes that allow their computer
modeling; to modeling tools; to information processes in biological,
technological and social systems;

• mastering the skills of constructing mathematical objects of

informatics, including logical formulas and programs in a formal
language that satisfy a given description; creating programs in a
programming language based on their description; using general-
purpose tools and customizing them for the needs of the user;

• developing algorithmic thinking, formalization abilities,

elements of systemic thinking;

• cultivating a sense of responsibility for the results of one's

work; forming an attitude toward positive social activity in the
information society, toward the inadmissibility of actions that violate
legal and ethical norms of working with information;
 Jabrayilzada Sevinj | 102

Advanced training (teacher)

• gaining experience in project activities, creating, editing,

designing, storing, transferring information objects of various types
with the help of modern software; building computer models,
collective implementation of information projects, information
activities in various areas in demand on the labor market.

The listed goals of the school course in computer science and

ICT can be grouped into three main general goals: educational,
practical and upbringing. These general goals of training are
determined taking into account the place of computer science in the
system of sciences and the life of modern society.

The educational goal of teaching computer science is to give

each schoolchild initial fundamental knowledge of the basics of
computer science, including ideas about the processes of
transformation, transmission and use of information, and on this basis
to reveal the significance of information processes in the formation
of a scientific picture of the world, the role of information
technologies and computers in the development of modern society. It
is necessary to equip students with basic skills and abilities for a solid
assimilation of this knowledge and the basics of other sciences.
103 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The implementation of the educational goal in accordance with

the laws of didactics promotes the general mental development of
students, the development of their thinking and creative abilities.

Practical goal - involves contributing to the labor and

technological training of students, equipping them with the
knowledge, skills and abilities necessary for subsequent labor
activity. Students should not only be introduced to the theoretical
foundations of computer science, but also taught to work on a
computer and use modern information technology tools; introduced
to professions directly related to computers.

The educational goal is realized by the ideological influence on

the student by making him aware of the importance of computing and
information technology for the development of civilization and
society. It is important to form an idea of information as one of the
three fundamental concepts of science: matter, energy and
information. The use of modern information technology in teaching
forms a culture of mental work. The study of computer science
requires from students certain mental and volitional efforts,
concentration, logic and imagination. In the computer science course,
the student should learn to clearly and meticulously implement the
algorithm of his actions, be able to write it down on paper with
 Jabrayilzada Sevinj | 104

absolute precision and enter it into the computer without errors. This
gradually weans students from inaccuracy, fuzzy, vague, vague,
careless, etc. Of course, all three of these goals are interconnected
and cannot be implemented in isolation from each other. It is
impossible to achieve an educational effect by ignoring the practical
side of the content of training.

General goals in the real educational process are transformed

into specific goals of training. However, this turns out to be a difficult
task, which is confirmed by many years of experience in teaching
computer science at school. The formulation of specific goals is
influenced by the fact that computer science itself is in the stage of
intensive development. In addition, a change in the paradigm of
education, in particular its standards, gives rise to a change in the
content of these goals, increases the share of subjectivity in their
definition.

When the OIVT course was first introduced in 1985, the

strategic goal put forward was "...comprehensive and deep mastery
of computing technology by young people", which at that time was
considered an important factor in accelerating scientific and
technological progress in our country and eliminating the emerging
105 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

gap with the advanced industrial countries of the West. The main
goals of the course then were:

• forming students' understanding of the basic rules and

methods for implementing problem solving on a computer;

• mastering basic skills in using microcomputers to solve

problems;

• familiarization with the role of computers in modern

production.

Scientists and methodologists then believed that the

introduction of a computer science course would create opportunities
for studying school subjects at a qualitatively new level due to
increased visibility, the ability to model complex objects and
processes on a computer, would make the assimilation of educational
material more accessible, would expand the educational
opportunities of schoolchildren, activate their cognitive activity.

Computer literacy of students was set as a specific goal.

The concept of computer literacy quickly became one of the

new concepts of didactics. The following components were gradually
 Jabrayilzada Sevinj | 106

identified, determining the content of computer literacy of school

children

• the concept of an algorithm, its properties, means and

methods of description, the concept of a

program as a form of presentation of an algorithm for a

computer;

• the basics of programming in one of the languages;

• practical skills in using a computer;

• the principle of operation and structure of a computer;

• the use and role of computers in production and other areas

of human activity.

As can be seen from the content, computer literacy (CL) is an

expansion of the concept of students' algorithmic culture (SC) by
adding some "machine" components. This natural continuity has
always been emphasized, and methodologists even set the task of
"completing the formation of the leading components of
schoolchildren's algorithmic culture as the basis for the formation of
computer literacy", which can be represented by the diagram:

SC -> CL
107 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The following content can be distinguished in the components

of students' computer literacy:

1. Ability to work on a computer. This skill is a skill at the

user level, and includes: the ability to turn on and off the computer,
keyboard skills, the ability to enter numerical and text data, correct
them, and run programs. This also includes the ability to work with
application programs: a text editor, a graphics editor, a spreadsheet,
game and educational programs. In terms of their content, these skills
are available to primary school children and even preschoolers.

2. The ability to write programs for a computer. Most

methodologists believe that training programmers cannot be the goal
of a comprehensive school, however, understanding the principles of
programming should be included in the content of education in
computer science. This process should be extended in time and begin
with developing the ability to write simple programs, including the
organization of branches and cycles. Such programs can be written
using simple and visual "pre-language" tools.

In senior classes, in the context of specialized education, it is

possible to study one of the programming languages. In this case, it
is not so much the study of the language that is important, but rather
 Jabrayilzada Sevinj | 108

the formation of a solid knowledge of the fundamental rules for

compiling algorithms and programs.

3. Concepts of the structure and operating principles of a

computer. The school physics course covers various physical
phenomena underlying the operation of a computer, and the
mathematics course covers the most general provisions related to the
principles of organizing computing on a computer. In the computer
science course, students must master information that allows them to
navigate the capabilities of individual computers and their
characteristics. This component of computer literacy has an
important career guidance and ideological significance.

4. Concepts of the use and role of computers in production

and other areas of human activity, as well as the social
consequences of computerization. This component should be
formed not only in computer science lessons - it is necessary that the
school computer be used by students when studying all academic
subjects. The implementation of projects by schoolchildren and
solving problems on a computer should cover various areas of
application of computing equipment and information technology.
109 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Computer literacy components can be represented by four key

words: communication, programming, device, application. In
teaching schoolchildren, it is unacceptable to focus on any one
component, since this will lead to a significant imbalance in
achieving the final goals of teaching computer science.

For example, if the communication component dominates, then

the computer science course becomes predominantly user-oriented
and aimed at mastering computer technologies. If the emphasis is on
programming, then the goals of the course will be reduced to training
programmers.

The first program of the OIVT course in 1985 was quickly

supplemented by a second version, which expanded the goals of the
course and in which a new concept of "information culture of
students" appeared. The requirements of this version of the program,
taken in a minimum volume, set the task of achieving the first level
of computer literacy, and taken in a maximum volume - the
development of the information culture of students. The content of
the information culture (IC) was formed by some expansion of the
previous components of computer literacy and the addition of new
ones. This evolution of the goals of schoolchildren's education in
computer science is presented in the diagram:
 Jabrayilzada Sevinj | 110

AC — KG — IC ?

As can be seen from the diagram, a question mark is placed at

the end of the chain of goals, which is explained by the dynamism of
the goals of education, the need to correspond to the modern level of
development of science and practice. For example, now there is a
need to include in the content of the concept of IC ideas about
information and communication technologies, the possession of
which is becoming an obligatory element of the general culture of a
modern person. Some methodologists suggest forming an
information technology culture of schoolchildren. The information
culture of a schoolchild includes the following components:

1. Skills in correctly setting problems for solution with the help

of a computer.

2. Skills in formalized description of the tasks, elementary

knowledge of methods of mathematical modeling and the ability to
build simple mathematical models of the tasks.

3. Knowledge of the main algorithmic structures and the ability

to apply this knowledge to build algorithms for solving problems
based on their mathematical models.
111 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

4. Understanding the structure and functioning of a computer,

basic skills in composing computer programs according to a
constructed algorithm in one of the high-level programming
languages.

5. Skills in the qualified use of the main types of modern

information and communication systems to solve practical problems
with their help, understanding the basic principles underlying the
functioning of these systems.

6. The ability to correctly interpret the results of solving

practical problems with the help of a computer and apply these results
in practical activities.

At the same time, in the real conditions of school, the formation

of information culture in all its aspects seems problematic. The point
here is not only that not all schools are sufficiently provided with
modern computer equipment and trained teachers. The use of multi-
variant programs, in particular, proprietary ones, led to the fact that
not only the content, but also the goals of schoolchildren's education
in the field of computer science in the 1990s began to be interpreted
differently.
 Jabrayilzada Sevinj | 112

They began to be formulated extremely vaguely, vaguely and

even indefinitely, therefore, by the decision of the board of the
Ministry of Education of Russia dated 22.02.1995, it was proposed
to use a 3-stage structure of the secondary school computer science
course with distributed target settings]:

• The first stage (1-6 grades) - propaedeutic. At this stage,

initial acquaintance with the computer occurs, the first elements of
information culture are formed in the process of using educational
game programs, simple computer simulators in mathematics, Russian
language and other subjects.

• The second stage (7-9 grades) is a basic course that provides

a mandatory general educational minimum of training in computer
science. It is aimed at mastering the methods and means of
information technology for solving problems, developing skills in the
conscious and rational use of computers in their educational and then
professional activities.

• The third stage (10-11 grades) is continuing education in the

field of computer science as specialized training, differentiated in
volume and content depending on the interests and focus of pre-
professional training of schoolchildren.
113 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The proposal of a three-stage course structure was a definite

step forward, helped to overcome confusion and hesitation in
defining goals, and made it possible to make the study of computer
science in school continuous. The new basic curriculum of 2004 and
the educational standard in computer science secured such a course
structure. Earlier study of computer science makes it possible for
students to systematically use information and communication
technologies in the study of all school subjects.

Further development of the computer science course should be

associated with strengthening its general educational function, with
the possibilities of solving general problems of teaching, developing
and educating schoolchildren.

Most domestic methodologists are inclined to believe that the

future of the school subject of computer science lies in the
development of the fundamental component, and not in "immersion"
in the field of information technology. Computer science offers a new
way of thinking and human activity, allows for the formation of a
holistic worldview and a scientific picture of the world, and this
should be used in teaching schoolchildren.
 Jabrayilzada Sevinj | 114

In developed Western countries, the goals of studying

computer science at school are mainly of an applied nature and
consist of preparing schoolchildren for various types of activities
related to information processing, mastering information technology
and information technology, which is considered the key to
successful economic development of society.

Questions for self-control

1. Provide a definition of computer science. When did it

originate and on what basis?

2. What do cybernetics and computer science have in common?

3. Provide and describe the structure of computer science as a

science.

4. What is the subject and object of computer science?

5. Provide a definition of the term "School computer science".

6. Provide the structure of school computer science.

7. Provide the date of introduction of the subject OIVT in

secondary schools.
115 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

8. Describe the stages in the history of teaching computer

science in Russian schools.

9. When did computer science electives appear in the school

curriculum and what were they called?

10. List the main components of students' algorithmic culture.

11. Since what year did domestic computer classes begin to be

introduced to schools?

12. List the components that make up the content of

schoolchildren's computer literacy.

13. List the components of information culture.

14. List the 3-stage structure of the computer science course

recommended by the Ministry of Education in 1995.

Initial goals and objectives of the school course of OIVT.

The concept of computer literacy of students

The strategic goal of introducing the subject "Fundamentals of

Informatics and computer engineering" to school, as it was
announced in the first program of the new curriculum introduced to
school, was "... comprehensive deep mastery of computing
technology by young people", which was considered an important
 Jabrayilzada Sevinj | 116

factor in accelerating scientific and technological progress in the

country. This was explained by the widespread dissemination of
personal computers in various spheres of human activity, which had
emerged by that time, which led to an avalanche-like growth in the
number of users working in the mode of direct contact with the
computer.

The main goal of the course "Fundamentals of Informatics and

computer engineering" was to form ideas about the basic rules and
methods for implementing a solution to a problem on a computer and
elementary skills in using microcomputers to solve problems; in
familiarizing students with the role of computers in modern social
production and the prospects for the development of computing
technology. It was assumed that the introduction of the course:

OIVT will create the prerequisites for studying a number of

natural science subjects at a qualitatively different level, since the
ability of students to use computers in lessons should significantly
increase the visibility of learning; modeling complex objects and
processes on a computer will make the assimilation of educational
material more accessible, significantly expand the cognitive
capabilities of schoolchildren, and significantly activate their
independent learning activities.
117 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

As an initial characteristic of specific goals of teaching

computer science in secondary educational institutions, already in the
first program of the OIVT course, computer literacy of students was
announced. The concept of computer literacy was formed along with
the introduction of the subject "Fundamentals of Computer Science
and Computer Engineering" to school and immediately became one
of the new concepts of school didactics.

An attempt to formulate the requirements for computer literacy

of students was already made in the explanatory note to the first
program, however, in a more systematic presentation, the
components of computer literacy are described in the first
methodological guide for teaching the OIVT course in school
addressed to the teacher; here the following groups of components
were distinguished, making up the content of computer literacy of
schoolchildren:

• the concept of an algorithm, its properties, means and

methods of describing algorithms, a program as a form of
representing an algorithm for a computer; the basics of programming
in one of the programming languages;

• practical skills in handling a computer;

 Jabrayilzada Sevinj | 118

• the principle of operation and structure of a computer and its

main elements;

• the use and role of computers in production and other areas

of human activity.

The analysis of the listed components shows that the

emergence of the concept of computer literacy (CL) was the result of
expanding the concept of algorithmic culture (AC) of students (see
subsection

1.1) by adding such "machine" components as the ability to

handle (or, in the jargon of computer scientists - to communicate)
with a computer, knowledge of the structure and operating principles
of a computer, as well as the role of a computer in modern society.
This natural succession of the concept of CL with the concept of AC
was clearly emphasized both in the explanatory note to the program
of the new course, one of the tasks of which was declared as
"systematization and completion of the algorithmic line of the eight-
year school algebra course", and in the methodological
recommendations addressed to the teacher, which defined as the first
methodological task of the OIVT course the task "to complete the
119 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

formation of the leading components of the algorithmic culture of

schoolchildren as the basis for the formation of computer literacy".

Let us denote this evolutionary transition by the formula:

AK->KG.

Below is the concept of "computer literacy", which later

became quite stable and was formed in the interpretations of
specialists and teachers soon after the appearance of the first OIVT
course program, trial teaching aids for students and methodological
manuals for teachers.

1. The ability to "communicate" with a computer.

Communication with a PC at the "user level" is mainly the ability to
prepare a computer for work, start and stop it, the ability to work at
the display, i.e. master the keyboard, be able to enter numbers and
variables, correct entered data, enter, debug and run a program.

This may also include skills in working with simple utility

programs, such as a text editor, a graphics editor, a spreadsheet,
various game programs, as well as working with a computer in a
dialogue mode (in particular, a training one, including outside the
computer science course). It is noteworthy that by their nature this
 Jabrayilzada Sevinj | 120

knowledge, skills and abilities can be accessible to primary school

children and even preschoolers.

2. Compiling simple computer programs. Training

programmers is not the goal of a comprehensive school, but
understanding the basic principles of computer programming should
be part of the general education system. This process can be gradual
and extended in time.

The initial skills of compiling independent programs,

including the organization of branches and cycles, are based on the
components of algorithmic culture, which can be formed using
simple and visual "pre-programmer" tools. In the senior stages of
education, it is possible to become familiar with several different
programming languages (at least in the context of in-depth study of
the subject).

At this level, however, the choice of the language in which the

programs will be written is not as important as the strength of the
fundamental knowledge necessary for developing the algorithms
underlying them.
121 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. Understanding the structure and operating principles of

a computer. This component of computer literacy includes two main
components:

a) the structure of a PC and the functions of its main devices;

b) the physical foundations and operating principles of the

main elements of a computer.

This component is of the utmost ideological significance,

although it is difficult for students to master. Initially, it was believed
that "information about this, included in the course, should be of an
applied nature, focused primarily on the needs of the user, helping
him to evaluate the capabilities of an individual machine or compare
different computers.

This does not exclude, of course, the fact that in a physics

course, various physical phenomena underlying the functioning of a
computer can be considered in detail, and in a mathematics course or
in the fundamental sections of a computer science course - the most
general and abstract provisions related to the principles of its
operation."

4. Concepts of the areas of application and capabilities of

computers, social consequences of computerization. Formation of
 Jabrayilzada Sevinj | 122

this component of computer literacy is also not the task of the

computer science course only and goes beyond it.

It is advisable to disclose to students the areas of application

and the role of computers in increasing labor efficiency in the process
of practical use of a computer to solve various problems in a number
of academic subjects. At the same time, it is necessary that the set of
these tasks, if possible, cover all the main areas of computer
application.

A school computer can be used by students for computational

work in courses on mathematics, physics, chemistry, data analysis of
an educational experiment and the search for patterns in laboratory
work, study of functions in a course on algebra, construction and
analysis of mathematical models, physical, chemical, biological and
other phenomena and processes. In a course on geography, history
and a number of other humanitarian subjects, a personal computer
can be used by schoolchildren as an information system, a data bank,
an automated reference book.

Having originated at the first stage of introducing the subject

to school, the concept of CG is still actively "working" in the
methodological literature. In short, the four-component structure of
123 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

computer literacy described above can be designated by a

combination of four key words: communication, programming,
device, application. It is easy to see that even with the preservation
of all components of computer literacy, increased emphasis on one
or another of them can lead to a significant change in the ultimate
goal of teaching computer science.

If, for example, the communication component begins to

dominate, then the course becomes predominantly user-oriented,
aimed, in particular, at mastering computer technologies. With the
dominant programming component, the goals of the course will be
reduced to training programmers, etc. Computer literacy and
information culture of students

Along with the already known concept of "computer literacy",

a new concept of "information culture of students" appears.
According to the explanatory note to the competition program, the
designed updated OIVT course "... should develop in students:

• skills in correctly setting problems that arise in practical

activities, for solving them using a computer;
 Jabrayilzada Sevinj | 124

• skills in formalized description of the tasks, basic knowledge

of methods of mathematical modeling and the ability to build simple
mathematical models of the tasks;

• knowledge of the main algorithmic structures and the ability

to apply this knowledge to build algorithms for solving problems
based on their mathematical models; understanding of the structure
and functioning of a computer and basic skills in writing programs
for a computer based on the constructed algorithm in one of the
programming languages of a high: level;

• skills in the qualified use of the main types of modern

information systems for solving practical problems with their help
and understanding the basic principles underlying the functioning of
these systems;

• the ability to correctly interpret the results of solving practical

problems with the help of a computer and apply these results of
practical activity.

These requirements, taken in their minimum volume, constitute

the task of achieving the first level of computer literacy, taken in their
maximum volume - the development of students' information
culture." The above explanation shows that the concept "information
125 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

culture" (IC) is formed by adding new some expansion of the

previous components of computer literacy, and almost all new
inclusions in the concept "information culture" relate to issues of
applying the method of mathematical modeling to solve problems
with the help of: a computer (or, as they often say, computer
mathematical modeling).

Information culture of students: the formation of the

concept

Several new versions of computer science textbooks for

secondary schools that appeared after the competition, as well as the
state of multi variance of curricula recognized by that time by the
official education authorities as normal, recommending the use of
several different curricula for the computer science course in schools)
led to the fact that not only the content, but also the goals of educating
schoolchildren in the field of computer science in some of their parts
began to be interpreted differently.

For example, in the explanatory note to the program, the

authors of the manual reported that "the main goal of teaching
computer science in a comprehensive secondary school is the
development of operational (algorithmic) thinking of students", and
 Jabrayilzada Sevinj | 126

that "from the above it follows that the central concept of the course
is algorithms, and the main content of educational activity is the
creation and analysis of algorithms." At the same time, the authors of
another textbook in their program simply explained that "the main
goal of the course is teaching schoolchildren to solve life problems
with the help of a computer."

An equally extravagant interpretation of the goals of teaching

computer science is given in relation to the manual, which, as
explained in - "is the ability to work with information on a computer:
to read and write, to count and draw, to search for and accumulate
information and to work with computer programs" (it seems that the
ability to write, the ability to draw, as well as the ability to read and
count, is not only the ability to press the right buttons on the
keyboard).

It is not difficult to imagine a situation that was quite typical

for that time: the compiler of the "author's" program is a computer
science teacher specialist with an engineering education, who has a
very vague idea that there are programs developed by scientific and
pedagogical teams and recommended by the Ministry of Education,
and that these programs contain quite meaningful basic general
educational guidelines and goals, which it is unacceptable to ignore
127 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

"from the outset". All this led to the fact that the general state of the
subject of OIVT became cause anxiety. This state at some point
became extremely uncertain because the goals, objectives, and even
the composition and content of the basic concepts of the course began
to be interpreted in a highly free, if not to say arbitrarily, manner.

There arose an excessive diversity of specific curricula, in most

cases one-sided, far from reflecting the state of informatics as a
science that studies all aspects of obtaining, storing, converting,
transmitting, and using information. In the most widespread case, the
content of training was usually reduced to practical programming
(BASIC, Pascal, C, etc.), to an excessive passion for the
technological aspects of informatics and oblivion of the original
focus on developing its fundamental, general educational
foundations.

However, the problem was not limited to the crisis situation

described above, which was explained by very short-term
organizational costs and was overcome over time. The instability
(and "incompleteness") of the initial goals of teaching computer
science to schoolchildren were based on much deeper and difficult-
to-eliminate contradictions.
 Jabrayilzada Sevinj | 128

It is known that the decision taken at the very beginning to

place the OIVT course introduced into school in two senior classes
of school was not based on the convictions of the authors of the
school computer science concept, but solely on the practical
circumstances that were characteristic of that time and dictated the
tactics of action: the actual lack of a material base for schools, the
unpreparedness of teaching staff, as well as the general
unpreparedness for the "deep" inclusion of computer science in the
school curriculum.

However, already by the mid-1990s, the inexpediency of

teaching OIVT only at the senior level became blatantly obvious, so
that this paradigm itself could no longer serve as an official strategy.
The turning point here was the decision of the Ministry, which
declared in a recommendatory form the idea of "reducing" the
teaching of computer science at the lower levels of education and
building a continuous computer science course for secondary
schools.

To implement the new understanding of the goals of teaching

computer science in 11-year schools, the aforementioned document
set out a three-stage course structure with distributed target settings:
129 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

•The first stage (I-VI grades) is propaedeutic. At this stage,

schoolchildren are initially introduced to computers, the first
elements of information culture are formed in the process of using
educational game programs, simple computer simulators, etc. in
mathematics,

•The second stage (VII-IX grades) is a basic course that

provides a mandatory general educational minimum for training
schoolchildren in computer science. It is aimed at mastering the
methods and means of information technology for solving problems,
developing the skills of conscious and rational use of a computer in
their educational and then professional activities.

• The third stage (10th-11th grades) is the continuation of

education in the field of computer science as specialized training,
differentiated in volume and content depending on the interests and
aimed at pre-professional training of schoolchildren.

Obviously, due to the earlier study of computer science by

schoolchildren, the possibility of systematically using the methods
and means of new information technology in studying all school
subjects becomes real. It is this factor, in essence, that determined the
problem of redistribution of the goals of education of students in the
 Jabrayilzada Sevinj | 130

field of computer science, since with the beginning of "... the use of
computers in teaching all academic disciplines, starting from the
lower grades, the skills that make up the "computer literacy" of
schoolchildren acquire the character of general educational and are
formed in all school subjects, and not only in the computer science
course.

This means that when the computer science course is reduced,

many components of the computer science course begin to form
earlier, and through other school subjects, so that the computer
science course itself can no longer be considered as a "single and
indivisible" goal associated only with the computer science course.
This approach forced us to take a fresh look at the goals of the
computer science school course, in relation to which the relevance of
the task of identifying the fundamental, general educational
foundations was more clearly revealed, making its position as an
independent school discipline more durable and long-lasting.

The distributed (panoramic) nature of the goals of developing

computer literacy and information culture in school education also
required an updated approach to creating a system of educational and
methodological support.
131 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Computer science as an independent subject with a clearly

expressed fundamental component is what the school should be
guided by, but this requires an active continuation of scientific
research, a rethinking of the general educational role of this subject
as part of fundamental education. Below a full description of the
projected objectives of teaching computer science in a
comprehensive school as a result of applying the above approach is
given:

"1. Formation of the foundations of a scientific worldview. In

this case, we are talking primarily about the formation of ideas about
information (information processes) as one of the three fundamental
concepts of science: matter, energy, information, on the basis of
which the modern scientific picture of the world is built; the unity of
the information principles of the structure and functioning of self-
governing systems of various natures.

2. Formation of general educational and general cultural skills

for working with information.

This means the ability to competently use information sources,

assess the reliability of information, correlate information and
 Jabrayilzada Sevinj | 132

knowledge, the ability to correctly organize the information process,

assess information security.

3. Preparing schoolchildren for subsequent professional

activities. In connection with the change in the dominant professional
activity and the increase in the share of the information sector in the
economy, it is necessary to prepare schoolchildren for various types
of activity related to information processing. This includes, in
particular, mastering the means of informatization and information
technology. Particularly important is the importance of initial
training in management. As is known, many technologically
advanced countries (Great Britain, Germany, etc.) see this as a
guarantee of successful state And economic development.

4. Mastering information and communication technologies

as a necessary condition for the transition to a system of continuous
education.

The role of studying computer science in the formation of such

a worldview is difficult to overestimate. That is why the formation of
a scientific picture of the world is now becoming a priority task in
the system of tasks for studying computer science at school.
133 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Requirements for the mandatory (minimum) level of training

of students at the senior stage of a social and humanitarian school

Students should know:

- the latest software;

- the procedure and rules for installing software on computers;

- elements of text document design;

- purpose and capabilities of automatic settings of word

processors;

- desktop publishing systems, their capabilities, software;

- tools for processing raster and vector graphics;

- basics of organizing animation and cartoons;

- concept of computer presentation;

- technology of creating computer presentations;

- concept of search engines on the Internet;

- concepts of creating Web pages.

Students should be able to:

 Jabrayilzada Sevinj | 134

- install and configure the operating system;

- install application software on the computer;

- configure text editor parameters;

- use the graphic and font capabilities of text editors;

- process graphic images;

- produce layout and layout of publications using a text editor;

- produce layout and layout of publications using a publishing

system;

- work with document recognition systems; work with text

verification and

correction systems; create machine graphics objects and sound

files;

- create presentations using special presentation tools;

- work with technical means of a modern office;

- search and view information on the Internet;

- create Web pages, design Web pages.

135 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Requirements for the mandatory (minimum) level of training

of students at the senior stage of school in the natural sciences and
mathematics direction

Students should know:

- differences in programming systems;

- about structural, modular, object-oriented programming;

- basics of organizing animation and cartoons;

- principles of developing training, monitoring, and gaming

programs;

- procedure and rules for installing software on computers;

- tools for processing raster and vector graphics;

- computer presentation;

- rules for creating a presentation;

- organizing the processing of large amounts of information;

- technology for developing information-logical models;

- purpose of relational models;

- concept of information systems:

 Jabrayilzada Sevinj | 136

- concept of search engines on the Internet;

- concepts for creating Web pages.

Students should be able to:

- create computer graphics objects and sound files;

- program graphic objects and their movement;

- create training, monitoring, and gaming programs;

- install and configure the operating system;

- install application software on a computer;

- create presentations using specialized software;

- create information-logical models in a given subject area;

- make corrections to information, search for information using

a template,

sort information in databases;

- create a database in a given subject area;

- work with information systems;

- search for and view information on the Internet;

137 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- work on the Internet and with e-mail;

- create Web pages, design Web pages.

Objective: To develop the ability to compare and classify

objects by various characteristics: length, width, color, shape; the
ability to build reasoning, to choose argumentation.

Tasks:

• continue to develop the skill of counting;

• provide an opportunity to independently discover new

mathematical knowledge, including program material;

• adapt children to school and motivate their desire to learn;

• promote the development of logical thinking, imagination,

memory, speech of students

• maintain and deepen interest in mathematics; the desire to use

mathematical knowledge in everyday life.

Equipment for the lesson: typesetting canvas, a set of cards

with numbers, with pictures; a computer at the teacher's workplace,
a media projector, a screen.
 Jabrayilzada Sevinj | 138

Organizational moment, including:

• setting the goal that must be achieved by students

at this stage of the lesson (what must be done by students so

that their further work in the lesson is effective);

• defining the goals and objectives that the person being

assessed wants to achieve at this stage of the lesson;

• describing the methods of organizing students' work at the

initial stage of the lesson, setting the students' minds up for the
learning activity, the subject and topic of the lesson (taking into
account the real characteristics of the class with which the person
being assessed works).

Objective: to create conditions for further effectiveness of

work in the lesson.

Tasks: to organize the student's workplace; to attract the

attention of students to the upcoming learning activity;

What lesson are you prepared for? (children: for the

mathematics lesson)

Check if you have everything ready for the lesson: textbook,

notebook, pencil case, handouts.
139 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

What tasks do you like to do most in a math lesson?

Today we will continue our journey into the amazing world of

mathematics. Survey of students on the material assigned for
homework, including:

• defining the goals that the person being assessed sets for the
students at this stage

Goal: to develop students' interest in the subject.

Objectives: to attract students' attention to the subject; to

demonstrate to students the lesson (what result should be achieved
by the students);

• defining the goals and objectives that the person being

assessed wants to achieve at this stage of the lesson;

• describing the methods that facilitate the solution of the set

goals and objectives;

• describing the criteria for achieving the goals and objectives

of this stage of the lesson;

• defining the possible actions of the person being assessed if

he or the students fail to achieve the set goals;
 Jabrayilzada Sevinj | 140

• description of methods of organizing and joint activities

of students taking into account the characteristics

of the class with which the person being assessed works;

• description of methods of motivating (stimulating) students'

educational activity during the survey;

• description of methods and criteria for evaluating students'

answers during the survey. the possibility of using the acquired
knowledge in practice.

The following methods are used: verbal, visual and practical

work methods.

-What did you learn in the last lesson?

-Let's count the objects, remember the work in the last lesson.

On the typesetting canvas there are pictures: two balls, one

butterfly, three cubes.

-How many balls? (two) Find and show the corresponding

number.

-How many butterflies? (one) Find and show the corresponding

number.
141 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-How many cubes? (three) Find and show the corresponding

number.

That's right, you can count objects and find the corresponding
numbers.

-Solve the problems in verse:

The hedgehog brought three apples from the garden.

He gave the rosiest one to the squirrel.

The squirrel happily received the gift.

Count the apples on the hedgehog's plate? (Two.)

The animals sat on the swing, on the swing at the zoo.

Two spotted leopards smile at the sun

And have fun riding with the good old lion.

Count quickly, how many animals are there in total? (Three.)

- Well done, guys! You quickly solved the problems, you can
quickly count objects and designate the number of objects with a
number.
 Jabrayilzada Sevinj | 142

- Do you think it is possible to compare objects?

How? By what features?

Study of new educational material. This stage involves:

• setting a specific educational goal for students (what result

should be achieved by students at this stage of the lesson);

• defining the goals and objectives that the person being

assessed sets for himself at this stage of the lesson;

• presenting the main provisions of the new educational

material that should be mastered by students;

• describing the forms and methods of presenting (presenting)

the new educational material;

• describing the main forms and methods of organizing

individual and group activities of students, taking into account the
characteristics of the class in which the person being assessed works;

• describing the criteria for determining the level of attention

and interest of students in the educational material presented by the
person being assessed;
143 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• description of methods of motivating (stimulating) students'

learning activity during the process of mastering new educational
material

Objective: developing the ability to compare and classify

objects by different features: by length, width, color, shape; ability to
build reasoning, choose argumentation.

Tasks: to provide an opportunity to independently discover

new mathematical knowledge; teach to plan, control and evaluate
learning activities in accordance with the set task and the conditions
for its implementation; promote the development of logical thinking,
imagination, memory, speech of students.

Used: problem-based presentation of knowledge; activity-

based method; differentiated learning method; group work method.

1). Setting an educational goal for students.

A HIGH multi-story house, Like a giant - big and important. A

squat and LOW house In comparison with a giant - a gnome.

- What features are mentioned in the poem?

- Who guessed by what features we will compare objects?

- Guys, what is the poem about?

 Jabrayilzada Sevinj | 144

- Let's build a house together. And the house is unusual, a

princess lives in it. Where do princesses live?

- Builders are erecting columns for the palace. One column is

missing.

2). practical work of students, establishing the

interrelationship of objects according to certain features;

Task 1. Find the missing column for the palace.

A model of a palace is made on the board from a triangle and

rectangular strips. One column is missing. The strips are of different

thickness, height and color.

Help the builders. Which column is suitable for building a

palace?

-By what criteria should you select a column? How to do it

correctly and accurately. (children go to the board one by one, select
columns, comment on the task: 1 - suitable in length, 2 - not suitable
in length, 3 - wider than the other columns, 4 - red, and all the
columns should be white)

-What will happen to the palace if you put a high or low

column?
145 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Conclusion:

-By what criteria did you compare the columns? (by color,
size).

Task 2. Here are two strips. Tell me, are they the same height
(length) or different?

Can you say this for sure? And how can you tell, are they the
same length or not?

Each student has several strips of colored paper on their desks.

The children choose two strips of the same length

Show me how I should hold the strips so that it can be seen that
they are the same or not the same length

The strips are placed next to each other so that the ends are
aligned.

-What can you say about these strips? Are they the same color?

(No, they are the same length. They are different colors.)

-Who of you can tell me again what Anna discovered?

(The strips are the same length.)

 Jabrayilzada Sevinj | 146

-Who can tell me how she found out? What did she do with the
stripes?

- Can they be compared by width?

Task 3.

Who can tell me how to lay the stripes so that it can be seen
whether they are the same width or not?

Children: you need to match the edges of the stripes.

Task 4: Work in pairs

- And tell me, why didn't column № 4 fit? After all, it is the
same as these columns in height and width. What's the matter?

Children: it doesn't fit in color.

- Ah, that's what! So, you can also match objects by color. Well,
everything is clear here:

-need a white column, and this one is red.

Who will say whether these objects are the same color or not?

- Who thinks that they are the same? Why? Explain.

- Who thinks that these objects are different in color?

147 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Why? Explain.

- Who is right?

Children: we need to move them closer.

Now we can say for sure whether they are the same color or
not? (the figures are different colors).

- How were you able to determine this for sure? (Moved the
figures close to each other)

- Well done, you compared the objects correctly by color.

Consolidation of educational material, which involves:

• setting a specific educational goal for students (what result

should be achieved by students at this stage of the lesson);

• defining the goals and objectives that the person being

assessed sets for themselves at this stage of the lesson;

• describing the forms and methods of achieving the set

Goal: using mathematical knowledge in everyday life.

 Jabrayilzada Sevinj | 148

Objectives: use knowledge of the characteristics of objects to

describe the surrounding reality; determine the most effective ways
to achieve the result;

Used: verbal, visual and practical, group work methods; work

on classmates: in the mode of the eLearning Class V6.0 network
program.

1. Setting a specific goal for students.

- Who has learned to accurately compare objects? goals during

the consolidation of new educational material, taking into account the
individual characteristics of the students with whom the person being
assessed works.

• description of the criteria that allow to determine the degree

of assimilation of new educational material by students;

• description of possible ways and methods of responding to

situations when the person being assessed determines that some
students have not mastered the new educational material. (on the
teacher's desk: blue pencil, student ruler, book, magazine, pencil
case, strips of paper, blue pen)
149 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- Kolya, find an object the same length as my strip. (The student

chooses a blue pencil)

- I think Kolya made a mistake. My strip is red, made of paper,

he chose a blue pencil. (Kolya did it right. Since you need to choose
an object of the same length, the other features are not important.)

Nina, find me an object the same color as this pencil. What

color is it? (Nina chooses a blue pen) Valya, find me an object the
same width as my strip.

- Very good, you have already learned to compare objects by

the specified features. (Valya selects a ruler, placing the ruler and the
strip next to each other, aligning the edges)

2. Completing the task from the textbook (group work) Open

the textbook to page 7. Find the task

3. What shapes are shown? (Squares, circles, triangles.)

Compare the shapes drawn on each card. Use the words

"shape", "color", "size".

-By what features can we compare objects? (by shape, color,

size.) Guys, you are great, use the words "shape", "color", "size"
correctly.
 Jabrayilzada Sevinj | 150

3. Independent work with self-checking using a model or

standard. Using knowledgeof features of objects to describe the
surrounding reality;

1) Work on student laptops using the "e-Learning" system

of the educational and methodological kit

"Primary School" Lessons of Cyril and Methodius.

Lesson 01 "Shape. Color. Size".

- Children, open classmate, prepare it for work.

- Complete exercise

1. Check your work.

2). Game. Complete the exercises "Sets" or "Take the ball"

A lesson is used according to the method of professor

A.V. Beloshistaya. "Teaching mathematics to younger

students".

The purpose of the exercise: teaching the child to take into

account two features when comparing (color and shape - red ball)

- Well done, you know how to check your work.

151 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Homework, including:

• setting goals for independent work for students (what students

should do in the course of completing

Reflection of educational activity in the lesson.

Guess the riddle: In the spring it cheers, in the summer it

nourishes, in the winter it warms. (Tree.)

There is a poster with a picture of a tree on the board. On the

teacher's desk there are leaves of different colors.

Was everything clear in the lesson? When completing which

task did you experience difficulties?

Using the leaves, show on the tree how you evaluate your work
in the lesson.

• red - I coped with all the tasks

• yellow - I was not able to complete all the tasks correctly

• green - I do not understand how to compare objects.

The children come to the table, take a sheet of the right color
and attach it to the tree.
 Jabrayilzada Sevinj | 152

- Well done! You worked well in the lesson. Look at the tree.
How beautiful it turned out - autumnal! Not all the leaves have turned
yellow yet, but in the next lesson we will continue working on
comparing objects. I think everyone will choose orange or red leaves

Objective: use of knowledge of the characteristics of objects

to describe the surrounding reality

Tasks: prepare the student to purposefully use knowledge in

learning an everyday life to study the mathematical essence of object
(color, shape, size); develop attentiveness, memory, thinking

Applied: verbal, visual and practical methods of work.

- By what characteristics can objects be compared?

- How can objects be compared?

Well done, you know how to compare objects by length, height,

color and shape. Setting the goal of independent work for students.

- At home, find girls: objects that are the same in length

(height), but different in color; boys: objects that are the same in
color, but different in length (height).
153 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Sources:

1. Armenti, S.M. (2018). Computer science education with

English learners. [Master’s thesis, University of Rhode Island. Open
Access Master’s Theses.
2. Wang, J. & Moghadam, S.H. (2017). Diversity barriers in
K-12 computer science education: Structural and social. SIGCSE
’17. 615–620. https://doi.org/10.1145/3017680.3017734
3. Salac, J., Thomas, C., Butler, C., Sanchez, A., & Franklin,
D. (2020). TIPP&SEE: A learning strategy to guide students through
use->modify Scratch activities. SIGCSE ‘20. 79–
85. https://doi.org/10.1145/3328778.3366821
4. Israel, M., Wherfel, Q.M., Pearson, J., Shehab, S., & Tapia,
T. (2015). Empowering K-12 students with disabilities to learn
computational thinking and computer programming. Teaching
Exceptional Children, 48(1). 45–
53. https://doi.org/10.1177/0040059915594790
5. Estrada, M., Burnett, M., Campbell, A.G., Campbell,
P.B., Denetclaw, W.F., Gutiérrez, C.G., Hurtado, S., John, G.H.,
Matsui, J., McGee, R., Okpodu, C.M., Robinson, T.J., Summers,
M.F., Werner-Washburne, M., & Zavala, M. (2016). Improving
 Jabrayilzada Sevinj | 154

underrepresented minority student persistence in STEM. CBE Life

Sciences Education, 15(3). https://doi.org/10.1187/cbe.16-01-0038

Curriculum in Informatics (Grade I)

Curriculum in the educational system, a document defining

the content and scope of knowledge, skills, and abilities that must be
mastered in each academic discipline, as well as the content of
sections and topics with their distribution by years of study.

The curriculum is sometimes accompanied by an explanatory

note, which reveals the objectives of teaching a given subject, the
sequence of studying the material, the features of the methods and
organizational forms of teaching, the connection with the teaching of
other subjects, etc.

The main principles of constructing the curriculum:

compliance of the content with modern achievements of science,
technology and culture, the social goals of educating students and
developing their creative abilities; continuity between the studied and
previously studied materials; the relationship between academic
subjects, reflecting the natural connections between the
corresponding phenomena of the objective world.
155 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The curriculum is a document created within the framework of

the educational system that defines the content and quantity of
knowledge, skills and abilities intended for mandatory acquisition in
a particular academic discipline, their distribution by topics, sections
and periods of study.

In addition to the full text, the curriculum may be accompanied

by an explanatory note briefly disclosing the objectives of teaching a
given subject, describing the sequence of studying the material,
listing the most essential methods and organizational forms,
establishing a connection with the teaching of other subjects.

Basic principles of constructing a curriculum

• attention to modern achievements of science, technology and

culture

• compliance with social goals of educating students

• development of students' creative abilities

• continuity - from previously studied material to the current

and subsequent;
 Jabrayilzada Sevinj | 156

• mutual connections between subjects corresponding to

natural connections between the studied phenomena.

The content of education determined by the curriculum is

specified in textbooks, teaching aids and methodological
instructions.

Curricula can be standard, variable, working, school, author's,

and individual. There are two ways of constructing a curriculum:
concentric (when individual parts of the educational material are
repeated at an ever-expanding and in-depth level) and linear
(individual parts of the educational material form a continuous
sequence of closely related links, the content of knowledge is
transmitted once in a certain logic).

Working curriculum — a curriculum developed on the basis

of a model (typical) curriculum applicable to a specific educational
institution, taking into account the national-regional component of
the standard. Working curricula are developed by educational
institutions. The procedure for developing working curricula is
established by regional education authorities, which are responsible
for implementing the federal component of the standard.
157 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The most significant challenges encountered in the field of

informatics in elementary education are as follows: curriculum;
integration; teacher education and assistance; content development;
research;

Aim of the research is to investigate the patterns of informatics

education in primary schools, as well as to analyze and discuss the
experiences of Lithuanian schools on the implementation of an
informatics curriculum in primary schools and the preparation of
teachers.

The curricula of general education institutions for the 2021-

2022 academic year have been approved. The corresponding order
was signed by the Minister of Education of Azerbaijan Emin
Amrullayev. According to it, the curricula and "Appendices to the
curricula" for the 2021-2022 academic year have been approved for
general education institutions of the Republic of Azerbaijan, where
instruction is conducted in the Azerbaijani language and other
languages.

Goals of studying the computer science course in primary

school The most important goal of primary education is to create a
 Jabrayilzada Sevinj | 158

solid foundation for subsequent education, to develop the ability to

independently manage their educational activities.

This involves not only the acquisition of basic knowledge and

skills, but also the development of the ability to cooperate and
reflection. Computer science is considered in a general education
school in general and in a primary school in particular in two aspects.
The first is from the position of forming a holistic and systemic idea
of the world of information, the commonality of information
processes in wildlife, society, and technology.

From this point of view, at the propaedeutic stage of training,

schoolchildren should receive the necessary primary ideas about
human information activity. The second aspect of the propaedeutic
course in computer science is mastering the methods and means of
obtaining, processing, transmitting, storing and using information,
solving problems using a computer and other means of information
and communication technologies.

This aspect is associated, first of all, with preparing primary

school students for continuing their education, for the active use of
educational information resources: music libraries, video libraries,
multimedia educational programs, electronic
159 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Sample work program 3 reference books and encyclopedias in

other subjects, when performing creative and other project work. The
computer science course in primary school is of a comprehensive
nature. In accordance with the first aspect of computer science,
theoretical and practical non-computer training is carried out, which
includes the formation of primary concepts of human information
activity, the organization of socially significant information
resources (libraries, archives, etc.), and moral and ethical standards
for working with information.

In accordance with the second aspect of computer science,

practical user training is carried out - the formation of primary ideas
about a computer, including the preparation of schoolchildren for
educational activities related to the use of information and
communication technologies in other subjects.

Thus, the most important result of studying computer science

at school is the development of such personal qualities that meet the
requirements of the information society, in particular the acquisition
of information and communication competence (ICT competence) by
students. The program of the computer science course for primary
school has been developed in accordance with the requirements of
primary general education and is aimed at ensuring the
 Jabrayilzada Sevinj | 160

implementation of three groups of educational results: personal,

meta-subject and subject.

General characteristics of the curriculum "Computer Science"

in primary school Since the experimental introduction of computer
science in primary school, significant experience has been
accumulated in teaching computer science to primary school
students. Teaching computer science in primary school is aimed at
forming in primary school students initial ideas about the properties
of information, ways of working with it, in particular, using a
computer.

It should be noted that the computer science course in primary

school makes a significant contribution to the formation and
development of the information component 4 Computer Science.
Grades 2–4 of universal educational activities, the formation of
which is one of the priorities of primary general education.

In the process of learning, computer science terms (information

source/receiver, communication channel, data, etc.) are gradually
introduced into the students' thinking and speech. Schoolchildren
study the structure of a computer and learn to work with electronic
documents. In the third grade, schoolchildren study the presentation
161 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

and coding of information, its storage on information carriers. The

concept of an object, its properties, and actions with it is introduced.

An idea of a computer as a system is given. Children master

information technologies: the technology of creating an electronic
document, the technology of editing it, receiving/transmitting it,
searching for information on the Internet. Students become familiar
with modern tools for working with information (mobile phone, e-
book, camera, computer, etc.), and simultaneously learn to use them
in their educational activities.

Concepts are introduced as needed so that the child can reason

about his information activity, talk about what he does,
distinguishing and calling elementary technological operations by
their proper names. In the fourth grade, the topics "World of
Concepts" and "World of Models" are considered, students' ideas
about working with various scientific concepts are formed, and the
concept of an information model, including a computer one, is
introduced. The concepts of an executor and an algorithm of actions,
and forms of recording algorithms are considered. Children master
the concept of controlling themselves, other people, technical devices
(tools for working with in- 6 Computer Science. Grades 2–4
formation), associating themselves with the control object and
 Jabrayilzada Sevinj | 162

realizing that there is an object of control, realizing the goal and

means of control.

Schoolchildren learn to understand that the means of control

affect the expected result, and that sometimes the obtained result does
not correspond to the goal and expectations. In the process of
consciously managing their educational activities and the computer,
schoolchildren master the corresponding terminology and correctly
construct their speech. They learn to recognize control processes in
the surrounding reality, describe them in terms of computer science,
and give examples from their lives.

Schoolchildren learn to see and understand in the surrounding

reality not only its individual objects, but also their connections and
relationships with each other, to understand that management is a
special, active way of relations between objects. Seeing the
relationships between objects of the system is the first active step
towards a systemic view of the world. And this, in turn, contributes
to the development of systemic thinking in primary school students,
which is so necessary in modern life along with logical and
algorithmic thinking. Logical and algorithmic thinking are also
subject of targeted formation and development in the fourth grade
with the help of relevant assignments and exercises.
163 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

DESCRIPTION OF THE PLACE OF INFORMATICS IN

THE CURRICULUM

The main educational program of primary general education

provides the school with broad opportunities for including
informatics in the part of the curriculum formed by the participants
of educational relations.

The time allocated to this part within the maximum permissible

classroom academic load can be used to increase the hours for
studying individual subjects of the invariant part, to organize courses
in which the student, parent, teacher, educational 16 Computer
Science.

Grades 2–4 organization, constituent entity of the Russian

Federation are interested. In the first grade, in accordance with the
system of hygienic requirements determining the maximum
permissible workload of students, the part of the curriculum formed
by the participants in educational relations is missing. The
extracurricular activity plan will allow for the full implementation of
the requirements of the federal state educational standard of primary
general education.
 Jabrayilzada Sevinj | 164

Due to the hours for extracurricular activities, the general

education organization achieves the planned results of mastering the
main educational program, ensures the child's adaptation, and creates
favorable conditions for his or her development. The educational
organization independently determines the forms of organizing
extracurricular activities. Among the forms of extracurricular
activities are online communities, conferences,

Olympiads, scientific research and other forms in accordance

with the choice of the participants of educational relations. It is very
effective to conduct extracurricular classes in computer science in the
form of clubs for mastering information technologies, as well as in
the form of group classes on creating integrated projects. Classes can
be conducted by a primary school teacher, a computer science teacher
or a teacher of additional education.

Hours allocated for extracurricular activities are not taken into

account when determining the mandatory permissible workload of
students, but are mandatory for financing. Within the framework of
the part of the curriculum formed by the participants of educational
relations, as well as within the framework of extracurricular
activities, it is possible to create various programs of computer
science courses
165 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Moreover, computer science as a course in which the skills and

abilities of working with information are purposefully formed, can
be one of the leading ones in the formation of universal educational
activities (general educational skills and abilities).

An important problem of implementing a continuous course in

computer science is the continuity of its teaching at different
educational levels. Any course of study should have an internal unity,
which is manifested in the content and methods of teaching at all
stages of education.

The structure of the course, its main content lines should

ensure this integrity. Therefore, it is assumed that the content lines of
teaching computer science in primary school correspond to the
content lines of its study in secondary school, but are implemented at
the propaedeutic level.

Upon completion of training, students should demonstrate the

formed skills and abilities in working with information and apply
them in practical activities and everyday life. The authors make an
attempt to build a multi-level structure of the course "Computer
Science", which would be considered as a systematic course,
continuously developing the knowledge of schoolchildren in the field
 Jabrayilzada Sevinj | 166

of computer science and information and communication

technologies.

The authors emphasize the need for schoolchildren to receive

an understanding of the essence of information processes at the
earliest stages of training. Information processes are considered using
examples of transmission, storage and processing of information in
human information activities, living nature, technology.

In the process of studying computer science in primary school,

the skills of classifying information, distinguishing between the
general and the specific, establishing connections, comparing,
drawing analogies, etc. are developed.

This helps the child to see the world around him meaningfully,
navigate it more successfully, and form the foundations of a scientific
worldview. The proposed propaedeutic course of computer science
is based on the fundamental principles of general didactics: integrity
and continuity, scientific nature combined with accessibility,
practice-oriented ness combined with developmental learning.

In terms of solving the priority task of primary education - the

formation of UUD (general educational skills) - the skills of building
167 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

models of the problem being solved, solving non-standard problems

are developed.

The development of the creative potential of each child occurs

during the formation of planning skills in the course of solving
various problems. In the second grade, children learn to see the
surrounding reality from the point of view of the information
approach.

It is advisable to allocate an invariant component of the hourly

workload for the computer science course in primary school in the
amount of 34 hours per year, a total of 105 hours for the course of
grades 1–4, taking into account reserve hours. The invariant
component can consist of 17-hour modules (two modules per year),
a 17-hour module and 17-hour project activities per year, as well as
a course within the academic plan in the amount of 34 hours per year
or an extracurricular activity course in the amount of 34 hours.

Sample work program the variable component of the course is

aimed at strengthening the students' practical work with a computer
and activating project activities. It is from 18 to 68 hours per year in
addition to the existing invariant workload.
 Jabrayilzada Sevinj | 168

In total, the computer science course can be studied from 34 to

102 hours per year, taking into account both the invariant and
variable components, as well as depending on the division of the class
into groups or work in the computer science lesson by the whole class
and on the information education environment.

A description of the electronic software support for the course

is presented below by three types: minimum / basic / extended model
of electronic software. The table below shows various options for
planning the computer science course within one year for the
invariant and variable components of the course, which can be
combined for grades 2–4, taking into account possible integration
within the framework of the mathematics and technology courses.

Computer Science Curriculum (Grade 1)

The pedagogical expediency of the study is to form in the

younger generation new competencies necessary in a society using
modern information technologies; will ensure the dynamic
development of the child's personality, his moral formation; to form
a holistic perception of the world, people and oneself, to develop the
intellectual and creative abilities of the child at an optimal age.
169 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The main goal of the educational program is: to prepare

students for the effective use of information technology in
educational and practical activities, to develop the creative potential
of students, to prepare for project activities, as well as to master the
knowledge that constitutes the beginnings of ideas about the
information picture of the world, information processes and
information culture; to master the ability to use computer technology
as a practical tool for working with information in educational
activities and everyday life; to cultivate interest in information and
communication activities, ethical standards for working with
information; to cultivate a careful attitude to technical devices.

The main objectives of the general educational process:

• development of general educational skills: logical, figurative

and algorithmic thinking, development of attention and memory,
instilling self-study skills, communication skills and elements of
information culture, skills to navigate in the spatial relationships of
objects, skills to work with information (transfer, store, transform
and search);

• development of the ability to identify the characteristics of

one object, identify and generalize the characteristics inherent in
 Jabrayilzada Sevinj | 170

objects of a group, identify an extra object from a group of objects,

identify patterns in the arrangement of objects, use the rotation of a
figure when solving educational problems, divide a figure into
specified parts and construct a figure from specified parts according
to the imagination;

• development of concepts of essential characteristics of an

object and a group of objects; the concept of part and whole;
geometric transformation of rotation;

• developing the ability to present information in various ways

(in the form of numbers, text, pictures, tables, diagrams), to organize
information alphabetically and by numerical values (ascending and
descending), to construct simple logical expressions using the links
"and", "or", "not", "will be found", "for all";

• developing the concepts of "team", "performer", "algorithm"

and the ability to create algorithms for educational performers;

• instilling in students the necessary skills in using modern

computer and information technologies to solve educational

and practical problems.
171 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The course is built on specially selected material and is based

on the following principles:

• systematicity;

• humanization;

• interdisciplinary integration;

• differentiation;

• additional motivation through play;

The approximate structure of the lesson:

1. Organizational moment (1 min.).

2. Warm-up. Short logical, mathematical problems and

problems to develop attention (3-4 min).

3. Explanation of new material or frontal work on solving new

problems, work in notebooks (8-10 min).

4. Physical education minute (2 min)

5. Relaxation (1 min)

6. Summing up (2 min).

Form of study - full-time.

 Jabrayilzada Sevinj | 172

2. Results of mastering the course of extracurricular activities.

Personal results.

The personal results of mastering information and

communication technologies as a tool in studies and everyday life
include:

- a critical attitude to information and selectivity of its

perception;

- respect for information about the private life and information

results of other people;

- understanding the motives of one's actions when completing

tasks with life situations;

- the beginning of professional self-determination,

familiarization with the world of professions related to information
and communication technologies.

Meta-subject results.

Regulatory universal learning activities:

- planning the sequence of steps of the algorithm to achieve the

goal;
173 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- searching for errors in the action plan and making changes to

it.

Cognitive universal learning activities:

- modeling - transforming an object from a sensory form into a

model, where the essential characteristics of the object are
highlighted (spatially graphic or sign-symbolic);

- analysis of objects in order to highlight features (essential,

inessential);

- synthesis - composing a whole from parts, including

independent completion with replenishment of missing components;

- selection of bases and criteria for comparison, seriation,

classification of objects;

- subscribing to a concept;

- establishing cause-and-effect relationships;

- building a logical chain of reasoning.

Communicative universal learning activities:

- arguing your point of view on the choice of bases and criteria

for highlighting features, comparing and classifying objects;
 Jabrayilzada Sevinj | 174

- listening to the interlocutor and conducting a dialogue;

- recognizing the possibility of the existence of different points

of view and the right of everyone to have their own.

Subject results.

As a result of studying the material, students should be able to:

- find an extra object in a group of homogeneous ones;

- give a name to a group of homogeneous objects;

- find objects with the same value of a feature (color, shape,

size, number of elements, etc.);

- find patterns in the arrangement of figures by the value of one

feature;

- name a sequence of simple familiar actions;

- find an omitted action in a familiar sequence;

- distinguish obviously false phrases;

- name words with opposite meanings.

The methods for checking the expected results are: current

control (survey, checking assignments on a PC), games. The
175 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

assessment system is non-graded. Only verbal assessment of

students' achievements is used.

Form for summing up the results of the implementation of the

additional educational program "My friend is a computer" - games,
competitions, contests, marathon.

3. Content of the subject

The course has the following sections:

• Section 1 - "Subject":

- Color of objects.

- Shape of objects.

- Size of objects.

- Names of objects.

- Features of objects.

- Composition of objects.

• Section 2 - "Actions of objects":

- Concepts of "equal", "not equal".

- Relationships of "more" and "less".

 Jabrayilzada Sevinj | 176

- Concepts of "up", "down", "right", "left".

- Actions of objects.

- Sequence of events.

- Procedure.

• Section 3 - "Set. Coding":

- Digits.

- Ascending, decreasing.

- Set and its elements.

- Methods of defining sets.

- Comparison of sets.

- Displaying sets.

- Coding.

- Symmetry of figures.

• Section 4 - "Statement. Graphs":

- Negation.

- Concepts of "true" and "false".

177 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- Concept of "tree".

- Graphs.

- Combinatorics.

Sequence of events and actions. Methodological

recommendations.

Prepare an overview of the lesson topic

Lesson objective:

To teach how to determine the sequence of actions and events;

To prepare for the introduction of the concept of algorithms;

To develop work skills;

To develop the ability to consistently construct sentences when

retelling.

Equipment: computer, presentation, projector, handouts,

notebooks.

Lesson progress

I. Organizational part.
 Jabrayilzada Sevinj | 178

II. Eye exercises (children watch moving objects on the screen

with their eyes).

III. Review of the material covered.

Task 1.

You have two drawings in front of you. Find the differences.

What shapes does each drawing consist of?

How many shapes are there in each drawing? (students come

out and show the differences in the shapes on the slide).

Task 2 "Extra figure".

Look closely at the figures in each row. Is there an extra figure

in each row? Find this figure.

-students find the extra figure and explain by what feature it is

extra). in the first row there is an extra triangle, since the other figures
are quadrangles;

-in the second row among the triangles there is a quadrangle;

in the third row the extra polygon is an oval
179 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

IV. Learning new material.

Task 3.

Let's have a conversation about the events in our lives: the

changing seasons, the stages of life of plants, humans.

Let's list them in order:

- Days of the week,

- Months of the year,
- Seasons, etc.

Task 4 "Missing numbers".

Name the numbers that are missing. Determine the order of the
numbers. Between which numbers are the missing numbers in the
number row? (students name the numbers).
 Jabrayilzada Sevinj | 180

Task 5. Game "Who (what) will be...".

I will ask a question that can have several possible answers.

What will an acorn be? A tree? Flour? An egg? A seed? A brick? A
chicken? Fabric? Iron? An egg?

For example, an acorn can grow into a tree, a tree trunk can be
used to make a boat or a house, chop wood, etc.

Task 6. Game "Who (what) were..."

Who were they? A horse, a chicken, a cow, a fish, an apple tree,

bread, a bicycle... etc.

For example, a cow was a calf, bread was flour, etc.

Task 7 "Divide into groups".

The slide shows a group of objects, students must determine

the features by which they can be divided into two groups.
181 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Children suggest options, the teacher determines the correct

classification:

-objects that can be used to clean at home, on the street

(vacuum cleaner, broom, watering machine, mop, rake) and objects
that float (duck, whale, ship).

Task 8 "The Life of a Dandelion".

According to the picture, students must arrange the numbers

that determine the order of life of a dandelion.
 Jabrayilzada Sevinj | 182

Task 9 THE FAIRY TALE "Kolobok".

Determine the sequence of the pictures and tell the fairy tale
"Kolobok" based on them

Task 10 FAIRY TALE "Under the Mushroom".

Determine the sequence of the pictures and tell the fairy tale
"Under the Mushroom" based on them.

Pay attention to the friendship of the animals, the desire to help

each other in a difficult

situation.
183 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Task 11 "Getting ready for school..."

Let's remember how you get ready for school. Determine the
order of actions based on the pictures and help the boy not to mix up
the actions.

Task 12 "Order of actions".

Katya the girl is her mother's helper, she decided to wash the
doll Natasha's dress and iron it. What did Katya forget to do? (plug
the iron into the socket).
 Jabrayilzada Sevinj | 184

Task 13 "Seasons".

The seasons of the year go in order every year. You can

determine eacheason of the year by the trees.

Determine the season of the year by the pictures and say what
season of the year will be next?

What happens to the trees in winter, spring, summer, autumn?

By what signs do we determine the season?

What leaves do the trees have in summer, spring, autumn?

When do the flowers bloom on the trees? When do the fruits

ripen?
185 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Information. How they receive, transmit and use

information.

Methodological recommendations. Prepare an overview of

the lesson topic

Goal: Formation of concepts about objective and subjective

information and its dependence on the senses.

Objectives. Educational: to introduce students to the concept

of objective and subjective information and their properties.

Developmental: to develop the creative and cognitive potential

of the student; communication skills; the ability to structure
information, determine the main properties of information and their
meaning.

Educational: to cultivate a culture of communication, labor

discipline and cognitive interest in the subject.

Work format: frontal, group, in pairs.

 Jabrayilzada Sevinj | 186

Interdisciplinary connections: computer science, drawing.

Planned results. Subject. Students should know the types of

information, its properties, meaning and perception of information.
Should be able to distinguish between objective and subjective
information.

Universal learning activities. Cognitive: - the ability to define

concepts;

- to structure knowledge, establish cause-and-effect

relationships, build logical reasoning;

- to analyze the selected information and interpret it in

accordance with the task;

- the ability to independently search, analyze, select

information (textbook).

Regulatory: - define the goal in the activity, choose the means

to achieve the goal individually and in pairs;

- express your assumptions based on the educational material;

- exercise self-control,
187 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- assess the degree of goal achievement in the educational

situation, independently correct mistakes.

Communicative: - listen to and understand the speech of

others, provide mutual assistance in the course of completing the
task;

- be able to publicly defend your position;

- developing the ability to conduct a dialogue, effectively

interact in pairs, groups;

- be able to express your thoughts orally and in writing.

Personal: - mastering knowledge, skills and abilities and their

application in various life situations;

- be aware of your emotions, evaluate your own and other

people's actions in different situations, understand the emotional state
of others;

- forming a conscious self-esteem;

- have a respectful and friendly attitude towards another person,

his opinion.
 Jabrayilzada Sevinj | 188

Equipment: computer, cards with tasks, a bag with objects

(whistle, perfume, cotton wool, a picture, salt in a transparent bag),
the textbook Technology 5th grade edited by V.M. Kazakevich, M.,
"Prosveshchenie", 2019.

Lesson progress.

1. Organizational moment. Checking readiness for the lesson.

2. Motivation and introduction to the topic.

Let's recall from the previous lesson what information is.

Answers:

Information is knowledge or data about someone or something.

Information is data that can be collected, stored, transmitted,
processed, used. Information is a reflection of the outside world using
signs or signals.

Remember where we get information from?

Answers: in science, technology, everyday life.

More details about this were prepared for us by …..(student's

name) Man has been studying the world around him since the
moment he appeared on Earth. Studying the world gives man very
189 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

important information, without which life itself is impossible. Man

perceives this information with the help of his senses and presents it
in a form convenient for further work.

Remember, through which organs do we perceive

information?

Answers: through the nose, mouth, ears, skin of the hands,

eyes. Let's conduct a small experiment. For this I need 5 brave souls.
Blindfold. By touch you need to determine what is in the bag. (We
can immediately determine cotton wool, perfume by smell, salt by
taste, a whistle by ear, and a picture only by opening your eyes). A
person receives information about the outside world with the help of
his sense organs.

A person receives almost 90% of information through the

organs of sight (visual), about 9% - through the organs of hearing
(auditory) and only 1% with the help of the other sense organs (smell,
taste, touch). It should be noted that human sense organs are called
analyzers, since it is through these organs that information enters the
brain. But, for example, for a fox, a dog and many other animals, the
main information is that which comes through the nose. They have a
 Jabrayilzada Sevinj | 190

good developed sense of smell. For bats, the main information is

sound, they perceive it with their large, sensitive ears.

Is any information useful to a person? What do you think, in

terms of reliability, what kind of information is there? Answer
options.

If we were told that it is warm outside, what should we dress?

After all, we do not know how warm it is. And if we are told that it
is plus 25 degrees outside, then we will already have decided on our
clothes.

Accordingly, in the first case we make up the information, and

in the second case the information is clear. What do we call such
information? Answers: objective and subjective.

That's right, this will be the topic of our lesson. Write down the
topic of the lesson: Information objective and subjective.
Characteristics of types of information from the senses.

Accordingly, our main task is to understand these concepts. So,

we remembered that we receive information through the senses. This
means that, according to perception, information can be: visual,
auditory, olfactory, gustatory, tactile. (notebook entry) Information
can also have different social significance. Think about what kind of
191 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

information can there be in society? Answers: social, personal,

special.

According to social significance, information can be:

-personal - this is knowledge, experience, intuition, skills,

emotions, heredity of a specific person public - socio-political,
popular science, i.e. what we get from the media.

-in addition, this is the experience of all mankind, historical,

cultural and national traditions, etc.; everyday - that which we
exchange in the process of communication; aesthetic - fine arts,
music, theater, etc.; special - scientific, industrial, technical,
managerial.

The human body reacts to information received from the

outside with the help of sense organs. I suggest playing the game
"Guess the situation".

The students are divided into 2 teams. The teams must name
the initial information and describe the proposed reaction of the body.
The team that is the most artistic wins. Mom gave you a bitter pill. A
balloon burst. A cat ran across your path. Your hands are frozen.
 Jabrayilzada Sevinj | 192

3.Presentation of new material.

We have just guessed different situations. And it was not

always immediately clear what was happening. And what properties
should information have to be accessible to a person? Answers:
Reliability, completeness, relevance, usefulness, comprehensibility.
And when do we say that information is reliable? When it is true,
real.

1.Reliable information helps us make the right decision.

Information can be unreliable for the following reasons:

Intentional distortion (disinformation); When the significance of a
real fact is underestimated or exaggerated (rumors, fishing stories).

2.Completeness of information. Information can be called

complete if it is sufficient for understanding and decision-making.
For example, a historian's dream is to have complete information
about past eras. But historical information is never complete, and the
completeness of information decreases as the historical era moves
away from us. Even events that happened before our eyes are not
fully documented, much is forgotten, and memories are subject to
distortion.
193 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. Relevance (timeliness) of information - importance,

significance for the present time. Only information received in time
can bring the necessary benefit. Information can be irrelevant for two
reasons: it can be outdated (last year's newspaper) or insignificant,
unnecessary (for example, a message that prices in Italy have been
reduced by 5%).

4. Usefulness or uselessness. The most valuable information

for us is sufficiently useful, complete, objective, reliable and new.
Let's take into account that a small percentage of useless information
even helps, allowing you to rest on uninformative sections of the text.
And the most complete, most reliable information cannot be new.

5. Information is understandable if it is expressed in a language

accessible to the recipient.

• PHYSICAL EDUCATION MINUTE. "Kitty stretching".

Starting position: sitting on a desk chair, bend at the waist, hands to
the shoulders. Inhale - stretch, arms up, hands relaxed. Exhale - hands
to the shoulders, elbows forward.

4. Creative work. textbook page 123. Paragraph 3. We read

from paragraph 3. So, we have read that information can be
transmitted using signs, symbols, numbers.
 Jabrayilzada Sevinj | 194

Now remember the safety precautions in the office when doing

manual work, when working with an electric stove, iron, sewing
machine. And think of a sign without words. Draw it.

(When the drawings are ready, we exchange notebooks and try

to decipher this sign).

5. Consolidation. Today we have covered the topic

"Information, its types and properties" and answered the questions:
What does the word "information" mean? (knowledge or data about
someone or something)

What are the main types of information? (visual, auditory,

olfactory, taste, tactile)

What are the main properties of information? (reliability,

completeness, relevance, usefulness, clarity)

How does a person perceive information? (through the organs

of sight, hearing, smell, touch, taste receptors) Now try to formulate
a conclusion. Give definitions of objective and subjective
information.

Information is data, knowledge, messages that a person

receives from the surrounding world. Subjective information is
195 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

thought up by the subject, and objective reflects the real picture.

(recording)

6. Reflection. Now, share your opinions about the lesson. Do

you think we coped with the task? I would like to ask those who wish
to express their opinion

• it was interesting...

• it was difficult...

• now I can...

• I learned...

• I was surprised...

• I wanted... Did you like the lesson? Draw a smiley face next
to it.

7. Summary. Homework. Prepare reports on Cultivated and

wild plants.

Technology report on the topic "Information in science,

technology and everyday life" Information is data that can be
collected, stored, transmitted, processed, used.
 Jabrayilzada Sevinj | 196

In science, technology and everyday life, the word

"information" has different meanings:

-In everyday life, information is any data, information,

knowledge that interests someone. For example, a message about
some events, about someone's activities, congratulations on a
birthday, a promotion at work; etc. When someone says: "I am
informing", in everyday terms it means "I am informing you".

- In technology, information is understood as messages

transmitted in the form of signs or signals (in this case there is a
source of messages, a recipient (receiver) of messages, a
communication channel); news on the radio, weather forecast on TV;
news in the spheres of mass information.

In science, information is understood as that part of knowledge

that is used for orientation, active action, management, i.e. for the
purpose of preserving, improving, developing a system; scientific
conferences, books, scientific seminars, scientific works of any
figures in various spheres of scientific life.

Getting to Know the Computer. The Main Parts and

Capabilities of the Computer.
197 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Methodological Recommendations. Prepare an overview of

the lesson topic

Topic: "Getting to Know the Computer. The Main Parts

and Capabilities of the Computer."

Lesson Objectives:

- to help students learn the structure of the computer, the

concept of the basic configuration of a PC, to give the basic concepts
necessary to start working on a computer.

- to cultivate students' information culture, attentiveness,

accuracy, discipline, perseverance.

- to develop cognitive interests, skills in working with a mouse

and keyboard, self-control, the ability to take notes.

Equipment:

board, computer, computer presentation.

Lesson Plan:

I. Organizational Moment. (1 min)

II. Knowledge Update. (7 min)

 Jabrayilzada Sevinj | 198

III. Theoretical Part. (10 min)

IV. Practical Part. (12 min)

V. Homework (2 min)

VI. Students' questions. (5 min)

VII. Lesson summary. (2 min)

Lesson progress:

I. Organizational moment. Greeting, checking those present.

Explanation of the lesson progress.

II. Knowledge check. In the last lesson, we began to get

acquainted with the computer.

Today we will consider what computer devices are available,

practically, in every PC, why they are needed and some of their
characteristics.

III. Theoretical part. Sometimes they say "personal

computer". The clarification "personal" here is not accidental - it
means one's own, personal, accessible to most people, because there
are a large number of other types of computers that cannot be called
personal - workstations for enterprises, servers for connecting many
199 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

computers to a network, etc. In the future, when we say "computer"

we will mean a personal computer.

A personal computer is a computer designed to serve one

worker. In terms of its characteristics, it may differ from large
computers, but functionally it is capable of performing similar
operations. According to the method of operation, there are desktop,
portable and pocket PC models. In the future, we will consider
desktop models and how to work with them.

In the modern computer market, the variety of modifications

and options of computers is huge, but any, even the most unusual set
invariably includes the same types of devices.

Basic PC configuration is the minimum set of hardware

sufficient to start working with a computer. Currently, for desktop
PCs, the basic configuration is considered to be one that includes four
devices:

•System unit;

• Monitor;

• Keyboard;

• Mouse.
 Jabrayilzada Sevinj | 200

The system unit is the main block of the computer system. It

contains devices considered internal. Devices connected to the
system unit outside, are considered external. The system unit
includes a processor, RAM, hard and floppy disk drives, optical disks
and some other devices.

On the front panel you can see several buttons - the already
familiar Power button - to turn on and the Reset button - to reboot the
computer, which can only be used with the teacher's permission.
Several indicator lights - to turn on and to access the hard disk. Two
disk drives - for compact discs and floppy disks, which we will talk
about in the next lesson.

A monitor is a device for visually reproducing symbolic and

graphic information. It serves as an output device. They vaguely
resemble household TVs.

Desktop computers usually use monitors on a cathode-ray tube

(CRT). The image on the monitor screen is created by a beam of
electrons emitted by an electron gun. This electron beam is
accelerated by high electric voltage (tens of kilovolts) and falls on
the inner surface of the screen, covered with a phosphor (a substance
that glows under the influence of an electron beam).
201 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The beam control system makes it run line by line across the
entire screen (creates a raster), and also regulates its intensity
(correspondingly, the brightness of the glow of the phosphor dot).
The user sees an image on the monitor screen, since the phosphor
emits light rays in the visible part of the spectrum. The image quality
is higher, the smaller the size of the image dot (phosphor dot); in
high-quality monitors, the dot size is 0.22 mm.

However, the monitor is also a source of high static electric

potential, electromagnetic and X-ray radiation, which can have an
adverse effect on human health. Modern monitors are practically
safe, since they meet strict sanitary and hygienic requirements, fixed
in the international safety standard TCO'99. Flat-panel liquid crystal
display (LCD) monitors are used in portable and pocket computers.
Recently, such monitors have become widely used in desktop
computers as well.

LCD (Liquid Crystal Display, liquid crystal monitors) are

made of a substance that is in a liquid state, but at the same time has
some properties inherent in crystalline bodies. In fact, these are
liquids with anisotropy properties (in particular, optical ones)
associated with the orderliness in the orientation of molecules.
 Jabrayilzada Sevinj | 202

Liquid crystal molecules can change their orientation under the

influence of electrical voltage and, as a result, change the properties
of the light beam passing through them. The advantage of LCD
monitors over CRT monitors is the absence of electromagnetic
radiation harmful to humans and compactness. But LCD monitors
also have disadvantages.

The most important of them are poor color rendering and

blurring of a fast-moving picture. In other words, if you take a high-
quality CRT monitor, it will be suitable for any task without
reservations - for working with text, for processing photos, for
games, and so on; at the same time, among LCD monitors, you can
highlight models that are suitable for games - but they are not suitable
for working with photos, you can highlight models that have
excellent color rendition - but they are not suitable for dynamic
games, and so on.

Monitors can have different screen sizes. The diagonal size of

the screen is measured in inches (1 inch = 2.54 cm) and is usually 15,
17, 19 or more inches.

Keyboard - a key device designed to control the operation of a

computer and enter information into it. Information is entered in the
203 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

form of alphanumeric symbolic data. A standard keyboard has 104

keys and 3 light indicators in the upper right corner informing about
the operating modes.

Mouse - a "graphic" control device. When you move the mouse

on the pad, the mouse pointer moves on the screen, using which you
can point to objects and/or select them. Using the mouse buttons
(there may be two or three of them), you can set one or another type
of operation with the object.

And using the wheel, you can scroll up or down images, text,
or web pages that do not fit entirely on the screen.

In optical-mechanical mice, the main working element is a

massive ball (metal, covered with rubber). When the mouse moves
on the surface, it rotates, the rotation is transmitted to two shafts, the
position of which is read by infrared opto couplers (i.e., pairs of "light
emitter-photodetector") and then converted into an electrical signal
that controls the movement of the mouse pointer on the monitor
screen.

The main "enemy" of such a mouse is contamination.

Currently, optical mice have become widespread, in which

there are no mechanical parts. A light source located inside the mouse
 Jabrayilzada Sevinj | 204

illuminates the surface, and the reflected light is recorded by a

photodetector and converted into the movement of the cursor on the
screen. Modern mouse models can be wireless, i.e. they can be
connected to a computer without a cable. Peripherals are devices that
are connected to a computer from the outside. Usually, these devices
are designed to input and output information. Here are some of them:

• Printer;

• Scanner;

• Modem;

• DVB card and satellite dish;

• Web camera.

A printer is used to output information to a paper medium

(paper).

There are three types of printers:

• matrix

• inkjet

• laser
205 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Matrix printers are impact printers. The print head of a dot

matrix printer consists of a vertical column of small rods (usually 9
or 24) that are "pushed" out of the head by a magnetic field and strike
the paper (via an ink ribbon). As the print head moves, it leaves a line
of characters on the paper.

The disadvantages of dot matrix printers are that they print

slowly, they make a lot of noise, and the print quality is poor (roughly
equivalent to a typewriter).

In recent years, black-and-white and color inkjet printers have

become widespread. They use an inkjet print head that, under
pressure, ejects ink from a series of tiny holes onto the paper. As the
print head moves along the paper, it leaves a line of characters or a
strip of image.

Inkjet printers can print quite quickly (up to several pages per
minute) and produce little noise. Print quality (including color) is
determined by the resolution of inkjet printers, which can reach a
photographic quality of 2400 dpi. This means that a horizontal strip
of an image 1 inch long is formed from 2400 dots (ink drops).

Laser printers provide virtually silent printing. Laser printers

achieve high printing speeds (up to 30 pages per minute) by using
 Jabrayilzada Sevinj | 206

page-by-page printing, in which the page is printed in its entirety at

once. High typographic quality of laser printers is ensured by high
resolution, which can reach 1200 dpi and more.

Plotter. To output complex and wide-format graphic objects

(posters, drawings, electrical and electronic circuits, etc.), special
output devices are used - plotters. The operating principle of a plotter
is the same as that of an inkjet printer.

Scanners are used to automatically enter texts and graphics

into a computer.

There are two types of scanners:

• hand-held

• flatbed.

A hand-held computer scanner is similar to a scanner used in

supermarkets to read barcodes. Such a scanner moves along a sheet
of information line by line manually, and the information is entered
into the computer for further editing.

A flatbed scanner looks and works much the same as a copier -

the lid is lifted, the text or drawing is placed on the working field,
and the information is read. Flatbed scanners are usually all color
207 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

these days. Text recognition systems allow you to convert scanned

text from a graphic format into text. The resolution of scanners is 600
dpi and higher.

A modem or modem card is used to connect remote computers

via a telephone network. The modem can be internal (installed inside
the system unit) and external (located next to the system unit and
connected to it using a cable).

A DVD card and a satellite antenna are used for the so-called
"asynchronous" connection of a computer to the Internet. If you have
a DVB card and a satellite antenna, two communication channels are
used to connect to the Internet:

-a modem is used to transmit data from the user, and a satellite

channel is used to receive data,

-the data flow rate of which is several times higher than the
modem.

A webcam will come in handy for organizing video

conferences (or just chatting) on the vast Internet. With the help of
these devices (and, of course, fast local networks), you can arrange a
meeting with your employees at any time, without tearing them away
 Jabrayilzada Sevinj | 208

from their comfortable workplaces. And this, as practice shows, gives

a very tangible practical benefit.

Let's make it clear right away - we are not talking about real
video cameras here. That is, you can not even dream of good optics,
high-quality color rendition and other such luxuries. And it will not
even occur to you to save a video image from a webcam. After all,
this unit is needed for something completely different - to ensure the
receipt of a video stream on your computer with the quality and
volume sufficient for transmission on the Internet.

There is, however, one catch. Almost all webcams are designed
to work not in the slow modem connection mode. Give them digital
channels of communication - and then these devices will show
themselves in all their glory.

As for Russia, unfortunately, there is no possibility to ensure

the transmission of such a data stream in real time. Neither the
transmitting devices, nor the communication channels.

Therefore, the maximum that your interlocutor can count on is

the appearance of your personality in a tiny window slightly smaller
than a cigarette pack (image size - up to 320x200 pixels). If this is
209 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

enough for you, well, buying a webcam can brighten up your gray
computer days a little.

Since the webcam does not produce a static image, you need to
take into account another important value - the frame refresh rate. So,
on a regular modem connection, even with a tiny picture of 150x200
pixels, you most likely will not get the desired 24 frames (in reality -
from 10 to 20).

This means that jerks and delays are inevitable ... However, do
not be upset - alternative methods of connecting to the Internet are
increasingly persistently paving their way, and perhaps in a year or
two your interlocutors will be able to enjoy a decent quality image at
least a quarter of the screen in size.

For now, pay attention to other indicators of the webcam -

reaction to various lighting conditions, the presence of a built-in or
additional microphone, the length of the USB connection cable, the
ability of the camera to work "in conjunction" with popular programs
for voice and video communication (for example, Microsoft
NetMeeting).

And, of course, the maximum resolution: although the image

quality of 640x480 pixels has long been the standard, there are
 Jabrayilzada Sevinj | 210

models on the market with a much lower resolution threshold (many

cameras costing up to $ 50 provide a resolution of only up to 352x288
pixels).

By the way, did you know that a good webcam can successfully
replace a digital camera? Most cameras can not only transmit a
stream of video information to a computer, but also pull out
individual frames-pictures from this stream.

But their future fate depends on the quality of the camera:

expensive models can save images in the built-in memory, without
requiring a constant connection to a computer, while cheaper ones
are forced to immediately dump their entire “load” onto the hard
drive.

Although, of course, a real digital camera works much better,

and the quality gives something else... Especially since many mid-
priced digital cameras can also, if necessary, work as webcams.

And lastly. Almost all camera models released after 1999 are
connected to a computer via a USB port and do not require an
additional power source.

Questions for consolidation:

211 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• What does "personal computer" mean?

• What is "basic PC configuration"?

• What types of monitors do you know?

• What is mouse resolution?

• What is the difference between optical-mechanical and

optical mice?

• What other input devices for a computer do you know?

III. Practical part.

Today, in the practical part, we will work with two programs

simultaneously.

Windows is a multitasking operating system, i.e. several

applications can be run in parallel. Each application is indicated by a
button on the Taskbar, and the transition from working in one
application to working in another can be done by clicking on the
button. The running (active) application is displayed on the taskbar
as a pressed button. You can also switch between programs using the
key combination [Alt]+[Tab]. Open the text document Lesson 6
Practice, located in the folder C:\Our Lesson\. There are examples
 Jabrayilzada Sevinj | 212

written there, you need to write down the answers. For calculations,
launch the Calculator. Students complete the task.

IV. Homework

Know what the basic PC configuration and computer devices

are. Students who have computers at home should continue to master
the "blind ten-finger typing method".

Additional task: find information about additional devices

connected to the computer.

V. Students' questions.

Answers to students' questions.

VI. Lesson summary.

Summing up the lesson. Assigning grades.

In the lesson we learned what a basic PC configuration is, what

devices are included in the basic PC configuration. We also learned
how to work simultaneously with several programs on a computer.

Sources.

1. Do-it-yourself computer S. V. Glushakov et al.

213 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

2. Ramin Makhmudzade Ismail Sadygov Naida Isaeva

methodological manual of the textbook on the subject of computer
science

3. Pushkareva Irina Sergeevna "First steps in the world of

computer science" for grades 1-4

Lesson - business game "Assembling a computer"

Lesson topic: Basic computer devices.

Lesson type: Lesson - review. Consolidation of the material

covered.

Lesson objectives:

Educational: Assemble the correct computer configuration

using the material covered.

Didactic:

Review with students the basic computer devices, their

functions and information interaction in a playful way.

 Jabrayilzada Sevinj | 214

Educational:

Acquisition of communication skills by students during

teamwork: activation of their creative thinking; strengthening of
students' personal interest, instilling in schoolchildren self-education
and self-improvement.

Developing:

Teach students to make a crossword puzzle, search for

information in price lists.

Lesson idea:

Students are offered the following business game situation: “In

the city Semipalatinsk, there are several companies - limited liability
companies (LLC) - assembling computers to order. The work of each
company during one specific day proceeds as follows.

The working day begins. In the morning there are no orders

yet and you can do something in your free time, for example, making
a crossword puzzle from the words that are used in the work.

Then an order comes in: the customer wants to buy a computer,

but does not know exactly what configuration this computer should
have and what additional equipment for the computer he will need.
215 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

We need to help him with this" The simulation model in this

case is the work of a company assembling and selling computers. The
game model is the working day of such a company. The lesson
contains two main stages, at each of which a certain task is
performed.

Task 1 - making a crossword puzzle. At this stage, students get

acquainted with new concepts of the topic and make a crossword
puzzle using these concepts.

Task 2 - assembling a computer (determining the computer

configuration). While completing this task, students review all the
basic concepts on the topic of computer devices, the functionality of
the computer components, the types of these components. At the end
of the task, students must present a version of the computer
configuration with a justification for why they propose this particular
version.

Organization of the lesson.

The working group is divided into two teams (6-7 people). One
of the group members is chosen to be the engineer (team captain),
one acts as a marketer-designer, one as the chief accountant, and the
rest act as technicians.
 Jabrayilzada Sevinj | 216

It is necessary to invite in advance from among the teachers

who will help both the players and the leader during the game: give
advice, check the completion of tasks, monitor the correctness of the
answers and evaluate the work of the groups.

The leader is the computer science teacher who organized the

game and teaches in this group. Before the start of the game, it is
imperative to decide how the participants will be placed in the room;
who will be where.

Lesson equipment.

Each game group should have sheets of paper with the rules of
the game, the evaluation system, cards with images of components
and peripherals or real components and peripherals, a price list, a
memo on how to conduct a conversation with the customer.

Strips with words - computer terms, as well as an Excel sheet

for compiling a crossword puzzle should be prepared. The price list
can be obtained from any computer store.

Game rules.

The game is played in the form of a competition between game

groups, the task of which is to score the maximum number of points,
217 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

which are awarded for the correct completion of the task and tactful
behavior during the game.

Players can seek advice from an expert. The host can influence
the course of the game, participate in the discussion, giving remarks
and asking questions. At the end of the game, the total points scored
by the groups for the entire game are calculated, and for a certain
amount of points (which is set by the host), each player receives a
positive assessment.

Assessment system.

The correctness of the tasks is assessed according to the

following criteria:

Task 1.

• Compactness of the crossword structure:

• Correctness:

• Rationality:

• Accuracy

Task 2.

• Orientation in the material

 Jabrayilzada Sevinj | 218

• Culture of speech

• Brevity

• Logic and persuasiveness

• Highlighting the essential

• Ability to interest the audience

The maximum number of points for completing each of the

tasks is 5 points.

The behavior of the game participants is assessed according to

the following criteria:

• Mutual assistance in a group

• Ability to communicate with colleagues

• Ability to organize work in a group

• Ability to meet the deadline when solving problems

• Ability to listen to the speech of your speaker and the speaker

of another group.
219 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The number of points awarded for tactful behavior during the

game is 5, and a few more points can be added at the discretion of the
host and the expert.

Fines are imposed for violation of discipline:

• Each remark by the presenter or expert consultant – 1 point

• Failure to comply with the rules of the game – 2 points

• Gross violation up to 5 points

Literature:

1. V.E. Figurnov “IBM PC for the user”

2. A. Levin “Self-study guide to working on a computer”

3. O. Efimova “Computer technology course” I, II vol.

Lesson plan:

1. Organizational moment – 5′

2. Composing a crossword puzzle, preparing a presentation –

20′

3. Assembling a computer – 25′

4. Homework – 3′
 Jabrayilzada Sevinj | 220

Lesson progress:

1. Preparatory stage

Participants take their places depending on the previously

assigned roles: game groups, expert-consultant, presenter.

Presenter: Tells the participants the didactic goal of the game.

Presenter. Each of your groups has organized a limited

liability company. I choose an engineer in each team – the chief
technician. In then he distributes the responsibilities of each team
member during the game. At the very beginning of the game, an
accountant and a marketer-designer are chosen.

Please give a name to your enterprise.

The children come up with names for their firms – teams.

Presenter: Your first working day is starting. Until orders

come in, you can spend your free time usefully - try to make a
crossword puzzle from computer terms, the accountant at this time
should calculate the salary of each specialist of the company in the
MS Excel program, the marketer - designer should create an
advertisement – presentation of his company in the Power Point
221 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

program. The rest of the company employees are busy making a

crossword puzzle.

2. Composing a crossword puzzle

The players of each team sit near one computer. Each team
receives strips with words to compose a crossword puzzle. The strips
are double-sided: on one side the word is written horizontally, on the
other side the same word is written vertically. The players compose
a crossword puzzle from these words - strips on the table next to the
computer.

Then they redraw the resulting crossword puzzle on an Excel

sheet prepared in advance by the teacher and displayed on the
computer screen, number the words and compose questions for the
crossword puzzle in the form of pictures. These pictures are already
on the screen, and the students only have to arrange and number them
correctly.

After the time allotted for completing this task has elapsed, the
leader announces the completion of the stage. The engineer -
technician must save his crossword puzzle and print it out. Then the
printed finished crossword puzzles are passed to each other and they
solve it within 5 minutes. The teams submit their decisions to the
 Jabrayilzada Sevinj | 222

leader, who, while the players are completing the task of the next
stage, checks and evaluates the work of each of the teams.

.3. The accountant, having calculated the wages, must print

out a summary statement of payment in several copies. He must hand
over these copies to the leader, the employees of his company and
the guests. Calculation of wages according to the summary statement.
The accountant fills in the full names of the company employees.
(time of execution 15 minutes)

4. The marketer-designer must create an advertisement about

his company, the advertisement must include 3 slides, they are
created at the discretion of the company employee, no restrictions.

The marketer-designer must show that his company is a

qualified supplier of computer, peripheral equipment and office
equipment. (time to complete 20 - 25 min)

5. Assembling a computer

Host. Your company has received an order. The customer asks

you to assemble a computer for him, but does not know exactly what
configuration this computer should have and what additional
equipment and what additional equipment he will need.
223 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The customer wants to use this computer both for work and for
games. He can pay no more than $700 for the computer for the first
team, no more than $600 for the second team. Your task: to help the
customer determine the configuration of the computer, i.e. to help
him determine the computer power, hard drive capacity,

RAM, video card, monitor type and size, CD drive type, mouse
and keyboard type, printer type, speakers, scanner, digital camera,
etc. The conditions for fulfilling the order are as follows: on the one
hand, the customer should not buy an unnecessary thing, i.e. if the
company employee believes that the customer himself has chosen an
item that he will not really need, then the employee must clearly and
convincingly prove this; on the other hand, it is necessary to just as
clearly and convincingly prove to the customer that he will not need
exactly this item.

Each team receives several pictures with images of components

and peripheral devices.

The players must clearly describe what is shown in each

picture, whether the depicted item is necessary for the computer to
work, present its functional capabilities and varieties. Next, the teams
offer a computer configuration option for a given amount (using real
 Jabrayilzada Sevinj | 224

price lists) and convince the customer to buy a computer of exactly

this configuration.

Conversations between representatives of the companies -

teams and customers take place in turns, one after another. Other
teams can make suggestions or comments after the customer's
conversation with the company is over.

The leader - teacher acts as the customer. He has a memo on

how to behave, what to ask and for what purposes to demand a
computer. The customer must communicate with all members of the
game group, each must explain something. At the end of this stage,
the customer announces whether he is satisfied with the service of
this company.

Memo for employees of the first company “You need to offer

a product for the entire amount that the buyer has. You only have
Celeron, Pentium processors from Intel left in stock. ATX type cases.

A large batch of Epson inkjet and matrix printers has arrived.

You have only 64 MB and 128 MB of RAM left, Seagate Barracuda
hard drives with a capacity of only 40-80 GB, SVGA, VGA video
card, 32 and 64-bit sound cards from Creative Live, a motherboard
with a frequency of 100 MHz and 500 MHz, 14, 15, 17, 19-inch
225 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

monitors (based on a cathode ray tube and on liquid crystals from

LG)

A reminder for employees of the second company

“You need to offer goods for the entire amount that the buyer
has. You have only Athlon, Duron processors from AMD left in
stock. ATX, AT cases.

A large batch of Epson inkjet and HP laser printers has arrived.

RAM you have only 128 MB and 256 MB left, Seagate Barracuda
hard drives with a capacity of only 120-80 GB, SVGA, VGA video
card, 32 and 64-bit sound cards from Creative Labs, motherboard
with a frequency of 100 MHz and 500 MHz, monitors 14,15,17,19
inches (based on a cathode-ray tube and based on liquid crystals LG).

Curriculum for computer science (IV grade)

Curriculum for computer science (IV grade). - two hours

The work program for computer science and ICT for the 4th
grade is based on the state educational standard of primary general
education,

Information culture and its important component - ICT

competence (information and communication competence) are
 Jabrayilzada Sevinj | 226

becoming especially relevant today. The formation of the

foundations of information culture in accordance with the new state
standard of primary general education should begin in primary
school.

The new standard is based on a system-activity approach,

which involves education and development of personal qualities, in
particular, those that meet the requirements of the information
society.

The three main skills that correspond to the traditional content

of primary education - reading, writing, counting - in accordance with
the new standards should be expanded to form a new type of literacy,
including the basics of ICT competence. This means expanding the
concepts of reading (active search for all types and varieties of
information, its perception and analysis)

Objectives and tasks

The study of computer science and information technology in

the 4th grade is aimed at achieving the following objectives:

-forming general ideas of students about the information

picture of the world, about information and information processes as
elements of reality;
227 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- familiarization with general theoretical concepts of computer

science; ü gaining experience in creating and transforming simple
information objects: various types of diagrams, including with the
help of a computer;

- gaining experience in independent information activity as a

personal

- learning result taking into account the practice of using ICT

in research,

- design and project tasks.

- forming a system-information picture of the world

(worldview) in the process of creating diagrams; ü forming and
developing the ability to use electronic manuals, designers,
simulators, presentations in the educational process; ü forming and
developing the ability to use a computer when testing, organizing
developing games and relay races, searching for information in
electronic reference books and encyclopedias, etc.

The implementation of the set goals of studying computer

science and information technology in the 4th grade involves solving
the following problems:
 Jabrayilzada Sevinj | 228

-development of attention, thinking, memory of students based

on tasks that clearly highlight the processes of processing
information of the subject, the formation of a conscious and valuable
attitude to their own activities on the surface of information;

- training in the field of information technology, ensuring the

inclusion of informatization tools (computer hardware and software)
in the educational and cognitive activities of students, the formation
of stable skills in working with tabular information, including a
comprehensive presentation of educational information in creative
works (in a presentation environment), the ability to search for
information using catalogs and reference books, on the Internet;
üformation of initial ideological systemic and informational ideas
about the world, information and information processes in society
and technology, as well as the information nature of human cognitive
activity.

General characteristics of the subject.

Since the experimental introduction of computer science in

primary school, significant experience has been accumulated in
teaching computer science to students. Teaching computer science in
the 4th grade is aimed at developing initial understanding of the
229 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

properties of information, methods of working with it, in particular

using a computer.

It should be noted that the computer science course in the 4th

grade makes a significant contribution to the formation and
development of the information component of universal educational
activities, the formation of which is one of the priority areas of
primary general education.

Moreover, computer science as a subject in which skills and

abilities in working with information have consistently fluctuated can
be one of the guiding subjects in the form of universal educational
activities (general educational skills and abilities).

The content lines of teaching information movement in the 4th

grade correspond to the content lines of studying the subject in basic
school, but are implemented at the propaedeutic level.

Upon completion of training, students should have more

broadly formed skills and abilities in working with information and
apply them in practical activities and everyday life.

Information processes Tags on examples of transmission,

storage and processing of information in the information activities of
man, wildlife, technology. In the process of studying computer
 Jabrayilzada Sevinj | 230

science in the 4th grade, the dynamics of the ability to classify

information, highlight the general and the specific, establish
connections, discuss, draw analogies, etc.

This helps the student to see the world around him

meaningfully, navigate it more successfully, and form the
foundations of a scientific worldview.

The computer science course in the 4th grade is based on the

fundamental principles of general didactics: integrity and continuity,
scientific nature combined with accessibility, practice-oriented
combined with developmental learning. In terms of solving the
priority task of primary education - the formation of UUD (general
educational skills) - the skills of building models of the problem
being solved, solving non-standard problems are formed.
Development of the creative potential of each learning process in the
formation of planning skills in the course of solving various
problems.

In the process of consciously managing their educational

activities and the computer students master the relevant terminology
and correctly construct their speech.
231 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

They learn to recognize management processes in the

surrounding reality, describe them in terms of computer science, and
give examples from their own lives.

Students learn to see and understand in the surrounding reality

not only its individual objects, but also their connections and
relationships with each other, to understand that management is a
special, active way of relationships between objects. Seeing the
relationships between objects of the system is the first active step
towards a systems view of the world.

And this, in turn, contributes to the development of systems

thinking in fourth-grade students, which is so necessary in modern
life along with logical and algorithmic thinking. Logical and
algorithmic thinking are also the subject of targeted formation and
development in the fourth grade with the help of appropriate tasks
and exercises.

Description of the value guidelines of the subject content A

modern student is immersed in a new subject and information
environment.
 Jabrayilzada Sevinj | 232

However, it is impossible to educate a specialist in the field of

information technology or a programmer if you do not start teaching
computer science in elementary grades.

Unlike past times, the reality surrounding a modern student is

filled with countless man-made electronic devices. Among them are
a computer, mobile phones, a digital camera, digital video cameras,
players, decoders, etc. In these conditions, computer science in
elementary school is no less necessary than the mathematics.

In computer science lessons, students consciously and

purposefully learn to work with information (search for it, analyze,
classify, etc.), distinguish form from content, i.e. meaning, recognize
and call objects of the surrounding reality by their proper names in
computer science terms.

The study of computer science in the subject area

"Mathematics and Computer Science" is aimed at developing
figurative and logical thinking, imagination, mathematical speech,
forming subject skills and abilities necessary for the successful
solution of educational and practical problems and continuing
education.
233 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

A special place in training in computer science is given to the

subject "Technology". Within the framework of this subject, close
attention should be paid to the development of children's initial ideas
about computer literacy.

The study of the integrated subject "The World Around Us" is

aimed at "understanding the personal experience of the student's
communication with nature and people; understanding one's place in
nature and society." Computer science, teaching how to use a
universal tool for searching and processing information (a computer),
expands the ability of children to learn about the world around them
and promotes their independence and creativity in the process of
learning.

The study of subjects of the aesthetic cycle (fine art and music)
is aimed at developing the "ability for emotional and value perception
of works of fine and musical art, expressing in creative works one's
attitude to the surrounding world." Mastering a graphic editor in
computer science lessons gives the student the opportunity to create
an image in a fundamentally different technique, developing his
logical thinking in close connection with the emotional and value
perception of the surrounding reality.
 Jabrayilzada Sevinj | 234

The study of Planned results of mastering the curriculum

for grade 4

The main personal results formed in the study of computer

science are:

- the presence of ideas about information as the most important

strategic resource for the development of the individual, state, and
society;

- understanding the role of information processes in the modern

world;

- possession of primary skills in analyzing and critically

evaluating the information received;

- responsible attitude to information, taking into account the

legal and ethical aspects of its dissemination;

- development of a sense of personal responsibility for the

quality of the surrounding information environment;

- the ability to link educational content with one's own life

experience, to understand the importance of training in computer
science and ICT in the context of the development of the information
society;
235 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- readiness to improve one's educational level and continue

education using the means and methods of computer science and
ICT;

-ability and readiness to communicate and cooperate with peers

and adults in the process of educational, socially useful, educational
and research, creative activities;

-ability and readiness to accept the values of a healthy lifestyle

due to knowledge of the basic hygienic, ergonomic and technical
conditions for the safe operation of ICT tools.

The main meta-subject results formed in the study of computer

science are:

-active use of information and communication technology tools

to solve communicative and cognitive tasks;

- mastering various methods of searching (in reference sources

and the open educational information space of the Internet),
collecting, processing, analyzing, organizing, transmitting and
interpreting information in accordance with the communicative and
cognitive tasks and technologies of the subject;
 Jabrayilzada Sevinj | 236

- ability to enter text using a keyboard, record (write) measured

values in digital form and analyze images, sounds, prepare your
presentation and deliver it with audio, video and graphic
accompaniment; observe the norms of information selectivity, ethics
and etiquette;

- ability to work in the material and information environment

of primary general education (including with educational models) in
accordance with the content of a specific subject.

In accordance with the federal state educational standard of

primary general education, the main subject results of studying
computer science reflect:

- mastering the basics of algorithmic thinking, recording and

executing algorithms;
- acquisition of initial experience in applying mathematical
knowledge to solving educational and cognitive and educational and
practical problems in the field of computer science;
- ability to act in accordance with the algorithm and build the
simplest algorithms;
- acquisition of skills to present, analyze and interpret data;
237 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- mastering basic practical skills and abilities in specific forms

of artistic activity based on ICT (video recording, elements of
animation, etc.);
- acquiring initial knowledge of the rules for creating a subject
and information environment and the ability to apply them to perform
educational-cognitive and design artistic-design tasks.

To master the content of the computer science course, as well

as information activities in other subjects, sets of tasks have been
formed aimed at developing the readiness of students to solve
educational-practical and educational-cognitive tasks based on:

- the system of basic concepts of computer science and ideas

about information technology (analysis, comparison, search,
evaluation, structuring of information, formation, execution,
analysis, algorithm, control of the performer, computer program);
- the native language in primary school is aimed at developing
speech, thinking, imagination of students, the ability to choose
language tools in accordance with the conditions of communication
- computer science teaches all this, awakening both a cognitive
interest in the word and the desire to improve one's speech in the
process of mastering a powerful tool for working with information
 Jabrayilzada Sevinj | 238

and its software, in particular - a text editor, an electronic notepad, an

electronic book.

In computer science lessons, when typing texts in a text editor,

students master the skills of writing correctly (since the computer
highlights all errors in red and offers a correctly written word),
participating in a dialogue (using the Skype program orally or in
writing using the chat mode). While learning to work on a computer,
children compose written texts-descriptions and narratives of a small
volume, master the basics of business writing (writing a note,
address, letter).

Based on the fact that a conversation with children about

numbers, information and data, methods and tools for storing and
processing them cannot take place on a purely abstract level, both
mathematics and computer science are directly related to the content
of other disciplines of primary education, in particular, with a foreign
language. It forms "elementary communication skills in speaking,
listening, reading and writing;

-develops speech abilities, attention, thinking, memory and

imagination of the student." Computer science, on the one hand, uses
the knowledge obtained.
239 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- generalized methods of activity, skills in educational and

cognitive and practical activities to use information technology tools
(research, design, completing a small project assignment in a group,
complex use of information activity tools);

- communication and information skills (working with e-mail,

searching for information on the Internet, working with a program,
screen interface, working with external devices and digital equipment
connected to a computer);
- knowledge of the basics of healthy and safe use of a computer
and information technology in studies and life (rules for safe work
with complex equipment, hygiene of work at a computer, inclusion
of preventive gymnastics in the culture of a healthy lifestyle).

In addition, compliance with the age characteristics of students

was achieved through the development of the operational-activity
component of textbooks, including tasks that develop research and
project skills. In particular, the formation and development of skills
is carried out:

- observe and describe objects;

- analyze data on objects (items, processes and phenomena);

- identify properties of objects;

 Jabrayilzada Sevinj | 240

- generalize the necessary data;

- formulate a problem;
- put forward and test a hypothesis;
- synthesize the acquired knowledge in the form of
mathematical and information models;
- independently plan and forecast their practical

actions, etc.

- active use of information and communication technology

tools to solve communication and cognitive tasks.

Course content (34 hours)

Information and computer (12 hours). Working with computer

devices and software on a variety of subject material of the content
of primary education. Information technology (e-mail and web
browsing, working with catalogs and searching for information,
presenting information in the form of presentations, photo, audio and
video fragments, using a computer for calculations, managing
computer laboratories, robots and performers, working with
communications tools - e-mail, websites on the Internet).

Information and information processes (6 hours). Presentation

of information, information coding, the concept of information
241 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

objects, properties of objects, information processes of processing,

searching, transmitting, collecting, storing information. Algorithms
and performers (16 hours).

The concepts of a rule and a command, a plan and algorithm,

types of algorithmic constructions, an executor, the language of
executor commands, statements, logical connections NOT, AND,
OR, checking a condition in a command, organizing a branching
algorithm, a cycle, a software environment for controlling the
executor of commands.

Curriculum in the educational system, a document defining the

content and scope of knowledge, skills, and abilities that must be
mastered in each academic discipline, as well as the content of
sections and topics with their distribution by years of study. The
curriculum is sometimes accompanied by an explanatory note, which
reveals the objectives of teaching a given subject, the sequence of
studying the material, the features of the methods and organizational
forms of teaching, the connection with the teaching of other subjects,
etc.

The main principles of constructing the curriculum:

compliance of the content with modern achievements of science,
 Jabrayilzada Sevinj | 242

technology and culture, the social goals of educating students and

developing their creative abilities; continuity between the studied and
previously studied materials; the relationship between academic
subjects, reflecting the natural connections between the
corresponding phenomena of the objective world.

The curriculum is a document created within the framework of

the educational system that defines the content and quantity of
knowledge, skills and abilities intended for mandatory acquisition in
a particular academic discipline, their distribution by topics, sections
and periods of study.

In addition to the full text, the curriculum may be accompanied

by an explanatory note briefly disclosing the objectives of teaching a
given subject, describing the sequence of studying the material,
listing the most essential methods and organizational forms,
establishing a connection with the teaching of other subjects.

Basic principles of constructing the curriculum:

• attention to modern achievements of science, technology and

culture

• compliance with the social goals of educating students

243 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• development of creative abilities of students

• continuity - from previously studied material to the current

and subsequent;

• mutual connections between academic subjects

corresponding to natural connections between the phenomena being
studied.

The content of education determined by the curriculum is

specified in textbooks, teaching aids and methodological guidelines.

Curricula can be standard, variable, working, school, author's,

and individual. There are two ways of constructing a curriculum:
concentric (when individual parts of the educational material are
repeated at a constantly expanding and in-depth level) and linear
(individual parts of the educational material form a continuous
sequence of closely interconnected links, the content of knowledge
is conveyed once in a certain logic).

Working curriculum is a curriculum developed on the basis of

an approximate (standard) curriculum applicable to a specific
educational institution, taking into account the national and regional
component of the standard.
 Jabrayilzada Sevinj | 244

Working curricula are developed by educational institutions.

The procedure for developing working curricula is established by
regional education authorities, which are responsible for the
implementation of the federal component of the standard.

Objective of the lesson:

- to consolidate the concepts: name and value of an object's

property;

-to ensure the development of skills in analyzing objects,

selecting bases and criteria for comparison, seriation, classification.

Computer program: "In the store". Textbook material: Tasks

13, 14, 15, 16. Homework: Task 16.

Lesson plan

1. Checking homework.

2. Reinforcing the concepts of "Name of an object's property",

"value of an object's property",

"list".

3. Announcing the homework number.

4. Practical work on the topic of "making lists".

245 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Lesson progress. Checking homework

At the beginning of the lesson, we discuss with the children

how the homework has been completed. Children tell how they
divided the objects into two groups, what lists of objects and their
properties they made (see the commentary to task 12).

I ask: Which three objects in the picture do not match the

other five in their purpose?

(Answer: three pencils do not match the five notebooks in their

purpose.)

Who made the list of pencils?

How many items are on your list? (I address one of those who
made the list of pencils.) (Answer: three.)

Read your list.

One of the students could name the pencils on the list as

follows: short pencil, long pencil, medium pencil. This way of
naming objects is also allowed.

Read the list of properties. The students complement each

other.
 Jabrayilzada Sevinj | 246

Then the lists of notebooks and notebook properties are

discussed. I mark those who named the largest number of properties
or non-obvious properties. I ask the children which of the properties
they named are of interest to them when buying notebooks or pencils.
Reinforcing the concepts of "Object Property Name", "Object
Property Value", "List"

Task 13.

There are three objects in the picture: a line segment, a watch

strap, and a ruler. They all have a property called length.

a. Write down the value of the length property for each object.

b. Write down the names of the properties that all objects have
except one.

a. Children measure the length of the objects in the picture

using a ruler or compass and a ruler - just like they do in math lessons.
The results of the measurements are the values of the "length"
property for different objects. They should be written on the blue
lines. Just like in math, you need to write down the named numbers.

b. The ruler and the watch strap are man-made objects. Both
the ruler and the strap have properties with the names "material",
247 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

"width", "strength", "color", "purpose", etc. The segment is a

mathematical abstraction and does not have all these properties.
Therefore, the listed properties can be given as an answer to the task.

Students give other properties that both the ruler and the watch
strap have.

Task 14.

Distribute these words into three lists. Objects / Names

of object properties / Value of the property color Students complete
the task independently and then discuss the results.

The word "round" cannot be written into any list, since it is the
value of the property "shape". I tell the children the homework
number. Students complete practical work on the topic of "Making
lists". The work is devoted to developing the skill of making lists.
For this, the computer program "In the store" or Task 15 of the
textbook is used. As part of the task, children prepare to perceive the
topic of "Ordered lists".

Task 15.

Program "In the store".

 Jabrayilzada Sevinj | 248

In Computer Valley, Masha and Misha went into the

"Computer World" store. Here is what they saw there.

a. Make two lists of input devices that Masha and Misha saw.
In the first list, enter the input devices in alphabetical order, in the
second - in ascending order of price. Input devices (sorted
alphabetically) / Input devices (sorted in ascending order).

b. Assess the truth of the statements about the devices that

Masha and Misha saw.

- The scanner is the most expensive input device.

- The keyboard is the cheapest input device.

c. Misha made a list of output devices based on the picture.

How many elements were there?

a. If the task is done in the textbook, I discuss with the children

what it means "in ascending order of device price":

This means first writing down the cheapest device, then the
more expensive one. The most expensive device will be last on the
list.

a. The result will be two lists consisting of the same elements,

but written in different orders.
249 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

b. A new formulation is suggested for a task that is familiar in

content. Previously, the student was asked to mark true statements
with the letter I, and false ones with the letter L. Now the task sounds
like this: "assess the truth of the statements." This is a different
formulation of the same task. If the child does not understand this, I
prompt him with a new formulation of the task

I prepare the children for the subsequent consideration of the

property "truth" of the object "statement." The correct answer is:

I The scanner is the most expensive input device.

L The keyboard is the cheapest input device.

After the students have completed the task, I ask them what
they used as a source of information when determining the truth of
the statement - a picture or a list. If a list, then which of the two. To
determine the most expensive and the cheapest device in the store,
the students use a list in which these devices are sorted by increasing
price.

Homework

Task 16.

Read an excerpt from M. M. Prishvin's story "Guests".

 Jabrayilzada Sevinj | 250

a. Write down the list of guests in the order they appeared.

b. Check the picture to see if you have listed all the guests. Add
to the list if necessary.

c. Who arrived no later than the kite? Mark with a tick. Who
arrived no earlier than the kite. Mark with an asterisk.

a. The task is done in a notebook in a box. List the guests in the

order they appeared:

Guests

1. Wagtail

2. Crane

3. Kite

4. Marsh Harrier

5. Crows

b. Students compare their list with the picture. If there are fewer
items on the list than the birds drawn, add the missing item to the
right place on the list.
251 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

c. The wagtail and crane arrived no later than the kite. Not
before the kite arrived the marsh harrier and the crow. By doing this
item, children can notice how convenient the list is with the
appropriate way of ordering.

Structure and progress of the lesson:

I. Introduction: organizational moment, updating previously

acquired knowledge, setting lesson goals.

1.1. Organizational part.

Greeting. The teacher checks the students' readiness for the

lesson. On the tables are:

-a notebook, a pen, a pencil, a ruler, an eraser. The interactive

board displays a number, the topic of the lesson.

1.2. Updating background knowledge

- In the last lesson we got acquainted with such concepts as

"object" and "name of the object", let's review the material already
studied earlier. So, answer the questions:

-what common word can be used to call lightning, a computer,

an apple, a cat?
 Jabrayilzada Sevinj | 252

2) Object

- what does the word "object" mean? (An object is a common

name for any object, living creature, phenomenon, process, event, if
we paid attention to it)

- what three names can an object have? (general, specific and

proper)

-think about whether two different objects can have one name?
(yes, for example: a ballpoint pen and a door handle, a key to a lock,
a wrench)

-can one object have several names? (yes, for example a

person-doctorwoman)

1.3. Setting the objectives of the lesson. Motivating

students' learning activities.

- Today we will continue talking about objects. The topic of

our lesson is "Object and its properties" (slide 7). Let's try to
formulate the goal of our lesson together.

What should you understand today? and what should you

learn? (student versions.)
253 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- So, the main goal of the lesson: to understand what the

properties of an object are, to learn to determine the properties of
objects.

II. Working on the topic.

2.1. Immersion in the topic.

- Today I suggest that you not only gain new knowledge, but
also build a house.

8). Here is a picture of a fence, near which we will build a

house, which we will call…. But how? Let's think about this together
a little later. It will grow thanks to the knowledge that you will
receive during the lesson.

2.2. Primary assimilation of new knowledge

-We already know that each object has a name.

- What do you think we call the name of an object? (students'

answers)

-We need to know the name of an object, first of all, in order to

describe its properties. - Look at the object and say the name of this
object. (This is a bus)
 Jabrayilzada Sevinj | 254

-Describe it according to the plan. (Students take turns going to

the board and writing. The rest write in their workbooks).

- So, let's draw a conclusion:

-What do the properties of an object indicate? (The properties

of an object indicate size, shape, color, purpose, elemental
composition, material, actions).

-Properties can be qualitative and quantitative. Read these

definitions, remember and retell them to each other. (Read and
remember definitions, say them out loud to each other) Properties
that are qualitative are taste, color, smell, size, i.e. its appearance and
taste. Quantitative properties are height, length, width, weight, i.e.
these properties can be expressed as numerical data.

- Let's do a little research. But for this, look at a fragment of a

fairy tale.

- What is the name of this fairy tale? (This is the fairy tale "Tom
Thumb", who appeared from a cabbage stalk, and he was as tall as a
finger).

- In front of you is a table. You need to fill it in: write the name
of the object, define its qualitative and quantitative properties.
255 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

(Students write down: name (Tom Thumb), qualitative properties

(small, cheerful, kind)).

- To determine the boy's height, I suggest you measure your

index finger with a ruler. The length of your finger will be the boy's
height. Also indicate your weight, but convert it into grams.

- So, let's draw a conclusion: how can you describe the

properties of objects? (in numbers and words).

- Let's get back to building our house (slide 8). What properties
of objects have we already identified? (qualitative and quantitative).
Click on the numbers 1 and 2 - the wall and roof of our house are
ready.

- Let's build further.

- You are probably all familiar with the fairy tale "The Three
Little Pigs". What is this fairy tale about? (About three little pigs who
built houses for themselves, and their names were Nif-Nif, Nuf-Nuf
and Naf-Naf.)

- Look at a fragment of this fairy tale.

- In front of you are three houses that were built by funny little
pigs. Are these houses the same? (no)
 Jabrayilzada Sevinj | 256

- Name the main difference that you see? (They are built from
different materials - straw, wood, brick)

- What do these houses have in common? (Purpose: for

housing, elemental composition: windows, doors, pipe).

- Having looked at these pictures, draw a conclusion, what are

the properties of objects? (the properties of objects can be common
and distinctive).

- What do you think is missing in our house? (slide 8) (they

express their assumptions). We press the next two numbers and
windows will appear in our house.

-Properties can be essential and unessential.

We will consider an essential property to be the property of an

object that is important for a person to make a decision. The
remaining properties are unessential.

- What do you think will be the most important property when

building a house? (the material from which the house will be built).

-Nif-Nif and Nuf-Nuf did not take this into account, so the wolf
destroyed their houses so quickly.
257 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- Let's finish building our house (slide 8). We just need to make
a pipe and a door. And our house is ready. What should we call our
house? (students offer their options).

- We built our house based on the knowledge we gained. Let's

call it the House of Knowledge (number 7 is pressed). Do you think
the evil wolf will defeat our house? (students' answers). You worked
hard today, you remembered all the properties of objects well. And
if you keep all your knowledge, then the house of your knowledge
will stand firmly on Earth and the wolf will not be afraid of it, because
in knowledge there is power.

2.2. Physical education minute.

-And now we will rest a little. (The children stand up and do

exercises).

III. Consolidation of the studied material

3.1. Primary check of understanding.

3.2. Independent work in workbook No. 2

- Open the workbooks on page 8. Independently complete

exercises No. 10, 12
 Jabrayilzada Sevinj | 258

IV. Lesson summary. Reflection. Information about

homework

4.1. Final survey of students.

- And now I suggest going back to the beginning of the lesson.

Remember what goal you set for yourself? Have you achieved it?
(students' answers)

I think that the topic of today's lesson was quite easy and
understandable, in order to find out if you understood everything,
answer a few questions:

- What do the properties of an object indicate?

- What do the general and distinctive properties of objects

mean?

- Which property will we consider an essential property of an

object?

4.2. Reflection of activity

- In front of you on the table is the "Ladder of Success". Put a

tick:

1. On the bottom step - if you did not succeed;

259 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

2. On the middle step - if you had problems;

3. On the top step - you succeeded.

4.3. Recording homework. Explanation of its

implementation. Setting grades.

- This concludes our lesson. Thank you for your attention. Until
next time.

Symmetry

Lesson Topic: "What is Symmetry? How to Get Symmetrical

Parts?"

Product (Object of Labor): Composition of Symmetrical

Parts.

Lesson Objective: - teach how to mark and cut out

symmetrical parts (birch leaves) from paper, and make a composition
out of them.

Objectives:

Educational:

1) introduce the concept of "symmetry"; expand children's

knowledge of the types of applique and methods of doing it;
 Jabrayilzada Sevinj | 260

2) consolidate the skills of organizing a workplace, analyzing

the design of a product, planning work, and doing work according to
a plan;

3) consolidate the skills of performing technological

operations: marking parts using templates; cutting out parts from
paper along a curvilinear contour; gluing small paper parts onto
cardboard;

Developing: promote the development of logical, imaginative,

and artistic thinking; oral speech, fine motor skills, spatial
imagination, eye.

Educational: to promote the development of a general work

culture (compliance with the rules of safe work with tools and
sanitary hygiene rules); technological culture (competent
performance of work operations, rational use of time, economical use
of materials, accuracy in work); artistic and aesthetic taste, creative
activity, perseverance, hard work.

Lesson type: a lesson on discovering new knowledge.

Technologies: health saving, developmental learning,

information and communication, development of research skills,
creativity, stage-by-stage formation of mental actions.
261 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Problems to be solved: "how to get symmetrical parts?"

Activities: developing students' construction skills,

implementing new knowledge (concepts, methods of action, etc.):
independently organize a workplace;

- collectively examine the drawings (textbook, page 26), name

symmetrical images; work in pairs strong-weak: discuss the
presented examples of traditional art in the technique of symmetrical
cutting (textbook, page 27);
- solve design and technological problems by performing trial
exercises: checking the symmetry of parts by folding; collectively
read and discuss the master's advice; work in pairs strong-weak:
- examine the design of the product; make a plan for the
upcoming work; with the help of the teacher make the product based
on the drawings and plan;
- observe the rules for safe work with scissors; name the new
things that have been mastered; make a statement - commentary on
the work of classmates;
- with the help of the teacher, evaluate the result of their
activities (quality of the product: accuracy of marking and cutting out
the parts, neatness of gluing, overall aesthetics, originality).
 Jabrayilzada Sevinj | 262

Expected results

Subject: learn to compose a composition from symmetrical

parts.

Meta-subject universal learning activities

Cognitive: perform educational and cognitive actions; analyze

the product according to the specified criteria; observe the
connections of man with nature and the objective world.

Communicative: participate in a collective discussion of

problems; convey your position to others, giving arguments; listen to
others.

Regulatory: act according to plan; control the process and

results of activity, make necessary adjustments; perceive the
assessment of your work, given by the teacher and classmates.

Personal UUD: developing the ability to express a positive

attitude to the process of cognition: show attention, surprise, desire
to learn more; developing the need for creative activity and
implementation of one's own plans; using fantasy, imagination when
performing educational activities.

Equipment (resources)
263 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

For the teacher: sample, textbook, presentation.

For students: textbook, workbook (a template is taken from

it), cardboard, white paper, scissors, PVA glue, glue brush, simple
pencil. Additional

equipment: backing sheet, hand cloth.

Preparation for the technology lesson is carried out during the

break.

Lesson progress:

11. Organizational moment

Hello. Sit down. My name is Anastasia Valentinovna, today I

will give you a lesson in labor technology.

2. Introductory conversation:

-Guys, who among you knows what traveling is? (studying

different countries and cities; when traveling to different territories)

-Do you like traveling? Which countries have you visited?

(Russia, Egypt, Turkey, France, Italy, China, etc.)
 Jabrayilzada Sevinj | 264

-Wonderful. Then you already know a lot about different

countries and have managed to get a little acquainted with their
traditions, customs and language.

-You know, I haven’t traveled for a very long time, and today
I want to invite you on an extraordinary journey to a country that is
not on the map. Beauty, order, and balance reign there. And to find
out the name of this country, answer my question.

- Tell me, about what object or figure can it be said that if you
fold it in half, the halves will match? What are such objects or figures
called? (Such figures or objects are called symmetrical)

-Well done, guys! So, what is the name of the country we will
visit? ("Symmetry")

-Symmetry in translation from Greek means "proportionality,

sameness in the arrangement of parts."

- Look at the poem that the inhabitants of this country are

reading:

Symmetry! I sing a hymn to you!

I recognize you everywhere in the world.

You are in the Eiffel Tower, in a small midge,

265 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

You are in a Christmas tree that is by a forest path

With you in friendship both a tulip and a rose

And a snow swarm, the creation of frost.

-Did you like the poem? (Yes) And do you know who the most
important guest in this country is?

You will find out about this if you only guess the riddle:

A flower was sleeping and suddenly woke up -

He didn’t want to sleep anymore.

He stirred, perked up,

Soared up and flew away... (Butterfly)

- Why do you think the butterfly is the most important guest in

this country? (If a butterfly folds its wings, the patterns on them will
match, i.e. the butterfly's wings are symmetrical.)

- Let's look at the objects presented here. They can be divided

into two groups.
 Jabrayilzada Sevinj | 266

In the first group, let there be objects in which the right half is
a reflection of the left, in the second - those objects or pattern that do
not have this property.

- What are the objects or patterns from the first group called?
That's right, we say that these objects or patterns are symmetrical.

Compositions created by masters can also be symmetrical or

asymmetrical. Look, for example, in the textbook on page 27 for
examples of the traditional art of symmetrical cutting of different
peoples. Each symmetrical object has an axis of symmetry - an
imaginary fold line in symmetrical images.

- Guys, the Axis of Symmetry has prepared a small exercise for

you. Let's do it.

1. Take a square blank.

Make one axis of symmetry on the square. What technological

method will help you?

Is it possible to make another axis of symmetry? Two more

axes?

2. Take a round blank. Try to determine how many axes of

symmetry a circle has?
267 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Symmetrical parts can be cut out using their property.

3. The main part of the lesson.

- Guys, do you like receiving gifts? The Symmetry Axis also

likes to receive them.

Let's make her gifts with our own hands!

What do you think, what gift can we make her? (A composition

of symmetrical parts)

A) Analysis of the product.

- What is depicted in the composition? (Gingerbread man,

grass, fir trees)

- What materials is the composition made of? (From colored

paper, cardboard.)

- How are the Gingerbread man, fir trees, grass made? (First,
fold the sheet in half, accordion-style, then draw half of the object
and cut it out)

— What paper is not suitable for making symmetrical objects

and why?
 Jabrayilzada Sevinj | 268

(Thick, since it is difficult to bend and fold into an accordion.)

Now we will work with scissors, so let's review the safety
precautions. Rules for working with scissors.

1. Hold the scissors correctly when working.

2. Cut with the middle part of the blade of the scissors.

3. Do not leave the scissors open.

4. Pass the scissors closed with the rings forward.

5. Do not work with scissors with a loose fastening.

6. Work only at your workplace.

After we cut out the parts, we will need PVA glue to glue them
to the base - cardboard. Let's remember the rules for working with
glue.

Rules for working with glue.

1. Work on a backing sheet, oilcloth.

2. Take glue on the tip of the brush.

3. Use a brush stand.

269 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

4. Apply glue from the center to the edge, the brush should
easily slide off the edge of the sheet.

5. Evenly distribute the glue over the entire surface in a thin

layer.

6. Remove excess glue, if any, with a rag.

7. After finishing work, wash and dry the brush, close the glue.

B) Making the product under the guidance of the teacher.

Work order

1. Making a part of the bun. Take a square blank and bend it in

half. Draw half of the bun on it so that after cutting out you get a
whole bun. What should you remember to avoid making a mistake?
How can you make eyes for the bun?

2. Making parts of the Christmas trees. Mark the fold lines.

Fold a strip of paper in half or like an accordion. Draw half a
Christmas tree on it. Cut out the Christmas tree. Then unfold the
blank

Consider how to draw half a Christmas tree on a sheet of paper

folded like an accordion: from the fold or from the edges of the sheet.
 Jabrayilzada Sevinj | 270

Make grass in the same way. Make a composition from the obtained
parts.

Independent activity of students.

4. Lesson summary. Evaluation of works. (Exhibition of

works. Discussion of finished works.

It is necessary to note the quality of the composition, assembly

of the product, highlight the most accurate, compositionally
interesting ones. )

- What is symmetry? (Symmetry in translation from Greek

means "proportionality, sameness in the arrangement of parts")

- What is the axis of symmetry? (imaginary fold line in

symmetrical images)

– What craft did you make today? (We made a composition of

symmetrical details)

– What material is it made of? (Cardboard and colored paper)

– What technique is used to make the work? (applique)

– Did you like the lesson?

Cleaning up work places

271 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Students clean up trash, put objects on their desks in their

places. The lesson is over. Lesson outline on the topic of grouping
objects

Grade 2

Corrective lesson

Topic: Grouping objects by given characteristics

Objectives: - to develop the ability to group objects by given

characteristics, to recognize an object by a system of characteristics;

- to develop the ability to exercise self-control based on the

result of completing a task

Organization of computer training in primary school.

School computer room

Informatization of society and education acts as a meansof

intensifying the learning process, improving its forms and methods,
and transitioning tonew learning technologies aimed at mastering the
ability to independently acquire new knowledge. In connection with
the implementation of state programs of computerization of rural
(2001) and urban and town general educational institutions (2002),
 Jabrayilzada Sevinj | 272

almost all schools in the country are equipped with computer

equipment.

As a rule, computer equipment is used in the computer study

room. In this regard, the computer science room, in which classes
should be held both in computer science and information technology,
and, obviously, in other school subjects, is of particular importance.
Undoubtedly, under certain conditions, the computer science room
can also become a center for extracurricular and out-of-school work,
professional training, and, finally, a means of financial support for
the school and the computer science teacher. Organizational and
methodological conditions for the functioning of the computer
science room.

The computer science room is an educational and upbringing

unit of a modern educational institution, equipped with a set of
educational computing equipment (KUVT), educational and visual
aids, educational equipment, furniture, office equipment and devices
for conducting theoretical and practical, class, extracurricular and
elective classes in computer science and other general education
subjects using information technologies. The computer science room
can also be used to organize socially useful and productive work of
students, automate the processes of information and methodological
273 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

support of the educational institution and organizational management

of the educational process.

Under certain conditions, the computer science room can also

become a center of extracurricular and out-of-school work,
professional training. The computer science room is designed to
solve the following tasks: - developing students' knowledge about the
structure, functioning and areas of application of modern computing
technology; skills and abilities in solving problems using computers,
using modern computer software and working with information
resources; - familiarizing students with the use of computing
technology in production, in design organizations, scientific
institutions, the educational process and management; - improving
teaching methods and organizing the educational process in an
educational institution.

The computer science room can conduct: - classes in computer

science and other academic subjects using new information
technologies (NIT); - students creating application programs based
on assignments from teachers and school management to meet the
needs of the school and basic enterprises; - extracurricular and
elective classes using NIT. Computer Science Room An important
prerequisite for successful learning in the computer science room is
 Jabrayilzada Sevinj | 274

the creation of special conditions for the educational process, which

include a set of interrelated components:

a) material (the room in which classes are held; workplaces of

the teacher and students; educational and visual aids and educational
equipment; technical teaching aids);

b) hygienic (sanitary conditions; temperature, light and air

conditions);

c) aesthetic (room design);

d) ergonomic;

d) safety. In our opinion, this set of conditions should be

supplemented by:

e) organizational and methodological (organization of work in

the room, number of computers and educational subgroups, types of
information tools used, etc.).

In general, the room should provide a psychologically,

hygienically and ergonomically comfortable environment, organized
in order to maximize the successful teaching, mental development
and formation of the information culture of students, their acquisition
of solid knowledge, skills and abilities in computer science and the
275 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

basics of science while fully meeting the requirements for the

protection of health and safety of the teacher and students.

Provided that the computer science room works effectively in

accordance with modern requirements, the following results can be
expected:

-the transition of the school education system to a new, higher

quality level;

-intensification of the educational process; widespread use of

new technologies in education; more effective management of the
school educational process; participation in telecommunication
educational projects;

-generalization and replication of the pedagogical experience

of school teachers; creation of a mechanism for preparing didactic
and methodological materials ordered by teachers;

- formation of an information culture among students and

teachers.

Organization of work in the computer science room

The development of informatization leads to the fact that in a

number of schools there are 2 or more computer science rooms. The
 Jabrayilzada Sevinj | 276

introduction of computer science in elementary grades requires the

creation of a separate computer science room, since this age group of
students requires a special solution to aesthetic, ergonomic, hygienic
and psychological-pedagogical problems.

By letter of the Ministry of Education of the Russian Federation

No. 01-51-088 IN dated 13.08.02, state and municipal education
authorities are recommended to "consider the issue of introducing
into the staffing schedule of general education institutions the
position of deputy director for informatization of the educational
process in order to coordinate work related to the use of information
and communication resources in general education institutions."

In a number of schools, such a position has already been

introduced. It is the deputy director for computerization of the
educational process who organizes and coordinates the work of
several rooms, media library, etc., ensures the introduction of
information and communication technologies into the educational,
educational-methodological and organizational-administrative
activities of the school.

Effective use of computer technology in education is possible

only with the availability of an integrated set of equipment, software,
277 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

methodological General methodology of teaching computer science

support, documentation, organizational measures for the
introduction, support and repair of computer technology, and teacher
training.

The computer science room is equipped with material

resources in accordance with the "List of computer technology,
educational equipment, basic and application software for computer
science rooms, classes with VDT or PC in educational institutions of
the general secondary education system", as well as other material
resources.

The computer science room must ensure information

interaction between students and technical means of storing and
processing information, between students and the teacher, necessary
for the implementation of the educational process. To solve these
problems, it is necessary to fulfill a number of organizational and
methodological conditions.

The organizational and methodological work of the computer

science room is headed by the head of the room from among the
computer science teachers, who is appointed by the order of the
school principal and is the organizer of the equipment of the room,
 Jabrayilzada Sevinj | 278

the work of teachers and students on the use of computer technology

and information technology in the process of teaching the computer
science course and individual topics of other general education
subjects.

Under his leadership, a long-term plan for the development of

the room (equipment and additional equipment) is drawn up, the
work is distributed between the teachers and students. The plans are
approved by the school principal.

The most important form of organizational and methodological

work carried out by the deputy director for informatization of the
educational process, the head of the office or teachers, should be an
educational and methodological seminar, in which it is necessary to
involve not only teachers of computer science, but also teachers of
other general disciplines.

This seminar could take on the solution of such tasks as

dissemination of experience, familiarization with new software for
educational purposes, training teachers in the basics of working on a
personal computer, developing the main directions of circle work
with students, etc. Obviously, the organizational forms of the seminar
279 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

can be very diverse and will probably change as the information

culture of teachers grows.

The head of the office is responsible for the safety of the

equipment, keeping the inventory log, maintaining the operability of
the equipment, timeliness and thoroughness of preventive
maintenance of computing equipment, its correct use, registration of
refusals

The head of the room is responsible in accordance with the

current labor legislation for accidents that occur with students during
the educational process as a result of violation of labor protection
standards and rules. The head of the room is in charge of disks with
software, general-purpose instructions, subject-matter literature,
consumables, etc.

The activities of the head of the room cover a wide range of

responsibilities. Assistance in his work is provided by the computer
science room laboratory assistant (technician). The laboratory
assistant is directly subordinate to the head of the room and reports
to him for the safety, proper storage and use of educational
equipment.
 Jabrayilzada Sevinj | 280

The laboratory assistant is required to know the entire system

of the room, the rules for its maintenance, the storage conditions for
equipment, software and visual aids. In accordance with the long-
term plan for the development of the room, under the supervision of
the head of the laboratory, the laboratory assistant participates in the
purchase and delivery of equipment, maintains records, and keeps
inventory records.

According to the plan of the teacher and under his supervision,

the laboratory assistant prepares equipment for the lesson;

-helps ensure that students comply with safety regulations;

ensures the constant readiness of fire-fighting equipment and first aid
equipment. The laboratory assistant can register the start and end
time of each lesson in the log, register equipment failures during
lessons. Under the supervision of the head of the room, the laboratory
assistant carries out minor repairs to failed equipment.

Teachers working in the computer science room must strictly

monitor students' compliance with safety requirements and work
rules in the room and note at each lesson in the personal computer
use logs the start and end time of work, the state of the workplace,
281 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

and machine failures. When introducing students to the room, the

teacher must:

-distribute students and assign them to workstations taking into

account their height, vision, and hearing; familiarize with the safety
rules and work in the classroom (Appendix 10). The teacher
conducting the lesson must have disks (write-protected floppy disks)
with spare copies (distributions) of the software used in the lesson.
System disks and floppy disks must be protected from changes or
accidental erasure. In the event of equipment failure or power outage,
the teacher must have a "homework" - a work plan for continuing the
lesson: independent work, role-playing game, etc. prepared in
advance by the teacher. It is important to maintain the students'
interest in the subject, or at least attention, despite the circumstances.

Students must pass a test on safety precautions and work rules

in the classroom, which is noted in the "Registration Log of
Introductory and Periodic Safety Briefings", which indicates the date
of the briefings and tests, the names and initials of the teachers who
conducted the briefing and accepted the test, the names and initials
of the students who passed the test, and the content of the briefing.
The safety briefing is conducted by the teacher leading the class.
 Jabrayilzada Sevinj | 282

The log is signed by the person who conducted the briefing and
the students. Students must be responsible for the condition of the
workplace and the equipment located on it. In the event of a violation
of the work rules by one of the students, the attention of the entire
class should be drawn, even if this is an accidental violation. A
number of schools have experience using changeable shoes in the
classroom, covering the personal computer after finishing work, and
having students work in lab coats.

In addition to the obvious requirements for maintaining

hygiene and preserving the equipment, this creates in students an
appropriate attitude both to the classroom and to the lessons in
general. It would be good if students wash and dry their hands before
working with the keyboard.

To prepare and finish the lesson, a person on duty can be

brought in to help the teacher. He can be entrusted with simple
actions to turn on and off students' workstations, send programs over
the local network. General methods of teaching computer science 123
The computer science room can be a school one (serving one school)
or an interschool one (serving students from several schools).
283 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The optimal number of workstations for students (RMU) is

from 9 to 15, depending on the class size. Considering the real
situation in the field education, opinions are expressed about the need
to develop training technologies on the basis of one or four or five
computers in the computer science room.

For computer science classes, classes are usually divided into

two subgroups. In turn, when conducting practical classes in the
computer science room, it is recommended to organize individual,
group and collective work. At the same time, only one student can
work on the RMU (the requirements of San PiN prohibit the use of
one PC by two or more students).

For students in grades X-XI, before the fifth lesson, and for
students in grades VIII-IX - before the fourth lesson, it is advisable
to arrange a break lasting 50-60 minutes for lunch and rest for
students. During industrial training of senior students using a
personal computer, it is necessary to allocate 50% of the time to
theoretical and practical classes.

The operating mode must meet the requirements with

mandatory preventive measures. At the same time, the total time of
industrial practice using a personal computer for students over 16
 Jabrayilzada Sevinj | 284

years old is up to 3 hours, and for students under 16 - up to 2 hours.

Optional and club work using a personal computer for senior students
should be carried out no earlier than 1 hour after the end of classes
and no more than twice a week; no more than 60 minutes in duration
for students in grades II-V and 90 minutes for students in grades VI-
XI.

Computer games with an imposed rhythm are allowed at the

end of club classes for up to 10 minutes for students in grades II-V
and up to 15 minutes for older students. The club schedule must
comply with the requirements set out for school classes.

To prevent general fatigue of students, between computer

science lessons it is necessary to conduct physical education breaks
and physical exercises, including general exercises that improve the
functional state of the nervous, cardiovascular, respiratory systems,
as well as cerebral circulation and eliminate congestion in the lower
half of the body and legs, relieving fatigue from the muscles of the
shoulder girdle, arms, trunk and legs (Appendix 12).

Document defines the hygienic requirements for the lesson

schedule. It is established that that the biorhythmological optimum
of mental performance in school-age children falls within the interval
285 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

of 10-12 hours. During these hours, the greatest efficiency in

assimilation of material with the least psychophysiological
expenditure of the body is observed.

The mental performance of students is also not the same on

different days of the school week. Its level increases towards the
middle of the week and remains low at the beginning (Monday) and
at the end (Friday) of the week.

Therefore, in the lesson schedule for students of the 1st stage,

the main subjects should be taught in 2-3 lessons, and for students of
the 2nd and 3rd stages - in 2, 3, 4 lessons. The distribution of the
academic load during the week should be structured in such a way
that its greatest volume falls on Tuesday and (or) Wednesday.

On these days, the lesson schedule includes either the most

difficult subjects, or subjects of average and easy difficulty, but in
greater quantities than on other days of the week1 .

Teaching computer science should be carried out in a specially

equipped classroom - a computer room (CBL), equipped with a set
of educational computers and which is also called a computer lab. A
computer room or a set of educational computer equipment (KUVT)
is understood as a set of student workstations, a teacher's workstation
 Jabrayilzada Sevinj | 286

and peripheral devices connected to each other by a local area

network for the joint use of data, hardware, programs and data
exchange tools.

It is installed in a computer room (CBL), otherwise called a

computer room, and is intended to be used for teaching students. The
number of computers in the computer room should be equal to half
the number of students in the class. For a maximum class size of 35
people, the required number of computers is 18, plus the teacher's
computer - a total of 19 machines.

However, according to the methodological recommendations

of the Institute of Informatization of Education of the Russian
Academy of Education the number of student workstations can be 9,
12 or 15, depending on the class capacity. At the same time, the
educational standard allows for dividing a class in computer science
lessons only into two subgroups, and this can be 17 or 18 students for
a class with a capacity of 35 people. There is an obvious
contradiction, which teachers resolve by seating two children at one
computer.

According to sanitary standards, each computer is supposed to

have an area in the classroom of at least 6 square meters, which for
287 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

15 machines is 90 square meters, and for 19 machines - 114 square

meters. There are no such classrooms in standard design schools.
Standard premises for classes and offices are provided with an area
of no more than 70 square meters - for such

Area standards allow for only 11 computers. The way out of

the contradiction may be to reduce the number of working computers
and divide the class into two or three subgroups.

The rapid pace of development of computer technology makes

the moral obsolescence of the computer park of the computer room
at school very fast. But economic reasons make it practically
impossible to update it even once every 5 years. That is why many
devices are currently working in schools

The debate about what kind of equipment to equip classrooms

with - white, yellow and red computers is of little relevance. White
computers are noticeably more expensive and in our country they are
supplied only to large corporations and the railway. Yellow
computers are much cheaper and are the majority. But the best option
in terms of price-quality ratio is to purchase red computers. Such
computers are now assembled not only in
 Jabrayilzada Sevinj | 288

Moscow, but also in a number of regions, so it makes sense to

order them locally. Computers in the classroom must be connected
to a local network using a hub or router. In such a classroom, one
computer is the main one - the teacher's (lecturer's) workstation with
a network printer connected to it, access to which the teacher can
easily regulate by setting up the network. Access to the modem,
scanner and other peripherals is also carried out from the main
computer or, with the teacher's permission, through a local area
network.

The local area network itself is usually organized according to

one of two schemes - ring or star (radial). In a ring scheme, each
computer is connected by a communication line to two nearest
neighboring computers, and the information itself is transmitted over
a closed ring channel. In a star scheme, all student computers are
connected to the main teacher's computer through a hub with separate
communication lines.

The star scheme should be preferred due to the convenience of

connecting or disconnecting individual computers from the network
and faster communication with them.
289 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Recently, the cost of ordinary laptops has become equal to the

cost of desktop personal computers, so it is becoming reasonable to
equip computer classes with them.

In this case, we can have the following advantages:

• the laptop takes up noticeably less space on the table;

• its screen does not emit X-rays;

• the keyboard is smaller and more suitable for the hands of

younger students (if necessary, a second keyboard of a regular size
can be easily connected to the laptop);

• the laptop can be easily moved to another room.

It should be noted that in some US schools, several years ago,

all schoolchildren began to be given laptops for permanent use, on
the hard drives of which all the necessary textbooks and manuals,
reference materials are placed. At the beginning of the school year,
new textbooks are “downloaded” into these laptops, which provides
significant savings due to the refusal to purchase their sets for the
entire school.

Leading computer manufacturers have recently announced a

program for the production of laptops for primary education of
 Jabrayilzada Sevinj | 290

children, the selling price of which will not exceed 100 dollars. Some
models of them are equipped with an autonomous power supply
based on a hand-operated generator and a battery.

Computer Science Room and Organization of Its Work

The Computer Science Room (CSW) or IT room is an

educational unit of a secondary school equipped with a set of
educational computer science (ECS), educational visual aids and
other educational equipment for conducting theoretical, practical,
classroom, extracurricular and elective classes in computer science
and ICT. It is also intended for teaching other subjects, work training,
organizing socially useful and productive work of students using
information and communication technologies, for the effective
management of the educational process.

The room can be used to organize computer clubs and other

forms of extracurricular work in computer science at school. In
addition to computers, a local network and peripheral equipment, the
room should have the following equipment:

• a set of educational programs for studying computer science

and individual sections of other subjects;
291 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• a set of educational, methodological, popular science

corrective literature;

• stands for placing documentation and demonstration tables;

• a journal of introductory and periodic briefings of students on

safety;

• a journal of computer use at each workplace;

• a journal of information about computer failures and their

repair;

• a first aid kit;

• fire extinguishing equipment;

• an inventory book of equipment installed in the room;

• plans for the work of the room and additional equipment with
computing equipment;

• a set of power supply and protective grounding.

In accordance with SanPiN, the computer science room must

have a laboratory room of at least 18 square meters with two exits:
into the classroom and onto the landing or into the recreation area.
The laboratory room should have a work table, a radio editing table
 Jabrayilzada Sevinj | 292

with local air extraction, shelves, cabinets, and a cabinet for

instruments.

The placement of computers in the classroom is not an easy

task. Of all the possible layouts, two are of practical interest - in a
row and along the perimeter of the classroom. Each of them has its
own advantages and disadvantages. The teacher's workstation (TWS)
with a computer, printer, scanner and network equipment is located
behind the students' workstations (SWS). The second teacher's desk
is located at the front wall of the classroom, on which the blackboard
is also hung.

The second auxiliary board is placed on the wall behind the

TWS. It is recommended to use magnetic boards with white plastic
surfaces, on which they write with special colored markers, and erase
the writing with an ordinary woolen or velveteen pad.

This eliminates the need for chalk and chalk dust, which,
getting inside computers, leads to their premature failure. The
arrangement of computers in two rows allows the teacher to easily
monitor the work of each student from his RMP not only via the local
network, but also by visually observing the image on the screen of
each computer.
293 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

While at the RMP, the teacher can, without distracting the

students, do the work he needs, conduct an individual survey of
students, etc. When explaining new material, the teacher sits in front
of the board, and the students can be at their workstations or move to
two-seater tables in the center of the room when the use of computers
is not required.

The presence of tables in the center of the room allows for a

more rational organization of the work of the room and students
during classes. A feature of children's educational activity is that
when they are at a switched-on computer, they are very inattentive to
the teacher's explanations and are often distracted.

Therefore, in the case of studying theoretical material under the

guidance of a teacher, students sit at desks without computers in the
center of the room, and after an explanation and assignment, they
move to the RMU. With this arrangement of computers, the light
from the windows falls on the work desks from the left, as
recommended by SanPiN.

The disadvantage of a two-row arrangement is that in this case

it is difficult to ensure the required distance of 2 meters between the
desks (in the direction of the rear surface of one video monitor and
 Jabrayilzada Sevinj | 294

the screen of the other video monitor). However, when using flat
monitors, this distance is easier to maintain.

In this case, the computers are located along two walls of the
room. On the specified plan, the required area for a computer class
should be 84 square meters, on which accommodates 12 RMUs, one
RMP, 9 two-seater student desks in the center, two cabinets, an
electrical panel and a washbasin. The distance between the side
surfaces of the computers is the required 1.2 meters. If the classroom
is square, it is recommended to place the RMUs along the perimeter
along three walls.

The advantage of this RMU placement scheme is a more

rational use of the room area and the least influence of harmful
factors caused by the operation of cathode-ray monitors of
neighboring computers.

The disadvantage of this scheme is that students sitting at

monitors near the window wall are facing the windows, and glare
from the windows forms on the surface of the monitor screens near
the opposite wall. Therefore, when placing computers along the
perimeter of the walls of the room, work must be carried out with the
windows permanently curtained and artificial lighting. In addition,
295 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

the teacher cannot see the image on the screens of the computer
monitors located near the side walls and he has to either monitor the
students' work via the local network or walk around the classroom all
the time.

The teacher's desk and RMP should be located on the podium.

A stand for an overhead projector can be placed nearby. The
orientation of the windows of the room should be mainly to the north
or northeast. Such arrangement of workstations when the main light
flow from the windows is directed in front or behind the students is
not allowed.

In the computer science room, grounding connected to the

common grounding circuit of the entire building is mandatory.
Electric power cables, communication lines of the local network must
be mounted in metal sleeves or plastic tubes. Tables with computers
must be equipped in accordance with safety requirements and fixedly
fastened to the floor. All computers must be grounded through a
power outlet.

The computers must be powered from a special electrical panel

or a set of electrical equipment for the KUVT, equipped with a
residual current device. The residual current device must ensure that
 Jabrayilzada Sevinj | 296

the supply voltage from the RMU and RMP is disconnected in the
event of leakage currents to ground in excess of 10 mA, as well as in
the event of overloads and short circuits. The power panel must also
have an emergency manual shutdown.

Installation of the office, power panels, electrical outlets,

wiring of power cables, grounding, fire alarm systems in accordance
with the rules and regulations must be carried out by specialized
organizations that have licenses for these types of work.

Commissioning of the computer science room is carried out

after permission from the sanitary and epidemiological supervision
centers.

Powder and carbon dioxide fire extinguishers may be used as

fire extinguishing agents, which allow you to eliminate the fire of
hardware under electrical voltage. In terms of minimizing damage to
equipment, preference should be given to the use of carbon dioxide
fire extinguishers. There must be at least two fire extinguishers in the
office.

The office must be organized as a psychologically,

hygienically and ergonomically comfortable environment that
contributes to the optimal organization of the educational process,
297 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

mental development and education of students, their acquisition of

solid knowledge, skills and abilities in computer science while fully
meeting the requirements for the health and safety of the teacher and
students.

To manage the work of the KVT, a head of the room from

among the computer science teachers is appointed by order of the
school director. The head of the room is the organizer of the work of
the room and its equipment, the work of teachers and students. He
ensures the use of the room in accordance with the school curriculum,
develops a long-term plan for equipping the room, takes measures to
equip it and replenish it with educational visual aids and technical
teaching aids. He is also responsible for the safety of equipment and
computing equipment, for keeping an inventory log, for maintaining
the equipment in constant readiness for use, timely and thorough
preventive maintenance of computing equipment, registration of
failures and organization of repairs, for maintaining sanitary and
hygienic requirements and safety requirements in the room.

The head of the room takes part in planning the KVT load with
educational, club, elective and other classes with students. All types
of classes in the KVT are conducted with the obligatory presence of
a teacher. An important area of the KVT work is the educational and
 Jabrayilzada Sevinj | 298

methodological seminar on the issues of teaching computer science

and the use of computer technology and the room by teachers of other
disciplines, to disseminate the experience of using information
technology in the school educational process.

In cases where subject teachers have not fully mastered

computer technology, it is assumed that the joint work of two
teachers (computer science and subject teacher) will be financed
when conducting classes in academic subjects using information
technology. A laboratory assistant or technician is assigned to assist
the head of the KVT.

The standard school staffing schedule (appendix to order No.

373 of the Ministry of Education of the Russian Federation dated
September 2, 1996) provides for the following positions in the
presence of an equipped computer science room: in rooms with 20
sets of working computers - 1 laboratory assistant position, 21-30 sets
- 1 technician position, over 30 sets - 1 specialist (engineer) position
and 1 laboratory assistant position.

The laboratory assistant (technician) is directly subordinate to

the head of the room and reports to him for the safety, proper storage
and use of educational equipment. The laboratory assistant is
299 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

required to know the entire system of software and hardware of the

KUVT, the rules for its care, the conditions for storing equipment and
visual aids.

In accordance with the long-term plan for the development of

the KVT, the laboratory assistant participates in the acquisition of the
necessary equipment, maintains records and inventory lists.
According to the teacher's plan and under his supervision, the
laboratory assistant prepares equipment for the lesson.

He ensures that students comply with safety regulations, the

constant readiness of fire-fighting equipment and first aid equipment,
records equipment failures, and carries out minor repairs to failed
equipment.

When using the equipment, be careful of:

- electric shock;

- mechanical damage, injuries.

Safety requirements before starting work:

1. It is forbidden to enter the classroom in outerwear, hats, with

bulky

objects and food

 Jabrayilzada Sevinj | 300

2. It is forbidden to enter the computer science classroom in

dirty shoes without shoe covers or without change of shoes

3. It is forbidden to make noise, talk loudly and distract other

students

4. It is forbidden to run and jump, move around the classroom

without permission

5. Before the start of classes, all personal mobile devices of

students (phone, player, etc.) must be turned off

6. It is allowed to work only on the computer that is allocated

for the lesson

7. Before starting work, the student is obliged to inspect the

workplace and his computer for the absence of visible damage to the
equipment

8. It is prohibited to turn off or on the equipment without the

teacher's permission

9. The voltage in the classroom network is turned on and off

only by the teacher

Safety requirements during work:

301 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

1. Handle the equipment with care: do not knock on the

monitors, do not knock the mouse on the

table, do not knock on the keyboard keys

2. If any malfunctions occur: changes in the functioning of the

equipment , its spontaneous shutdown, you must immediately stop
work and inform the teacher about it

3. Do not try to fix the equipment malfunctions yourself

4. Perform only those actions on the computer that the teacher

tells you to

5. Control the distance to the screen and correct posture

6. Do not allow work at maximum brightness of the display

screen

7. In case of emergency situations, remain calm and strictly

follow the teacher's instructions.

It is prohibited:

1. To operate faulty equipment

2. When the power is on, disconnect and connect cables

connecting various computer devices
 Jabrayilzada Sevinj | 302

3. Work with open covers of computer devices

4. Touch the display screen, the back of the display, connectors,

connecting cables, live parts of the equipment

5. Touch circuit breakers, starters, alarm devices

6. Touch pipes, batteries during work

7. Fix a keyboard malfunction yourself

8. Press the keys with force or allow sharp blows

9. Use any object while pressing the keys

10. Move the system unit, display or the table on which they
stand

11. Block the aisles in the classroom with bags, briefcases,

chairs

12. Take bags, briefcases behind the work place near the
computer

13. Take outerwear and clutter the office with it

14. Move quickly around the office

15. Put any objects on the system unit, display, keyboard.

303 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

16. Work with dirty, wet hands, in damp clothes

17. Work in poor lighting

18. Work at the display longer than the allotted time

It is prohibited without the teacher's permission:

1. Turn on and off the computer, display and other equipment

2. Use various storage media (floppy disks, disks, flash drives)

3. Connect cables, connectors and other equipment to the

computer

4. Take floppy disks, equipment, documentation and other

items from the teacher's desk

5. Use the teacher's computer.

Safety requirements at the end of work:

1. At the end of work, wait until the teacher comes and checks
the condition of the equipment, hand in the work, if it was done

2. Slowly stand up, collect your things and quietly leave the
classroom so as not to disturb other students

Responsibility for violating safety rules:

 Jabrayilzada Sevinj | 304

1. For violating safety rules, the student will be reprimanded,

penalized up to and including suspension from work with the
equipment.

2. For regular violations of safety rules, the student will be

suspended from computer science classes up to and including
expulsion from the educational institution (or other sanctions
provided by the educational institution).

Posters and pictures

• Poster "Safety and Sanitary Standards" • Poster "Correct

Posture at the Computer" (COR)
305 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL
 Jabrayilzada Sevinj | 306

Forms of information presentation, information exchange.

Methodological recommendations.

Prepare an overview of the lesson topic This lesson will cover

the following questions:

1. What is information?

2. What actions does a person perform with information?

3. How does a person store information?

4. Information carriers.

5. Forms of information presentation.

2. Information

Information is data about the surrounding world, about the

processes and phenomena occurring in it, perceived by living
organisms and technical devices.

A person receives information using the senses:

Vision;

Hearing;

Smell;
307 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Taste;

Touch.

3. Actions with information

Actions with information are varied:

1. Reading a newspaper, a book

An action with information is not cooking a meal - it is an

action with

products.

Actions with information:

1. Receipt;

2. Presentation;

3. Transmission;

4. Processing;

5. Storage;

6. Transformation.

4. Receipt of information
 Jabrayilzada Sevinj | 308

Observation is the receipt of information.

The meaning of this action is to perceive information, to

receive a message.

5. Presentation of information

The purpose of presenting information on a medium is its

storage or transmission.

Ancient people made drawings on rocks. Later, information

was transmitted using books, paintings. Modern methods of
transmitting and storing information are magnetic tapes, floppy
disks, disks, etc. History of information carriers First, let's look at
how information was stored in the ancient world.

Rock paintings of the Paleolithic era:

- Rock painting (Fig. 5) - the first method of external storage

of information in ancient times.

Rock painting (Source)

According to scientists, an artist of this era, who knew how to

make tools and decorate the walls of caves, should have already had
speech. Rock paintings showed how ancient people lived, hunted,
309 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

and performed rituals. With the emergence of Homo sapiens and the
advent of graphic art, oral communication developed.

Invention of writing:

Writing first appeared 5-4 thousand BC on the territory of

modern Iraq, in the Tigris and Euphrates basin. The very first
examples of writing (Fig. 6) are tablets from the city of Uruk - small
rectangular clay blocks with pictograms scratched on their convex
surfaces.

Example of ancient writing (Source)

Eventually, the signs took the form of wedge-shaped strokes,

and this writing was called cuneiform. During excavations of the
Assyrian capital of Nineveh, tablets from the royal repository were
found containing dictionaries and grammars of the Sumerian,
Babylonian and Assyrian languages.
 Jabrayilzada Sevinj | 310

Papyrus:

The material that replaced clay tablets and became established

throughout the ancient world after the conquest of Egypt by
Alexander the Great (332 BC) was papyrus

Papyrus (Source)

Papyrus was an expensive material, and scribes often reused

sheets,

scraping away old text.

Papyrus blank

Reception and transmission of information in nature

Living nature is complex and diverse. The sources and

receivers of information in it are living organisms and their cells. An
311 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

organism has a number of properties that distinguish it from

inanimate material objects. The main ones are:

- Continuous exchange of matter, energy and information with

the environment;

Irritability (the ability of an organism to perceive and process

information about changes in the environment and the internal
environment of the organism);

Excitability (the ability to respond to the actions of stimuli);

Self-organization (changes in the organism to adapt to

environmental conditions).

Before the advent of computers, the science of biology, which

studies living organisms, provided descriptive models.

How do plants receive, process and accumulate

information?

Plants must put out signals that would make their flowers
especially noticeable. It is also important to somehow mark flowers
that have already been pollinated and no longer contain nectar. This
will save the insect from wasted work. The type of pollinator
 Jabrayilzada Sevinj | 312

determines the choice of the appropriate signal by plants. A flower

that is pollinated only by birds should not attract insects.

How do bees transmit information?

Bees have an amazing way of transmitting information - it is

the language of dance. A bee that has found a flowering meadow flies
to the hive and begins to dance in the air in front of its fellows, after
which the bee swarm goes to the designated place for nectar.

6. Storage of information

The purpose of the action is to save the information (data)

recorded (presented) on the carrier.

Human memory is divided into:

- Internal (operational) memory. - Each person stores certain

information in their own memory - "in their mind".

External (long-term) memory (books, flash memory, etc.). -

People understood the unreliability of human memory and sought to
record the most important information on external media.
313 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

7. Information transfer

The meaning of the action is to share, exchange information,

for example, with other people. Any process of information transfer
can be simplified as follows:

Two parties always participate in the transfer of information:

the one who transmits the information (information source), and the
one who receives the information (information receiver).

Information is transferred orally, in writing, over telephone

lines, with the help of computer networks.

8. Information processing

Information processing is the solution of some information

problem. The meaning of the action is to change the form and
meaning of the message, to obtain new information.

Example: solving a mathematical problem.

The performer processing the information is a person or a

special technical device (for example, a computer).

9. Information transformation
 Jabrayilzada Sevinj | 314

The meaning of the action is to change (select) the form of

presentation for storing, using, transmitting, processing information.

Level and stages of teaching computer science in primary

school

Preparation for school in Azerbaijan begins with pre-school

education, when children are instilled with a love and interest in
learning in a playful way.

It is during this period that the foundation for the development

of mental, physical and creative potential is laid, psychological
stability, aesthetic education, simple work skills, a sensitive and
conscious attitude to the environment and their health begin to form.
In the process of pre-school preparation, using the child's interest, he
is prepared for the most comfortable transition to school education.

Azerbaijani schools have a five-day school week. School

education is free and takes place in 3 stages:

• Education in primary school. Available for children who have

reached 6 years of age and lasts for 4 years. At the end of the training,
all primary school students take an exam.

Based on the results, they are transferred to secondary school.

315 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• General secondary education. It begins in the 5th grade and

ends in the 9th. During this period, children study mathematics,
history, foreign languages, literature, physics, chemistry and biology
in sufficient depth, receiving the necessary preparation for passing
the final exam.

Upon completion of the 9th grade, the child receives a

certificate of basic education. Then he can get a job, continue
studying at school or transfer to any vocational school.

• Complete secondary education. To obtain it, you need to

study for another 2 years after the 9th grade. It is aimed at preparing
for admission to universities. At the end of their studies, children take
a paid state exam, based on the results of which they receive a
certificate of general education and can enter the chosen university
in the country.

Education in primary and secondary schools is compulsory for

all Azerbaijani children. A schoolchild can decide for himself
whether he wants to study in the 10th and 11th grades. But a
certificate of general education is required to enter a university.

Russian, Azerbaijani or English?

 Jabrayilzada Sevinj | 316

Schoolchildren in Azerbaijan have the opportunity to choose

the language of instruction. And although the main language in most
schools is Azerbaijani, it is possible to get an education in

Russian.

There is all the necessary literature for this. Both options for
education are free. According to official statistics, about 10% of
students choose schools where they can study in Russian.

In addition to Russian-language educational institutions, there

are branches of famous schools and foundations in Azerbaijan that
offer education in English (British School, EF English First and
others). Not only foreigners and emigrants, but also local residents
can study there. Most of these schools are private, so education in
them is paid.

Peculiarities of the educational process in Azerbaijani

schools

The Day of Knowledge in the country is celebrated not on

September 1, but on September 15, and the academic year ends 15
days later.
317 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Schools offer education in specialized classes in four areas:

-mathematics and economics, technical, humanitarian, and

natural science. Each profile has its own programs. Children can
choose subjects for in-depth study.

Grades in the first grade do not frighten an Azerbaijani

schoolchild. In the first year of study, they are abolished. And then
the assessment takes place on a 100-point scale, in which "five"
corresponds to scores from 80 to 100 points, "four" - from 60 to 80
points, "three" - from 30 to 60 points. A grade below 30 points is
considered unsatisfactory.

The Azerbaijani education system has its own traditions. In the

years since the collapse of the USSR, school education in the republic
has changed significantly.

However, one thing has remained unchanged - providing the

younger generation with knowledge, the proper level of education
and cultural development. Only with this approach can young people
grow up to be worthy citizens of their country.
 Jabrayilzada Sevinj | 318

Stages of mastering the basics of computer science.

Stage I (grades 1-2) - propaedeutic. This is where primary

schoolchildren are initially introduced to computers, the first
Elements of information culture are formed in the process of using
educational game programs, simple computer simulators

Stage II (grades 2-3) - a basic course that provides a mandatory

general educational minimum for preparing schoolchildren in
computer science. it is aimed at mastering students of methods and
means of information technology for solving problems, developing
skills for conscious and rational use of a computer in their
educational and then professional activities. studying the basic course
forms ideas about the commonality of the processes of obtaining,
transforming, transmitting and storing information in living nature,
society and technology. the advisability of transferring the beginning
of the systematic study of computer science to basic school, in
addition to the need in the conditions of informatization of school
education, is also due to two other factors: firstly, the positive
experience of teaching computer science to children of this age, both
in our country and abroad and, secondly, the significant role of
studying computer science for the development of thinking, the
formation of a scientific worldview of schoolchildren of this age
319 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

group. the content of the basic course can combine three currently
existing main directions in teaching computer science at school,
reflecting the most important aspects of its general educational
significance:

• the ideological aspect, associated with the formation of ideas

about the system-information approach to the analysis of the
surrounding world, the role of information in management, general
patterns of information processes in systems of various natures;

• the "user" aspect, associated with the formation of computer

literacy, preparing schoolchildren for practical activities in the
context of the wide use of information technologies;

• the algorithmic (programming) aspect, currently associated to

a greater extent with the development of schoolchildren's thinking III
senior grades (3-4) - specialized training, differentiated in volume
and content depending on the interests and focus of pre-professional
training of schoolchildren. in particular, for schools and classes with
a physics and mathematics profile, it is possible to study in-depth
programming and computational mathematics methods, for schools
with a biology and chemistry profile, a computer science course
related to the use of a computer for modeling, processing
 Jabrayilzada Sevinj | 320

experimental data; for schools and gymnasiums with a humanitarian

profile - an idea of a systems approach in linguistics, literary
criticism, history, etc. from the second half of the 90s to the present
day, the current computer science course in many ways does not meet
modern trends in the development of education and does not fully
reflect the diversity of pedagogical functions of studying the general
education field of "computer science" in schools. attempts to further
technocratize the computer science course, reducing its content to the
study of information technology lead to its integration with subjects
of the technological cycle or dissolution in the mathematics course.
secondly, it is necessary to transfer foreign experience with great
caution in defining the priority tasks of the computer science course,
in particular, a broad focus on the use of the Internet. there was a need
to formulate provisions that would meet the traditions of domestic
education and the pressing challenges facing the modern school as a
whole. (draft) educational standard of basic general education in
computer science and information technology the study of computer
science and information technology in basic school is aimed at
achieving the following goals:

• • acquisition of computer literacy and basic competence in

using information and communication technologies, simple
321 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

computer models in solving educational and practical problems at

school and outside of it; obtaining the necessary training for the use
of computer science methods

-and information technology tools in studying the academic

disciplines of the main school and educational programs of the
subsequent Stage of training, as well as for mastering professional
activities in demand in the labor market;

• mastering the skills of working with various types of

information using a computer and other information technology
tools, the ability to apply these skills:

-to search, select, critically evaluate, organize, present and

transmit information, plan and organize one's own information
activities and their results;

• gaining experience in implementing individual and collective

projects related to various academic disciplines, including publishing
school magazines, creating school pages on the Internet, virtual local
history museums, etc. using information and communication
technologies; using information available on the Internet and on
various media;
 Jabrayilzada Sevinj | 322

• mastering a system of knowledge related to the information

picture of the world, including: basic concepts necessary for the
formation of specific ideas about information processes, systems and
technologies; ideas about the commonality and patterns of
information processes in various social and technological systems,
about the mechanisms of perception and processing of information
by humans, technological and social systems, about modern
information civilization;

• familiarization with the use of information and

communication technologies as methods of understanding nature and
society, observing and recording natural and social phenomena,
presenting their results in the form of information objects;

• developing cognitive interests, intellectual and creative

abilities in information activities;

• education of the necessary norms of behavior and activity in

accordance with the requirements of the information society as a
natural stage of development of civilization. the implementation of
these goals is achieved as a result of mastering the following
educational content. general educational skills, abilities, methods of
activity
323 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• handling information objects in their various representations:

in mental, pictorial (on paper, screen), sound representation.

• acquisition of experience and skills of one's own information

activity, application of information and communication technology
(ICT) in the study of school subjects and other educational activities,
organization of one's own information space (a set of personal
folders), covering (using the simplest examples) the most widespread
areas of application of information and communication technologies.

• solving problems of constructing the simplest visual

information models of objects and processes of the real world. basic
concepts of information processes basic concepts of computer
science: information object, process, algorithm, main types of
algorithms and methods of their representation, control, feedback.
information transfer process, source and receiver of information,
signal, coding and decoding, information distortion during
transmission, information transfer rate. basic components of a
computer and their functions: processor, memory, monitor,
interfaces, keyboard and mouse; software principle of computer
operation. classification of the main types of general-purpose and
professional information resources. dynamic changes in the
qualitative characteristics of ICT tools, taking them into account
 Jabrayilzada Sevinj | 324

when deciding on the choice of ICT tools, including for individual

use.

-creation of information models of real objects and processes,

adequacy of the model to the object and purposes of modeling.
language as a way of representing and transmitting information:
natural and formal languages. features of human perception,
memorization and processing of information. the role of information
in modern society, in its economic, social, educational spheres. mass
media, information

Ethics and law, information security. personal information,

information rights of the individual. computer games, their positive
and negative sides. practice of information technologies basic
devices of ict connection of ICT units and devices, including a
computer, the simplest operations for their management (switching
on and off, understanding signals about readiness and malfunction,
etc.), using various information carriers loading

Electronic and paper media, consumables. safety, hygiene,

ergonomics, resource conservation; technical conditions of
operation. educational areas of priority development: computer
science and information technology.
325 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Computer operating with information objects in visual-graphic

interaction (interface). creation, saving, naming of objects and their
families, selection of names and organization of individual folders,
unzipping, deletion. protection against computer viruses. selection of
a computer in accordance with the tasks of use and financial
capabilities. assessment of the numerical parameters of information
objects and processes: the amount of memory required for storing
objects, the speed of transfer and processing of objects, the cost of
products and services. educational areas of priority development:
computer science and information technology. creation and
processing of information objects texts. text entry (fluent or blind)
using a computer keyboard.

On-screen text representations, fonts, use of templates. Moving

fragments. structuring: font and color highlighting, paragraphs and
their formatting, page numbers, lists, headings of different levels in
a given style, links, indexes, tables of contents, reading notes, headers
and footers, addressing, addressing, signature. printing. using
spelling and grammar checking capabilities, thesauri. creating and
including tables in the text. including images in the text. educational
areas of priority development: computer science and information
technology, languages.
 Jabrayilzada Sevinj | 326

- dynamic (Electronic) tables, other mathematical tools ICT.

Entering data into a finished table, changing data, switching to a
graphical representation. Input of mathematical formulas,
representation of dependence on a graph. educational areas of priority
development: mathematics, natural science.

-databases. search by selecting from a list and specifying field

values. creating records in databases (such as filling out
questionnaires), including those related to student information.
educational areas of priority development: computer science and
information technology, social studies, physical education,
extracurricular activities.

-drawings and photographs. input using a graphic panel and a

scanner.

-geometric, stylistic transformations.

-educational areas of priority development: fine arts, local

history, extracurricular activities.

-drawings. selection, combination, movement and geometric

transformations of fragments and components. three-dimensional
image on a computer screen and tools for working with it. catalogs
of objects. simple drawings. special types of drawings:
327 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-diagrams, maps, etc. construction of a drawing of a given

subject. design (assembly) of a subject according to a drawing.
educational areas of priority development: technology (in particular,
drawing). sound and video images, including music and animation.
tools of work (editing, non-linear editing) in the On-screen visual
representation. educational areas of priority development: languages,
music, local history, project activities in various fields.

-recording information about objects and processes of the

surrounding world recording of objects and processes:

-natural, cultural and historical, school life, individual and

family history, etc., including recording images (using digital
cameras, microscopes, various types of scanners, etc.);

- texts obtained by recognizing text images and oral speech;

- video and audio recordings (in particular, using digital

recording devices);

- music (in particular, using a musical keyboard);

- tables of measurement results (in particular, using sensors

connected to a computer);

- results of observations, surveys, etc.

 Jabrayilzada Sevinj | 328

-educational areas of priority development: social science,

natural science. search and use of information computer
encyclopedias and reference books; information in databases, the
Internet, non-computer sources of information. formulation of
queries. catalogs. Search engines. critical assessment and
organization of information. formation of an individual information
space using a file system, links to files and sources on the Internet.
rules for links and citing sources of information.

-educational areas of priority development: social studies.

organization, presentation and transmission of information
presentation of information in the form of a printed publication, on
the Internet, in a speech of a student. organization of one's own
information space, including the student's work, its various versions,
links to relevant assignments, projects, work of other students,
collected arrays of information, sources used. group discussion,
recording its progress and results in text form and in combination
with video recording. telephone, pager, E-mail: rules of
correspondence, attachments to letters, sending, receiving. saving for
individual use objects from the Internet and links to them.
teleconferences, videoconferences.use of digital telecommunications
in collective educational activities. educational areas of priority
329 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

development: computer science and information technology,

languages, social studies. the organization of the educational process
in computer science includes a number of aspects:

• distribution of educational program material;

• study of textbooks, methodological and scientific literature;

• continuous self-education of the teacher in view of his

exceptional role;

• organization of a lesson in computer science;

• use of a computer in the educational process;

• extracurricular work;

• office of the teacher.

1.1. features of the school course of computer science.

- strong interdisciplinary links of the course.

- the course is not established, like, for example, a course of

physics; progress of the teacher requires timely reflection both in the
methodology and in the content.
 Jabrayilzada Sevinj | 330

- psychological and pedagogical support of the course acquires

special significance. problems arise: the place of the computer in the
educational process, the role of the teacher, the interaction of the
student with the computer.

-there is an improvement in the methods and organizational

forms of training. there is an increase in independent work, a
departure from the traditional lesson, an increase in the volume of
practical and laboratory work of a research nature, extracurricular
classes.

-systematic use of computers ensures a broad current

knowledge test.

- medical requirements for organizing the work of

schoolchildren play a special role.

1.2. recommended planning of the educational process.

documents. let us recall that the computer science course is "divided"
conditionally into three parts: propaedeutic, basic, specialized. At the
same time, the basic course should be taught in grades 7-9.
accordingly, each of the levels is provided with the appropriate
textbooks, for which there is a plan proposed by the authors. in
reality, today, the basic computer science course is taught in grades
331 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

10-11 (although there are downward trends in many schools). the

minimum mandatory volume of academic hours allocated to the
study of computer science is 68 academic hours over two years. in
the presence of appropriate conditions, it is possible to increase the
volume of academic hours to 136 or more. since the educational
standard in computer science has not been adopted to date, the
"normative" document designed to provide basic knowledge to
students of a general education institution is the "mandatory
minimum content of education in computer science" (Order of the
Ministry of Defense of the Russian Federation dated 30.06.99 No.
56). The document defines the volume and content of educational
material. presented to students at school. "mandatory minimum
content in computer science" provides for two levels of organizing
computer science training:

• level a - for schools and classes studying a computer science

course in the amount of 68 hours (2 years at 1 hour per week), and
for schools and classes, as a rule. of the humanities profile;

• level b - for schools and classes studying computer science in

the amount of 136 hours or more and provided with modern
computers, which allows the school to present to students educational
 Jabrayilzada Sevinj | 332

material. corresponding to the requirements of entrance exams in

computer science to universities and all others.

To help the teacher, we recommend samples of final

assignments for assessing the quality of basic school graduates'
training in computer science (brochure "Assessment of the Quality of
Basic School Graduates' Training in Computer Science", Moscow:
Publishing House "Dro-fa", 2000, 2001), which can also be used at
the senior level, in the case of studying the basic computer science
course in grades 10-11 of a comprehensive school. The assignment
options are selected in such a way as to be able to check the students'
training in all topics of the computer science course included in the
mandatory minimum educational content.

The proposed assignments can also be used by the teacher

when implementing current monitoring as sample assignments when
studying individual topics.

Students are given the right to take the Computer Science Exam
at their discretion.

The Examination tickets recommended by the Ministry of

Education will help the teacher in organizing the Examination. The
Examination can be conducted in oral or written form or in the form
333 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

of a test. The Examination ticket for the oral Examination may

contain 1 or 2 theoretical questions and 1 or 2 practical tasks of
various types (for example, one related to the development of a
simple algorithm or program for a computer, and the second, testing
the skills in using one of the information technologies). When
conducting the Examination, it should be taken into account that
training programmers is not the goal of the general education course
in computer science.

When conducting practical classes, classes should be divided

into subgroups so that each student is provided with an individual
workstation. A system of additional education should be developed
everywhere, especially for students in rural schools. These may be
additional classes, electives, clubs, organizing distance learning
courses using the Internet for students and teachers of various school
subjects, holding summer camps for young programmers, etc.

The educational material of each content line of the mandatory

minimum content of education in computer science requires different
methodological approaches.
 Jabrayilzada Sevinj | 334

Approximate distribution of hours for studying the

corresponding lines (recommended, but not mandatory, everything
depends on the learning objectives)

Level A (68 hours) Level B (136 hours)

Information and information processes - 4 hours

Information and information processes - 6 hours

Presentation of information - 12 hours Presentation of

information. number systems and the basics of logic - 28 hours
computer -10 hours computer - 14 hours modeling and formalization
- 8 hours modeling and formalization - 12 hours algorithms and
performers -16 hours algorithmization and programming - 26 hours
information technology -18 hours information technology - 50 hours
thus, when studying the content line "information and information
processes" attention should be paid to the formation of understanding
and the ability to give examples from different subject areas
illustrating the flow of information processes in living nature, in
society or in technical systems.

-the main meaning of the second content line "presentation of

information" is that information is always associated with some
"carrier": material (stone tablets, birch bark, paper, magnetic disk,
335 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

etc.) and "immaterial" (native language, sound, melody, dance,

pantomime, facial expression, one or another sign system, etc.).

-it is necessary to form an idea of natural and artificial

languages, the binary form of presenting information, the advantages
and disadvantages of different forms and types of presenting
information.

-the content line "computer" allows students to get acquainted

with the computer from a different point of view than when studying
the previous content line:

-the computer appears to students as a kind of universal tool

that allows a person to automate intellectual activity, automate
information processes - search, storage, processing and transmission
of information over long distances. It is important to develop an
understanding that a computer does not "think" like a person, but is
an executor, a powerful and fast-acting "tool" that helps a person in
his information activities (information systems, expert systems,
computing centers, e-mail, etc.).

It is important to draw students' attention to the functional

capabilities of a computer and the hierarchical structure of computer
software, to develop an understanding of the essence of law in the
 Jabrayilzada Sevinj | 336

field of information activities. content line "modeling and

formalization"

- This is one of the most important content lines of the

computer science course, forming a system-information picture of
the world in the minds of students, since it allows consciously
identifying individual objects in the surrounding reality, seeing
relationships between objects, identifying essential features of
objects, classifying them and combining them into sets, constructing
diagrams and "seeing" the internal structure of an object, representing
some objects through others for the purpose of studying, presenting,
manufacturing or using them.

Special attention should be paid to the essence of computer

modeling, highlighting its advantages and disadvantages, and
considering specific examples. content line "algorithms and
performers" by solving a large number of problems forms students'
algorithmic thinking. in the process of studying this topic, students'
ideas about the properties of algorithms, about performers of
algorithms, about methods of recording algorithms and about basic
algorithmic structures are formed.
337 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

It is important for schoolchildren to understand that an

algorithm is a dynamic model of an object (a model of a process), in
contrast to a static structural model of an object, which does not
reflect changes in the properties and behavior of an object over time,
but only records its state, highlights the Elements and relationships
between them.

The content line "information technology". mastering this

content line is not only a means of preparing students for life in the
information society and for future professional activities, but also a
means of practical consolidation and development of students'
theoretical training.

This is the simplest and most accessible part of the computer

science course for most students, constituting the main content of the
specialized computer science course in many educational institutions
equipped with modern computers. despite the importance of
mastering the technologies for processing text, graphic and numerical
information. mastering the technology of searching, storing and
sorting information, multimedia technologies and computer
communications technologies, the main goal of the computer science
course is not professional training in this area, but a whole complex
of educational and upbringing tasks, such as: ensuring a solid and
 Jabrayilzada Sevinj | 338

conscious mastery by students of knowledge about the processes of

transformation, transmission and use of information and, on this
basis, disclosing the significance of information processes in the
formation of a modern system-information picture of the world,
identifying and disclosing the role of information technology and
computers in the development of modern society, instilling skills in
the conscious and rational use of a computer in their educational and
then professional activities.

2.1 lesson – the main form of the educational process the

main features are a permanent composition of study groups of
students, strictly defined content of training in each class, a schedule
of classes, a combination of individual and collective forms of
training, the leading role of the teacher, systematic assessment,
knowledge testing.

-the most important characteristics of a lesson are: the goal,

content, means and methods of training, organization of educational
activities. classification of a lesson by didactic goals.

1. a lesson of communicating new information (explanation) –

a lecture, a conversation, a film lesson, a lesson of independent
practical work.
339 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

2. a lesson of developing and consolidating skills and abilities

(training) laboratory work, practical work, a lesson-excursion, a
seminar, a conference.

3. a lesson of testing knowledge, skills and abilities – an oral

survey, a written survey, a credit practical work, a test.

4. a combined lesson. has a different structure. has the

following advantages:

• creating conditions for the rapid application of new

knowledge;

• providing feedback (accumulation of grades);

• implementation of an individual approach to teaching.

classification of lessons on computer use. computer science

lessons are divided by the volume and nature of computer use:

- demonstration. showing educational Elements - new language

objects, fragments of programs, diagrams, texts. teacher at RMP,
students at RMU. the main didactic functions of demonstrations -
communicating new information.

- laboratory work (frontal). students on the workstation, work

simultaneously. the didactic purpose can be different: mastering new
 Jabrayilzada Sevinj | 340

material (using training programs), reinforcing new material (using

training programs), checking mastery (using monitoring programs).
students' actions can be synchronized, can be carried out at different
paces and even using different software tools. the teacher's role is to
monitor students' work, provide rapid assistance.

- practical training: students receive an individual assignment

for extended independent work (for 1-2 lessons, including
completing part of the assignment at home). as a rule, such an
assignment is given to practice knowledge and skills for a whole
section of the course, the teacher observes students, helps, discusses
general issues, highlights typical mistakes. requirements for
organizing a lesson.

O determine the educational, upbringing, developmental goals

of the lesson.

O prepare the content of the educational material.

O define the didactic objectives of the lesson, the consistent

solution of which will lead to the achievement of the goal.

O choose the most effective combination of teaching methods

and techniques.
341 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

O define the structure of the lesson.

O take into account the equipment of the classroom.

O take into account the economic conditions for conducting

classes.

O take into account the individual characteristics of students.

2.2 lesson structure depends on the type of lesson.

1. lesson explaining new material. the main didactic goal is to

introduce concepts, or establish properties, build an algorithm, etc.

- preparation for studying new material (repetition or updating

basic knowledge)

- familiarization with new material

- primary consolidation of the material studied

- setting homework assignments

- summing up the lesson.

2. lesson consolidating what has been studied the main didactic

goal is to form certain skills or systematize knowledge on the topic.

- checking homework
 Jabrayilzada Sevinj | 342

- consolidating the material covered

- setting homework assignments

- summing up

3. lesson for testing knowledge, skills and abilities. the main

didactic goal is to find out the level of assimilation of the educational
material by students.

- instructing students on the organization of work in the lesson

and the content of assignments

- independent work of students

- summing up the most important problem is the choice of the

organization of the forms of conducting classes. the leading form of
activity is a collective one, carried out through seminars, discussions,
collective-distributed forms of work with educational material. it is
possible to recommend that the lesson consist of 2 parts:

Part I - the teacher explains the material clearly, simply and

accessibly and checks the correctness of the assimilation of its main
points by students.

Part II - discussion of new material among students while

working on the computer.
343 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-it is important that students independently use new

information, can consult with each other. the teacher in this part of
the lesson is a coordinator, a consultant, but not an active participant
in training.

-in computer science lessons it is necessary to use the so-called

traditional teaching tools.

2.3. preparation for the lesson.

At present, a system of preparing teachers for lessons has been

developed and substantiated in didactics, consisting of 3 stages.

1. preparation for the school year. the teacher gets acquainted

with the curriculum, makes a general description of the class group,
develops calendar (semi-annual) plans.

2. construction of a system of lessons on academic topics, at

this the place of the topic in the curriculum, its content and objectives
of study are determined, tasks and materials of the textbook are
distributed between lessons, the repetition of the covered material is
planned in terms of time and content, the time for conducting
independent and control works is outlined.

3. preparation for the next lesson.

 Jabrayilzada Sevinj | 344

a) develop a lesson scenario

• formulate a topic,

• define goals,

• structure

• a specific task for each Stage of the lesson

• select educational material in accordance with the educational

goal and objectives of individual Stages

• determine methods and techniques of work

• determine techniques for teacher guidance of students'

activities

• select training software

• determine the form and content of testing

• think over instructions for completing homework

b) prepare a lesson plan (the plan is written in three columns,

each of which explains the role of the teacher, student and computer
at the current moment) teacher student Computer
345 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

c) prepare software, didactic material taking into account

individual assignments.

2.4 Features of a Computer Science Lesson

1. Students' motivation to work on a computer increases in

conditions of dialogic communication with a computer. The problem
of motivation cannot be solved only by means of computing
technology.

2. the influence of the teacher's personality is more significant

than in other disciplines.

3. the teacher's workload increases due to the need to work in

the "multi-tasker" mode. in order to ensure individualization of
learning in accordance with the personal characteristics of students,
the pace of learning is set by the computer.

4. an important feature is the individualization of learning. the

pace for different students varies (the pace of learning can vary up to
3-5 times). for the teacher, organizational problems arise. the old
classroom-lesson structure is deformed.

5. working with a computer forms a managerial style of work.

 Jabrayilzada Sevinj | 346

6. a lesson is a businesslike, calm atmosphere. children

communicate with each other and with the teacher on a businesslike,
subject-based basis.

7. the functions of assessment and control are often transferred

to the computer, conflict-free nature of learning.

You can specify 3 main areas of activity of a teacher:

• teacher of the subject "computer science"

• organizer of the use of NIT on the material of other school

subjects

• organizer of the use of computers for administrative purposes

and management of the learning process as a computer science
teacher, a specialist must have the necessary knowledge of the
content and methods of teaching school computer science courses at
various levels: basic course, junior grades, in-depth study of
computer science, elective classes and various types of
extracurricular activities.

Sequence of events and actions. True and false judgments.

Methodological recommendations. Prepare an overview of

the lesson topic
347 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Topic: "Sequence of events"

Goal: Teach how to determine the sequence of events.

Prepare for introducing the concept of algorithms.

Develop the ability to consistently construct sentences when

retelling.

Develop meta-subject connections.

Work on developing universal learning activities:

Personal: ability to demonstrate business cooperation;

Cognitive: modeling, building a logical chain of reasoning;

Equipment: Multimedia projector, teacher's computer,

presentation for conducting the lesson, pictures with drawings

Lesson plan

No.

Item

Lesson stage Teacher's

activity
 Jabrayilzada Sevinj | 348

Student's

activity

UUD

1. Organizational moment Involvement in work, oral message

of the teacher

Preparing the class for work

Personal: self-determination, manifestation of attention, desire

to learn more

2. Goal-setting Organization Of work to Define the topic and

goal of the lesson

Guessing riddles, answering questions

Cognitive: defining an object by its features; communicative:

planning educational cooperation

3. Updating knowledge

Organization of games

Game "Pass on to another"

Cognitive: reproducing information from memory

349 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Communicative: cooperation with peers

4th Stage of studying new knowledge

Order of numbers Survey, organization of work with

Work with interactive board,

Cognitive: ability to structure knowledge, modeling interactive

board,

Communicative: cooperation with peers

The world around us Organization of the game

Game "Find your pair"

The life of a dandelion

Survey, organization of work with the interactive board,

Work with the interactive board

5 Physical education minute

6 Consolidation and application of what was learned

Organization

Of retelling of a fairy tale

 Jabrayilzada Sevinj | 350

Retelling

Of the fairy tale "Under The mushroom"

Cognitive: ability to structure

knowledge, modeling

Communicative: cooperation with peers

Organization Of retelling

Order in the fairy tale "Kolobok"

Lesson progress.

I. Organizational part.

Preparing the workplace for the lesson.

– Today we have gathered for another lesson on computer

science.

Popular wisdom says: "Put your soul and heart into your work,
cherish every second of your labor." Goal setting

– Guess the riddle.

What kind of birds are flying by?

351 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Seven in each flock

They fly in a line,

They don’t come back.

(Days of the week)

– List the days of the week in order.

– Can they be rearranged? (No, they are in a certain order)

– So, today in class we will talk about the sequence of events.

Let’s observe where we encounter the sequence of events.

– What do you think, why do we need the sequence of events?

III. Knowledge actualization

The game “Pass it on”

The children stand in a circle and pass the ball to another.

– Please list: seasons, months of the year

– So, where do we encounter the sequence of events? (On the

calendar)

A drawing of a calendar or a calendar appears on the board.

 Jabrayilzada Sevinj | 352

IV. Stage of learning new knowledge

1. The order of numbers.

– Where else do we encounter a sequence of events?

Slide task

– Fill in the missing numbers. (Work and interactive board)

– Determine the order of the numbers.

– Between which numbers are the missing numbers in the

number line? (Students name the numbers).

– So, where else do we encounter a sequence of events? (The

order of numbers)

A number line appears on the board.

2. The world around us

1. Game "Find a pair"

Children receive pictures with images of objects and find a pair

for themselves according to the principle:

- who
- (what)
353 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- will be

2. Dandelion

According to the picture, students must arrange the numbers

that determine the order of life of a dandelion. After the answer, the
correct answer appears for checking.

- So, where else do we see a sequence of events? (The order of

the numbers)

A picture with the stages of plant development appears on the

board.

V. Physical education minute "Kolobok"

VI. Consolidation and application of what has been learned

3. The sequence of events in the fairy tale "Under the

Mushroom"

- We also need a sequence of events when retelling fairy tales.

Collective retelling

- Students tell the fairy tale one after another.

 Jabrayilzada Sevinj | 354

4. The fairy tale "Kolobok"

- Is it possible to tell a fairy tale based on these pictures? Why?

(They are not in order)

- Use arrows to show the order of the pictures.

The work is done simultaneously on the board and in the

notebook.

- So, where else do we see a sequence of events? (In fairy tales)

A picture from the fairy tale appears on the board.

VII. Control and self-control stage

1. Task 1

- Arrange all the numbers in order.

2. Task 2

– Arrange the numbers to get the order of life of a dandelion.

VIII. Lesson Summary

– What did we talk about in class today?

– Where do we find a sequence of events?

355 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

– What do you especially remember?

– What would you like to share at home today?

Content line: Information and information processes

Lesson outline on computer science on the topic "Information

and information processes"

Lesson objectives:

Educational:

1. to acquaint students with information processes: receiving

and transmitting, processing and storing information

2. to continue developing knowledge about information,

properties of information, types of information

Developing:

1. to develop students' qualities: thinking (analytical,

synthesizing, analytical-synthesizing, abstract), the ability to apply
knowledge in practice;

2. develop cognitive skills (highlight the main points, take

notes);
 Jabrayilzada Sevinj | 356

3. develop academic work skills (read, write);

4. develop independence

Educational:

1. cultivate a motive for learning, a positive attitude towards

knowledge;

2. cultivate discipline;

3. cultivate aesthetic views.

Lesson flow.

1. Organizational moment.

2. Review of the previously studied topic.

3. Study of the new topic.

4. Lesson summary.

5. Homework.

It has become especially fashionable to complain about the

intolerance of the information burden since the 17th century. In the
20th century, they began to talk about nothing less than an
information catastrophe.
357 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

An information crisis is a growing contradiction between the

volume of information accumulated in society and the limited
capabilities of an individual to process it. According to experts, the
amount of information circulating in society currently doubles
approximately every 8-12 years.

There is a belief that the human body is not capable of coping

with such an avalanche of information. This requires special means
and methods of processing information, storing and using it. New
scientific disciplines have been formed — computer science,
cybernetics, bionics, robotics, etc., aimed at studying the patterns of
information processes, that is, processes whose purpose is to receive,
transmit, store, process, or use information.

In its most general form, an information process (IP) is defined

as a set of sequential actions (operations) performed on information
(in the form of data, information, facts, ideas, hypotheses, theories,
etc.) to obtain some result (achieve a goal). Information does not exist
in itself, it manifests itself in information processes. In computer
science, information processes include:

Information search;

Information selection;
 Jabrayilzada Sevinj | 358

Information storage;

Information transmission;

Information coding;

Information processing;

Information protection.

Each of these processes is divided, in turn, into a number of

processes, and some of the latter may be included in each of the
identified generalized processes.

Collection of information

Searching for information is one of the important information

processes. The timeliness and quality of decisions made largely
depend on how it is organized.

In a broad sense, searching is the basis of human cognitive

activity in all its manifestations: satisfying curiosity, traveling,
scientific work, reading, etc. In a narrower sense, searching means
systematic procedures in organized information repositories:
libraries, reference books, card indexes, electronic catalogs,
databases.
359 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The success of your choice will largely depend on how you

organized your information search. Use a variety of information
search methods, this will help you collect more complete information
and increase the likelihood of you making the right decision.

Methods of searching for information:

• direct observation;

• communication with experts on the issue of interest to you;

• reading relevant literature;

• watching videos, TV programs;

• listening to radio broadcasts and audio cassettes;

• work in libraries, archives;

• querying information systems, databases and computer data

banks;

• other methods.

In the process of searching, you may encounter a wide variety

of information. People are used to evaluating any information by its
usefulness, relevance and reliability. After evaluation, some of the
obtained information may be discarded as unnecessary, while some,
 Jabrayilzada Sevinj | 360

on the contrary, may be left for long-term storage. That is, the process
of searching for information is almost always accompanied by its
selection. All this together is called the process of collecting
information.

Storing information

Collecting information is not an end in itself. In order for the

obtained information to be used, and repeatedly, it must be stored.
Storing information is a process as ancient as the existence of human
civilization. It is of great importance for ensuring the progressive
development of human society (and any system), the repeated use of
information, and the transfer of accumulated knowledge to
subsequent generations.

Already in ancient times, man faced the need to store

information. Evidence of this are notches on trees that help not to get
lost during hunting; counting objects using pebbles, knots; images of
animals and hunting episodes on the walls of caves. Structures,
objects of fine art, clay tablets, records, books, archives, libraries,
audio recordings, films - all this serves the purpose of storing
information.

Different information requires different storage times:

361 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• a bus ticket only needs to be kept for the duration of the trip;

• a TV program — a week;

• a school diary — an academic year;

• a high school diploma — until the end of life;

• historical documents — several centuries.

The main storage of information for a person is his memory,

including genetic memory. There is also “collective memory” — the
traditions and customs of a particular nation.

When the volume of accumulated information increases so

much that it becomes simply impossible to store it in memory, a
person begins to resort to the help of various kinds of auxiliary means
(knots “for memory”, notebooks, etc.).

With the birth of writing, a special means of recording and

disseminating information in space and time arose. Documented
information was born — manuscripts and handwritten books, and
unique information-storage centers appeared — ancient libraries and
archives. Gradually, a written document also became a tool of
governance (decrees, orders, laws).
 Jabrayilzada Sevinj | 362

The next information leap was printing. With its emergence,

the largest volume of information began to be stored in various
printed publications, and to obtain it, a person goes to the places
where they are stored (libraries, archives, etc.).

Currently, we are witnessing the rapid development of new,

automated methods of storing information using electronic means.

Computers and telecommunications are designed for compact

storage of information with the ability to quickly access it.
Information intended for storage and transmission is usually
presented in the form of a document.

A document is information on any material carrier (clay tablets,

paper, film, magnetic tape, compact disc, etc.), intended for
distribution in space and time (from the Latin document - certificate.
Initially, this word meant written confirmation of legal relations and
events).

The main purpose of the document is to use it as a source of

information in solving various problems of education, management,
science, technology, production, social relations. Of course, in order
for this information to be used, it must be formalized according to
certain rules, that is, presented in the most convenient form for users.
363 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Information transfer

Storage of information is necessary for its distribution in time,

and its dissemination in space occurs in the process of information
transfer.

Almost any human activity is associated with communication

(man is a social being), and communication is impossible without the
transfer of information.

The process of information transfer necessarily involves a

source and a receiver of information: the first transmits information,
the second receives it. Between them there is an information transfer
channel - a communication channel. Information transfer is possible
using any information encoding language that is understandable to
both the source and the receiver.

An encoding device is a device designed to convert the original

message of the information source to a form convenient for
transmission. A decoding device is a device for converting the
encoded message into the original one.

Example. During a telephone conversation: the source of the

message is the person speaking; the coding device is the microphone,
which converts the sounds of words (acoustic waves) into electrical
 Jabrayilzada Sevinj | 364

impulses; the communication channel is the telephone network

(wire); the decoding device is the part of the handset that we bring to
our ear, where the electrical signals are again converted into sounds
that we hear; the receiver of information is the person listening

During transmission, information can be lost or distorted:

distortion of sound in a telephone , atmospheric interference affecting
the operation of a radio receiver, distortion or darkening of the image
on a television, errors in transmission by telegraph.

This interference, or, as experts call it, noise, distorts

information. Fortunately, there is a science that develops methods for
protecting information - cryptology, which is widely used in
communication theory. Mankind has invented many devices for the
rapid transmission of information: telegraph, radio, telephone,
television. Devices that transmit information at high speed include
telecommunication networks based on computing systems.

Information processing.

Processing (conversion) of information is the process of

changing the form of presentation of information or its content.
Information of anykind can be processed, and the rules for processing
can be very diverse.
365 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Examples of information processing:

Example of information processing

Input information

Conversion rule

Output information

Multiplication table

Factors

Rules of arithmetic

Work

Determining the flight time of the flight "Moscow - Yalta"

Departure time from Moscow and arrival time in Yalta

Mathematical formula

Travel time

Guessing a word in the game "Field of Miracles"

Number of letters in a word and topic

Formally not defined

 Jabrayilzada Sevinj | 366

Guessed word

Obtaining secret information

Encryption from a resident

In each specific case

Decrypted text

Diagnosis of a disease

Patient complaints and test results

Doctor's knowledge and experience

Diagnosis

But do we always know how, by what rules, input information

is converted into output?

Example. Children do not know what is inside a wind-up toy.

They know one thing: if you wind up the toy, it will move. Most TV
viewers know little about the structure of a TV. But when
interference appears on the screen while watching a TV program,
operating the knobs (buttons) of the settings often allows you to get
a clear picture.
367 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

In the language of cybernetics, the TV viewer begins to

manipulate the inputs, hoping to get the interference elimination at
the output.

Such a system, in which only the input and output values are
available to the observer, and its structure and internal processes are
unknown, is called a "black box". It is no exaggeration to say that any
thing, any object, any phenomenon - any cognizable object - always
initially appears to the observer as a "black box".

Example. An engineer has a faulty computer in front of him,

which is under warranty service. It cannot be disassembled, but the
engineer must decide whether to send the device for repair or replace
it with a new one. In practical activity, the doctor is faced with
external manifestations of the disease, but the true state of the
patient's body is unknown to him. The doctor is faced with the task
of a "black box".

Processing information according to the "black box" principle

is a process in which the user is only interested in and needs input
and output information, but the rules by which the transformation
occurs are of no interest to him, and they are not taken into attention.
 Jabrayilzada Sevinj | 368

Conclusion: Information does not exist in itself, it manifests

itself in information processes. The most general information
processes are the collection, transformation, use of information.
Information processes carried out using certain information
technologies form the basis of human information activity. A
computer is a universal device for the automated implementation of
information processes.

Content line: Information and information processes.

Lesson topic: In the world of codes.

Class: 5

Lesson objective:

-defines the concepts: code, information encoding, information

decoding.

-encodes and decodes words.

-gives examples of information encoding and decoding.

Lesson objectives:

Educational:

• Show students the diversity of codes surrounding a person;

369 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Note the role of information encoding, learn to encode and

decode information.

Developing:

• Developing students' interest in the subject "Computer

Science"

• Using the example of completing a task on a computer,

develop the ability to think logically

Educational:

• Foster a culture of communication, perseverance

• Foster a sense of collectivism, the ability to listen to others

Lesson type: Lesson on learning new material.

Equipment: multimedia installation, computers.

Lesson format: individual and group.

Lesson plan:

1. Organizational moment. (2 min.)

2. Preparing students to learn new material (updating

knowledge, active
 Jabrayilzada Sevinj | 370

goal setting). (10 min.)

3. Studying new material. (10 min.)

4. Consolidating knowledge, skills (15 min.)

5. Summing up. (8 min.)

6. Reflection. (5 min.)

Lesson progress.

1. Organizational moment. (greeting, checking attendance).

2. Preparing students to learn new material.

Knowledge update: (the teacher asks students one after the

other)

Let's recall the basic definitions and concepts that we

studied in previous lessons:

1) number systems are...

2) types of number systems...

3) conversion from decimal to binary...

4) conversion from binary to decimal...

371 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Active goal setting. (technique demonstrating multiple

meanings.)

Demonstration of multiple meanings.

The teacher asks the following questions:

What do you understand by the concept of code?

Make a phrase with the word coding?

What associations do you have with the word decoding?

How do you think these words relate to our lesson? Let's

try to set the goals of our lesson.

Possible student answers:

1.know the concepts of code, coding, decoding.

2. where are these concepts used.

3. how is information coded and decoded.

3. Learning new material.

The teacher's story is accompanied by a presentation: A code is

a system of conventional signs for representing information. Coding
is the presentation of information using a certain code. Many codes
 Jabrayilzada Sevinj | 372

have become an integral part of our lives. Thus, for communication

in our country, the code is used - the Russian language.

The code is used to assess knowledge at school (the number "5"

is the code for excellent knowledge, "4" is the code for good
knowledge, "3" is satisfactory, "2" is bad). Guys, who knows what is
shown on this slide? (After the students express their opinions, the
teacher explains).

In the middle of the 19th century, the French educator Louis

Braille came up with a special way of presenting information for the
blind. The "letters" of this code are pressed onto a sheet of thick
paper. One letter takes up two columns, each of which can contain
three dots are pressed out. By running their fingers along the
protrusions formed by the injections, blind people can distinguish
letters and read.

You can find out information about a car and its owner from
the license plate. Everyone is familiar with the following road signs
(slide 9) And what do we encode with these signs?
373 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

What Role Does Information and Communication Technology

Play in Education?

To find any type of information and communication

technology (ICT) in our life today, we do not even have to leave the
comfort of our own homes or rooms. Whatever it may be, whether it
is a mobile phone, a plasma television, or a computer, we all have
them in some capacity in our life. People in today's culture, who are
users of information and communication technology, all aspire for
the same ambition: the dream of living a connected life.

ICT eventually becomes a lifestyle choice for a significant

portion of the population. According to Shermaningham (December
2008/January 2009), this lifestyle choice is also causing a change in
the manner in which we communicate, a rise in the pace of shopping,
and a shift in the way in which we engage with one another and
receive information.

With the advent of information and communications

technology (ICT), many elements of our life have been invaded and
modified, to the point where we now live in an environment that is
ruled by technology, which is driven by consumers (Semenov, 2005).
No matter how we interpret its presence, there is no doubting that it
 Jabrayilzada Sevinj | 374

is an essential component of our lives and that it will continue to be

a part of our lives for the foreseeable future.

Each locality has its own six-digit code (postal code). It should
be written on the envelope in a specially designated place. The code
can be used to find out where to send the letter.

For example, the Moscow city code and the codes of all
localities in the Moscow region begin with the number

1. And which locality's postal code is listed last?

2. Information is presented in the computer's memory in binary
code as chains of zeros and ones.
3. Each symbol entered from the keyboard corresponds to a
unique chain of eight 0s and 1s. For example, the letter "Q" has a
binary code of 01010001, and the number "7" has a binary code of
00110111

4. Consolidation of knowledge and skills

Musical notes are also a way of encoding information. Many

think that they have no ear for music, so they do not sing or play
musical instruments. But now, with the help of information
technology, everyone can create their own music. Let's try to do this.
In front of you are some sheets of paper with notes, you need to write
375 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

your own music using them. How can we play it? (students give their
answers).

Have you noticed the new program installed on the computer?

(MIDISCAN)?

Now, with the help of this program, we will play the music.
And those who have musical instruments can do this at home.

After completing this work, the students, together with the

teacher, come up with assessment criteria, then divide into pairs and
assess each other. The task is completed on the card, after completing
it, the students hand in the card.

1. Knowing that each number corresponds to a letter of the

alphabet with the same serial number, decipher the following
messages

(Answer: the cuckoo sewed a hood to the cuckoo)

Orally:

4. To find out the encrypted word, take only the first syllables
from each given word:

a) ear of corn, furniture, cockroach;

 Jabrayilzada Sevinj | 376

b) milk, spawning, cockroach;

c) bark, lotto, boxer;

d) ram, wound, bathhouse attendant;

e) coin; horse, cow

Slide 15 is shown.

Teacher: Let's encode the word riddle.

Teacher: Now, using the source code, let's find out what is
hidden behind the following digits.

14 16 19 12 3 1

Teacher: What have we done? We decoded the information.

Try to

formulate a definition of decoding yourself.

Guys, you need to complete the following task: The words are
encrypted. In order to find out the encrypted word, you need to leave
only the second syllables from each given word, and delete the first
or the last.
377 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Remember, which key deletes the text written on the left?

(Backspace) And which key deletes the text written on the right?
(delete). The document with the following task is open.

a) nightingale, ceiling;

b) snake, frame;

c) button, hammer, lava;

d) reproach, elderberry, mud;

d) turn, powder, ditch

While completing the task, the teacher helps the students, since
not all of them have enough skills with working on the keyboard. If
there is a student who has completed the task quickly enough, the
teacher appoints him as his assistant, and he also helps his classmates.

After completing the task, the children name the words that
they got, and the correct answers appear on the screen.

5. Summing up.

The students evaluate themselves and justify their assessments.

 Jabrayilzada Sevinj | 378

6. Reflection.

The students write down the phrases on their pieces of paper:

I learned...

I felt...

I acquired...

It was difficult...

I succeeded most in...

I got from this lesson...

I thought...

Information technology.

Computer and its application.

Computer work. Methodical recommendations. Prepare an

overview of the lesson topic

Relevance. Today, in developed countries of the world,

information systems and technologies are being intensively
introduced into the educational process at all levels of education.

New hardware and software that are constantly increasing the

379 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

capabilities of the computer, the transition to the category of

anachronism of understanding its role as a computer have gradually
led to the displacement of the term "computer technology" by the
concept of "information technology" (IT). This term refers to the
processes of accumulation, processing, presentation and use of
information with the help of electronic means.

The essence of informatization of education is defined as the

creation of conditions for free access to large volumes of active
information in databases, electronic archives, reference books,
encyclopedias. If until recently information technology was
perceived rather as some exoticism, an optional, but undoubtedly
comfortable for the user element in the world of computer
technology, now the situation has changed dramatically, in particular
in the education sector.

Thus, didactically oriented software of today's generation,

which are aimed at using IT, offer the user a great many options for
individual adjustment, that is, the student in the process of mastering
the educational material can independently set the speed of learning,
the volume of educational and auxiliary material, focusing on the
level of his difficulties, his own capabilities and life goals.
 Jabrayilzada Sevinj | 380

The modern stage of computerization of the educational sector,

enriched by the possibility of using IT, is becoming a reality, which
is currently already Status of the problem research. Currently, the
consequences of using IT in education are being actively studied. A
significant contribution was made by the works V.P. Bespalko, S.A.
Beshenkov, Ya.A. Vagramenko, M.P. Lapchik, V.M.
Monakhov,E.S. Polat, I.E. Robert, V.V. Rubtsov, E.G. Skibitsky, A.
Bork, R. Williams and others. Psychological issues of using IT in
education were studied by V.V. Davydov,T.V. Gabay, E.I. Mashbits,
N.F. Talyzina, O.K. Tikhomirov, etc.

The purpose of the study is to study, based on a set of sources

and literature, the theoretical and methodological foundations of
using information technologies for distance work (using Moodle as
an example). Based on the stated goal, we formulated the following
tasks:

✔ to study the historical aspect of the use and problems of

defining the concept of information technologies for teaching;

✔ to analyze the problem of pedagogical effectiveness and

classification of information technologies;
381 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

✔ to characterize the psychological factors of using

information

technologies;

✔ to consider the features of using Moodle in the educational

process.

✔ to create a video instruction for teachers when working with

Moodle.

The subject of the study is the process of using information

technologies. The object of the study is technology in the education
system.

1. General characteristics of information technology in

education

1.1 Historical aspect of use and problems of definition of the

concept

of information technology.

Computers were introduced to the education system of

industrialized countries in the 80s of the last century. On the one
hand, it was the latest management tool, on the other - a subject of
 Jabrayilzada Sevinj | 382

study. Considering the past, it can be assumed that the idea of

"computer literacy" was the main driving force behind attempts to
introduce computers into the education system.

Students and their parents increasingly realized the need for

computer-related skills. At the end of the twentieth century, it became
clear that computers were beginning to be used in education not only
for the sake of acquiring computer literacy, but also for other
purposes.

Technological trends in both hardware and software began to

change the status of the computer. The capabilities of processing
different types of data increased, technical characteristics improved,
computer equipment became compact and easy to use; the emergence
of cheap equipment made it possible to communicate from one
computer to another.

Thanks to the digital form of storing texts, images and sound

on compact disks, the user has the opportunity to work
simultaneously with information of different types of modality.
383 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

1.2 The problem of pedagogical efficiency and

classification of information technologies.

Analysis of modern computer programs and experience of

using information products in the general education system shows
that a high-quality educational information product should have at
least the following characteristics:

-the ability to be used to organize different types of educational

activities;

-the ability to replenish educational material;

- a methodically substantiated graphical interface;

- moderate and justified use of video and audio materials;

- the ability to process different types of data;

- local and network operating modes.

However, any information is only a tool for the pedagogical

practice of the teacher.

i. The following didactic features of teaching aids, which are

based on the use of IT, create undoubted advantages (compared to
 Jabrayilzada Sevinj | 384

traditional means) during the implementation of educational and

cognitive activities.

Namely: information saturation; display of visually presented

information of a substantially new level; the ability to combine
logical and figurative ways of mastering information; the ability to
present content at three levels:

observation, theoretical and practical, which allows

integrating the abstractness of the theoretical with the concreteness
and clarity of practical knowledge; implementation of a personal
approach to learning: the ability to adapt to the individual style of the
student; the ability to implement interactive interaction,
communication in the information and educational space; expansion
of means for the implementation of creative approaches to the
methodology of teaching the subject.

Actual problems of the use of information technologies: the

effectiveness of information training programs; classification of IT;
the influence of computer technologies on the psychophysiological
state of the student; communication of subjects of training;
combination of traditional and informational teaching aids; formation
385 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

of informational culture of future teachers; use of IT tools in studying

different disciplines.

Thus, information technologies increase the efficiency of

training, but only if they are used correctly by the teacher. Otherwise,
as foreign and domestic studies show, information technologies will
only distract from the educational process and complicate it.

2. Use of information technologies in the educational

process

2.1 Psychological and pedagogical factors of using

information technologies

The use of IT in education is undoubtedly connected with the

fact that a modern computer is an effective means of optimizing the
conditions of mental work.

New conditions give rise to new requirements for the learning

process and, of course, for the teacher. To meet modern criteria, a
teacher must know and use information and communication
technologies.

The essence of the issue is not in increasing the level of

knowledge of a specialist in developing the ability to find the
 Jabrayilzada Sevinj | 386

necessary information, analyze it and implement it in practical

activities, promptly respond to innovative experience, as well as
design, create, experimentally test innovations, and be able to
purposefully disseminate them.

Therefore, the main priority for the development of modern

education is the introduction of modern information and
communication technologies, which ensures further improvement of
the educational process, accessibility and effectiveness of education,
preparation of the younger generation for life in the information
society.

Conclusion: To summarize, we note that the practical

consequence of the introduction of information technologies in the
learning process is:

- improving the organization of teaching, increasing the

individualization of learning;

- increasing the productivity of students' self-study;

-individualization of the teacher's work;

- accelerating the replication of and access to the achievements

of pedagogical practice;
387 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-increasing motivation for.

learning; activating the learning process, the possibility of

involving students in research activities; ensuring the flexibility of
the learning process.

Content line:

Formalization, modeling, algorithmization

And Programming

Currently, computer science and information technology have

become a powerful stream into our lives. It is difficult to name
another area of human activity that would develop so rapidly and
generate such a variety of problems as informatization and
computerization of society.

The history of the development of information technology is

characterized by a rapid change in conceptual ideas, technical means,
methods and areas of application. In the modern world, the ability to
use information technology has become very relevant for most
people.

The penetration of PCs into all spheres of society convinces

that the culture of communication with a PC is becoming part of the
 Jabrayilzada Sevinj | 388

general culture of a person - the terms "Word", "Excel", "Internet"

have become as commonplace as "telephone", "telegraph", "TV". But
not everyone understands the difference between simply "pressing
keys" and purposeful work on a computer, the ability to clearly set a
task, and correctly approaching its solution, using software (the most
suitable) to arrive at the expected result.

The computer science course was introduced to the school as

a means of ensuring computer literacy of students, preparing
schoolchildren for practical activities, for work in the information
society. An important substantive line in the "Computer Science"
course is the line

"Formalization and Modeling".

The computer science teacher has various goals. One of them

is the development of logical and algorithmic thinking of
schoolchildren. The correct approach to teaching the line
"Formalization and Modeling" will make it possible to have a
significant influence on the general development and formation of
the students' worldview, as well as to solve many problems in their
entirety.
389 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Working with computer models that students use when

studying the topic helps to form in students the concept of a computer
model, as a method of understanding the surrounding life, to organize
students' activities to create and study a computer model for practical
use in various life situations.

The methodology is designed in such a way that students

themselves look for answers to the questions posed by the teacher.
This approach promotes the development of students' independence,
develops their research competence, and enables students to choose
the way to solve the problem themselves.

The goal set for students is to create a mini-project, which

increases motivation to study computer science and other subjects.
The program for the subject "Computer Science and ICT" by N.D.
Ugrinovich "Teaching the basic course "Computer Science and ICT"
in basic school is focused on teaching the subject according to the
textbook by Ugrinovich N.D. "Computer Science and ICT, 9th
grade" BINOM. Laboratory of knowledge.

Teaching the course is focused on the system-information

concept of the program. The program "Computer Science and ICT"
 Jabrayilzada Sevinj | 390

for the 9th grade at the basic level is designed for 2 hours per week
(68 hours per year).

2. Section Objectives and Tasks

Objectives:

Educational:

- Students will master such concepts as model, simulation,

formalization, research and analysis of a computer model as a method
of understanding the surrounding life

Developmental:

- Developing students' research competence in modeling

various processes for creating and researching a computer model for
practical use in various life situations.

Educational:

- Fostering students' interest in studying the subject "Computer

Science" and other subjects of the natural sciences and mathematics
cycle, fostering a culture of behavior and computer literacy.

Objectives:

• to form an idea of approaches to classifying models;

391 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• to form an idea of the types of information models depending

on the form of presentation.

• to develop an indicative basis for students' actions when

conducting modeling;

• to introduce students to the range of tasks for which it is

possible to conduct modeling in application software environments;

• to consolidate the skills of working in application software

environments.

3. Psychological and pedagogical explanation

The transition from childhood to adulthood is the main content

and specific distinction of all aspects of a teenager's development
during this period: physical, mental, moral, social. The importance of
this age is also determined by the fact that in it the foundations are
laid and general directions for the formation of moral and social
attitudes of the individual are outlined.

The main psychological characteristic of senior school age can

be considered a focus on the future. This applies to various aspects
of mental life.
 Jabrayilzada Sevinj | 392

A senior schoolchild is on the threshold of social adulthood. He

has specific life plans and motives corresponding to them. The ideas
about the requirements of society for the individual become more
real. For a schoolchild, the opinion of adults, including teachers,
becomes more significant. The behavior of a senior schoolchild is
increasingly becoming purposeful and organized, conscious, strong-
willed.

Consciously developed or adopted criteria, norms and life

principles of sorts play an increasingly important role. Elements of a
worldview appear, a stable system of values emerges. Interest in the
inner world - one's own, other people's, is born, the ability to put
oneself in another person's place and empathize with him/her
appears.

Educational activity becomes educational and professional,

realizing the professional and personal aspirations of students. The
leading place among high school students is occupied by motives
associated with self-determination and preparation for an
independent life, with further education and self-education. These
motives acquire personal meaning and become significant.
393 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The formation of a socially active position of a high school

student's personality is carried out at every moment of their school
life and studies and is determined, in particular, by the norm of
established relationships and the nature of communication. This fully
applies to computer science lessons.

Thinking at the level of formal operations requires the ability

to formulate, test, and evaluate hypotheses. It involves manipulating
not only known, testable elements, but also things that contradict the
facts (e.g., "Let's assume, just for the sake of argument, that...").

The educational activities of 14-16 year old students have their

own difficulties and contradictions, but there are also advantages that
consist of selective readiness, increased susceptibility to certain
aspects of learning. A teenager's great advantage is his readiness for
all types of educational activities, making him an adult in his own
eyes.

He is attracted by independent forms of organizing classes,

complex educational material, the opportunity to build his own
cognitive activity outside the children's association. At the same time,
for teenagers, both the content and the process, methods, techniques
of mastering knowledge are equally important.
 Jabrayilzada Sevinj | 394

The formation of learning motives is directly related to the

satisfaction of the dominant needs of the age. One of such needs of a
teenager is cognitive. Teenagers are attracted by the opportunity to
expand, enrich their knowledge, penetrate the essence of the
phenomena studied, comprehend the vital significance of knowledge
and, above all, its significance for personal development.

The methodology of information modeling is associated with

issues of systemology, system analysis. The depth of study of these
issues depends significantly on the level of preparedness of
schoolchildren.

The age of the students allows them to acquire knowledge

independently.

This increases the ability for self-criticism and self-analysis,

forms the skills of self-education. When performing practical work
in the course, research tasks are also solved by independently
searching for information on the

Internet, increasing the intellectual level of students.

This topic allows you to realize not only the cognitive, but also
the creative needs of students, develops aesthetic feelings, the ability
to see the beauty in life.
395 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

It is possible to study individual sections at home

independently, and also use the project method.

Lessons focused on modeling perform a developmental,

general educational function, since when studying them, students
continue to get acquainted with another method of knowing the
surrounding reality - the method of computer modeling.

4. Expected results of mastering the section of the program

"Modeling and Formalization"

I believe that the main result of studying this topic is the

formation of a system-information picture of the world through
mastering the basic concepts of modeling. Development of the
personality of students, the ability to solve educational and practical
problems based on interdisciplinary knowledge for practical use in
various life situations.

Acquisition by students of experience in solving problems of

school subjects using computer skills and abilities and Internet
resources, experience of creative activity and educational
cooperation in achieving the goal.

- increasing interest in the subject;

 Jabrayilzada Sevinj | 396

- development of independence;

- the ability to find information on the Internet;

- the formation of a creative approach to work;

- the ability to process material;

- the realization of the creative potential of students, expressed

in the ability to create a final product (in this case, a mini-project).

Result of the work: creation by students of a mini-project

(model) using various software and Internet resources.

Students should know:

• what a model is;

• types of models;

• stages of solving problems on a computer;

• stages of modeling;

• principles of constructing a problem model;

• goals of conducting a computer experiment;

• main types of classification of models;

397 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• main features of classification of models;

• characteristics of the classes of models under consideration;

• classification of an information model;

• methods and main stages of modeling.

Students should be able to:

• give examples of modeling and formalization;

• build models using a computer;

• conduct computer computational experiments;

• give examples of models related to a certain class;

• formalize problems;

• model in a word processor environment;

• model in a graphics editor environment;

• model in a spreadsheet environment.

5. Justification of the educational technologies, methods,

and forms of organizing the activities of students used in the
educational process for the section of the program.
 Jabrayilzada Sevinj | 398

The goal of a computer science and ICT teacher is to promote

the formation of a personality capable of living in the information
society. To implement the educational process when studying these
sections, I use elements of the following pedagogical technologies:

• Traditional teaching;

• Developmental learning;

• Personally-centered teaching;

• Differentiated learning;

• Didactic games;

• Problem-based learning;

• Information technology;

• Project method;

• Health-saving technologies.

The following forms of organizing educational activity are the

basis of the pedagogical process:

• Combined lesson;

• Lecture lesson;
399 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Demonstration lesson;

• Workshop lesson;

• Creative laboratory;

• Game lesson.

Methods: reproductive method, explanatory-illustrative,

partially search, research.

Forms of work:

- Individual (self-education, self-control, self-assessment)

- Independent (workshops, knowledge tests, consolidation of
material)
- Group, paired (drawing up a plan for studying the topic,
creating creative projects,summarizing the material)
- Frontal (studying new material)
- Using problem situations (to set educational tasks)
- Studying literature, additional sources, Internet materials (for
example, in the topic of creating presentations)
- The effectiveness of teaching and upbringing largely depends
on the attitude of the students themselves to learning.
 Jabrayilzada Sevinj | 400

The need to acquire new knowledge is inherent in children by

nature. According to psychologists, by the middle school level this
need is sharply reduced, since the child is already overwhelmed with
information. Here it is possible to use other natural needs of the child
for this age: the need for communication, self-expression and self-
realization, the need for new types of activity. It is these needs of
teenagers that I try to take into account when motivating educational
activities.

I consider the following tasks to be the most important for me

as a teacher:

- to provide students with a sense of development, an

experience of success in the activity, for which it is necessary to
correctly select the level of difficulty of tasks and objectively
evaluate the result of the activity;

- to use the content of the educational material in order to

interest students and activate independent thinking;

- to organize cooperation of students in the lesson, mutual

assistance, to create a positive attitude towards the subject as a whole;

- to see the individuality of each student, to motivate each one,

to teach in the zone of proximal development;
401 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- to build relationships with students correctly, to be interested

in their successes.

Before studying, I announce to the students the name of the

future topic and assign them homework to prepare short reports about
what an object and an object model are, what models are needed for,
what object models can be. I begin the first lesson of the topic with a
frontal conversation about objects and models, we look at the
following diagram, prepared by me on the slide:

object, need to study

process (chemical, how?
physical, nuclear, - by observing, studying the
social, etc.), object itself;
phenomenon - create a model with the
essential properties
of the object or phenomenon for
experimentation and
study

In order to arouse interest in a new topic and its active

assimilation by students, I use an entertaining plot (task):
 Jabrayilzada Sevinj | 402

- "For the experiment, we need cats with a tail length of 17 to

22 cm. The question is, is the cat Murka suitable for experiments if
her tail is 19 cm?"

- Natural answer: yes.

- And if there are a lot of cats, what if we manually calculate

whether they are suitable or not?

- There will be various suggestions. Perhaps there will not be

the following one, which I offer to schoolchildren.

- Let's designate 17 cm on the x-axis with the letter a, 22 cm

with the letter b,

19 - we will take as x. Then we can write the following

condition: a ≤ x ≤ b.

And now we don't care whose tails we study. All measurements

that are within the specified limits will suit us. (A condition for
weight can be set on the y-axis. We will get another condition, say, c
≤ y ≤ d).

- What have we done? From a verbal description of the task we

have obtained a symbolic version.
403 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Who knows what this process is called?

It is quite possible that one of the guys who prepared the

message will say that we have formalized the task. If there is no
answer, then I will say so myself, smoothly moving on to further
explanation of the theoretical material.
 Jabrayilzada Sevinj | 404

Object Object Models Stages Actions Modeling

Systems that of environment
of can modeling
which be
the executed
object
consists

Human circulatory - drawings, Statement Study of Development

- digestive photographs, of the the of an
- nervous collages problem personalit information
- - toys - Definition y model
musculoskeletal dolls of the of a person Conducting a
- immune - anatomical goals Content series
- etc. skeleton of descriptio of experiments
(having studied - resume modeling n of the Development
these - medical To object of a computer
systems, we will card perform a Analysis model
study - portfolio certain of results Choosing the
the - biorhythms number of If the type of model,
human - models results modeling tool
body) psychological on a given correspon
and object. d to the
professional . goal,
tests Creating a finish the
………. model work,
Testing otherwise
the model go back
Researchi and
ng do it
the model again,
Accumula making
ting the
results necessary
changes.
405 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The stages of model construction, formalization is one of the

steps of the algorithm, I am talking about modeling environments and
computer implementation of models, research of models from
different subject areas.

For homework I assign the execution of records with a list of

objects, models that can be executed on these objects with a clear
algorithm of execution, indicating the modeling environment.

In the next lesson I move on to the practical part of studying

the material, where I use the research method. I suggest taking the
following object for research and implementation of the model: a
person ("Know yourself, and you will know the world," said the
ancient sages). I project a table onto the screen - a hint, which we will
fill in together with the students. In the process of work, they will
supplement their tables in their notebooks independently.

I divide the students into groups (group work). Each student

will complete all the work, but gradually and in a different order. The
opportunity to choose always arouses the children's interest in
learning. While some are writing a resume, another group is doing
biorhythms in an electronic spreadsheet environment.
 Jabrayilzada Sevinj | 406

I have prepared the handout with the work algorithm in

advance. Upon completion of one stage of the work, the students
move on to the next.

I always conduct a frontal analysis of the completed work. As

a homework assignment, I assign them to prepare text and graphic
material for the portfolio.

I devote one of the lessons to completing the student's portfolio.

The student chooses the execution environment. This can be a text
editor, and programs for creating presentations or films, a website
builder, or a desktop publishing system Microsoft Publisher. We look
at the work collectively, rank the work by content, by complexity of
execution. I always prepare a short material on personality
psychology for the children.

I dedicate part of the lesson to professional testing. I conduct

computer testing, which will tell the students those areas of
professional activity for which they have abilities and inclinations.

Techniques and methods for creating motivation that I use in

my lessons and which, in my opinion, allow for the most effective
study of the material at any of the didactic levels:
407 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Technique one: appeal to the life experience of children.

Appeal to the life experience of students allows us to show children
the applicability of the knowledge they receive in practical activities.

Thus, when studying modeling, I give the following situation

as a vivid example - building an information model of the algorithm
for purchasing some product.

First, together with the children, I decide on the type of product

to be purchased. For example, it will be a printer. Then the question
of its technical characteristics is decided (children unnoticeably for
themselves simultaneously repeat the previously studied material
from the topic "PC hardware"). Next, we consider all the possibilities
of purchasing a printer with the characteristics named by the students.
The proposed options are very diverse, but such a method as
searching for a company specializing in the sale of office equipment
via the Internet will certainly be mentioned.

Thus, it is possible to search for specific information via the

Internet. On the same topic, I propose to complete a project to create
an information model of a school evacuation plan.

Thus, turning to the experience of children is not only a

technique for creating motivation, more importantly, students see the
 Jabrayilzada Sevinj | 408

application of the knowledge they receive in practical activities. In

our age of rapid development and use of information technologies,
practical skills acquired in computer science lessons will be very
useful to them in their professional activities.

Technique two: creating a problem situation

Undoubtedly, for many of us this technique is considered

universal. It consists in the fact that a problem is set before the
students, overcoming which the student masters the knowledge,
skills and abilities that he needs to master according to the program.

For example, in the lesson: "Modeling as a method of

cognition."

"To pass the computer test to determine career guidance, go to

the shared folder of the main computer and open the test:
"Professional testing"". (Login to the main computer will be
unsuccessful, since the network card of the main computer is
obviously disabled) Obviously, we will have to postpone the test.

Why do you think it is impossible to log in to the main

computer? Students name various reasons: the network cable is not
connected, a large number of connections at the same time, incorrect
network settings, the workgroup of the main computer is not
409 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

specified, etc. If there is no correct answer, I help to come to it (the

network card is disabled or does not work) by asking leading
questions.

Next, the students make up a sequence of actions to correct

the malfunction:

1. open the device manager;

2. enable the network card;

3. update the driver.

As a result of the actions taken, the children repeated the topic

of "telecommunication technologies" and were able to pass the test.

The third technique: role-playing approach and business

game. In this case, I invite the student (group of students) to act in
the role of one or another character. Playing a role forces you to focus
on those conditions, the assimilation of which is the educational goal.

I use a role-playing approach when studying the topic:

"Approximate solution of equations".

I ask the children to split into teams and come up with names.
I distribute tasks with instructions for completing them. Each group
receives instructions indicating the procedure for completing the
 Jabrayilzada Sevinj | 410

work and the procedure for filling out an electronic report on the
results of the experiment. At the end of the lesson, the results of the
experiment should be presented by the responsible representative of
the group.

I turn on quiet music during laboratory work. The group

discusses the plan of action. Selects a student responsible for
presenting the results of the experiment, the most competent member
of the group.

After completing the task, the responsible groups make a

presentation on the work done (what method was used to make the
solution, and how much time was spent). Such modeling allows you
to interest the children in solving equations.

Role-playing always enlivens the lesson, makes it interesting,

gives the teacher the opportunity to make even the most difficult to
understand material accessible for assimilation. Using such a lesson
form as a business game can be considered as development of the
role-playing approach. In a business game, each student has a very
specific role.

Fourth technique: research and practice-oriented projects.

411 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Creating a project is a complex process, but it encourages

research and search activities. All students participate in such work
with interest. This type of educational activity allows students to
develop logical thinking, forms general educational skills and
abilities. Previously colorless, sometimes not even supported by
illustrations, speeches turn into bright and memorable ones.

In the process of demonstrating their developments, students

gain experience in public speaking, which will certainly be useful to
them in the future. Involving the student in creative work develops
his ability to independently collect information and illustrative
material, creative ingenuity, design skills, and most importantly, he
gets satisfaction from the results of his work and a sense of self-
sufficiency, which is the primary motive for a high school student.

To ensure sustainable motivation for learning activities, I

widely use projects at all levels of computer science training. At the
same time, a project, especially a research project, is often not only a
form of knowledge control, but also a form of studying new material.
When completing one project, you can study at least two topics in
parallel. For example, when studying the topic "Computer
Modeling", you can study M.S. Excel spreadsheets as a means of
creating and researching a model.
 Jabrayilzada Sevinj | 412

For example, the research project "Forecasting the population

of the Lukoyanovsky District".

Modeling stages:

1. Setting the task, determining the necessary initial data for

computer modeling.

2. Searching for information on the population of

Lukoyanovskiy district over the past 10 years.

3. Creating a tabular model of the initial data in the M.S. Excel

program

4. Creating a graphical model of population dynamics.

5. Determining the type of graphical model.

6. Recording a mathematical model corresponding to the graph.

7. Calculating the coefficients of the mathematical model using

Excel functions.

8. Testing the model on known population values.

9. Adjusting the model.

413 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

10. Forecasting the population using the created

mathematical model.

11. Analysis of the results. Thus, the children feel like real
researchers, and there is no need to explain in words the relevance of
obtaining knowledge on the topics being studied.

I implement personality-oriented teaching very successfully.

Teaching in conditions of constant access to a computer usually takes
place with a heightened emotional state of students. This is explained,
in particular, by the fact that with the correct formulation of tasks for
the computer, the student very soon discovers a state of power over
the “smart machine”.

This gives him confidence, the student develops a natural

desire to share his knowledge with those who do not have it. The
democratic system of relations that arises in this case unites the team
in achieving a common educational goal, and the factor of knowledge
exchange, the transfer of knowledge from more competent to less
competent, begins to act as a powerful means of increasing the
effectiveness of the educational process and the intellectual
development of students.
 Jabrayilzada Sevinj | 414

I pay great attention to health-saving technologies. This is

compliance with sanitary and hygienic standards: organization of the
workplace, hygienic requirements for the correct seating of students,
organization of the work schedule, cross-ventilation of the premises
during breaks (if there are no students in it), physical education
minutes for 1-2 minutes. To relieve local fatigue, they are performed
individually when the initial signs of fatigue appear.

Thus, a variety of forms of work contribute to the activation of

thinking and support of interest in learning.

Such study allows children to look deeper into themselves, to

understand that research and analysis of personality, as well as the
application of the results of work in real life can contribute to their
further development.

In conclusion, one cannot fail to mention one more factor in the

formation of positive motivation, without which all of the above may
simply not work.

This is a friendly attitude in the lesson. For this, I pay attention

to each student, praise the children for each new, even insignificant,
but obtained by them result.
415 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The teacher must behave correctly and always come to the aid
of the child. This is exactly how I try to conduct my lessons. And this
is another step, perhaps the most important one, on the way to
forming a positive motivation for learning.

To sum up, I can say that there are no schoolchildren who are
not interested in studying the topic. Everyone finds interesting,
educational moments for themselves. Completing assignments gives
students skills in working with various software products, toolkits for
creating models, brings them satisfaction from the work done.

6. Results of applying methods and technologies

Control and assessment of students' knowledge, skills and

abilities are the most important component of the pedagogical
process. Students should know that any training is accompanied by
testing, during which it is established how firmly and well the
educational material has been learned. For this purpose, control
measures are carried out not spontaneously, but systematically, each
time the results are analyzed, and appropriate measures are taken for
the timely correction of knowledge, skills and abilities.

Types of control when studying the topic "Modeling and

formalization":
 Jabrayilzada Sevinj | 416

• input: test "Modeling";

• current: frontal survey, individual survey, tests, performing

laboratory work, performing projects, reflection;

• thematic: practical test (creating a project) on the topic

"Modeling and formalization" with test elements.

Type Form Technology

of of of
control control assessment

Input Tests Marking Current Frontal Practical work on a

(self-control, mutual survey Marking PC Marking
control)
Interactive test Project Reflection
implementation
Marking
Thematic Test work Computer
Marking assessment
(according to the
program)

During the study of the section "Modeling and Formalization",

I conducted monitoring of the assimilation of this section by students.
All 9th grade students have mastered the program material.
417 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Students have mastered such concepts as: model, types of

models, stages of modeling. They can give examples of modeling and
formalization, build models using a computer, conduct computer
computational experiments, formalize problems, model in various
environments.

I conducted a study of students' attitudes to programs (Excel,

Word, Visual Basic) using a questionnaire. After studying this topic,
the rating of these programs in the eyes of students increased.

This topic is quite difficult, but interesting. It allows you to use

interdisciplinary connections, broadens students' horizons, teaches
them to think abstractly, and increases interest in the subject. A
computer, as P. Norton emphasizes, is a powerful tool for helping
people understand many phenomena and patterns.

Calendar-thematic planning in Computer Science, 9th grade

Program section “Modeling and formalization” Educational-

thematic planning

№ Topic Number theory practice tests

 Jabrayilzada Sevinj | 418

Including: of
hours

1 Coding and 9 2 6 1
processing of
graphic and
multimedia
information
2 Coding and 7 - 6 1
processing of
text information
3 Coding and 15 9 5 1
processing of
numerical
information
4 Fundamentals 11 6 4 1
of logic
5 Fundamentals 4 4 - -
of
algorithmization
and object-
oriented
programming
6 Modeling and 11 6 4 1
formalization
7 Informatization 4 4 - -
of society
8 Repetition 2 2 - -
419 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Modeling and formalization (11 hours)

The world around us as a hierarchical system. Modeling,

formalization, visualization. Modeling as a method of cognition.
Material and information models. Formalization and visualization of
models. The main stages of development and research of models on
a computer. Construction and research of physical models.
Approximate solution of equations. Expert systems for recognition
of chemical substances.

Information models of object management.

Practical work:

• Practical work 1. Project "Throwing a ball into the court"

• Practical work 2. Project "Graphic solution of the equation"

• Practical work 3. Project "Recognition of fertilizers"

• Practical work 4. Project "Models of control systems"

Information processes. Information coding. Computer

and information.

Methodological recommendations. Prepare an overview of

the lesson topic
 Jabrayilzada Sevinj | 420

By discipline: Computer science

Topic: "Information processes. Information coding"

Type of lesson: learning new educational material

Lesson type: theoretical work lesson (presentation of new

material is accompanied by a slide show), story game to practice the
acquired knowledge.

Duration: 1 academic hour

Lesson objectives:

1. Educational: Formation of an understanding of different

types of encryption and decryption of information, formation of skills
in distributing the volume of work, planning work time, structuring
information

2. Educational: Fostering diligence, interest in the subject,

attentiveness.

3. Developmental: Development of students' cognitive

abilities, logical thinking, expansion of their horizons, ability to work
at the proper pace, development of interpersonal communication and
communication skills, initiative, self-confidence.
421 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Lesson support:

Visual aids: PowerPoint presentation, task cards

Technical equipment: projector, PC

Interdisciplinary connections: disciplines "History",

"Literature", "History of the arts"

Structural elements of the lesson:

1. Organizational moment

2. Updating of basic knowledge.

3. Explanation of new material

4. Story game "Cryptographers"

5. Summing up the lesson

6. Homework

Lesson progress

1. Organizational moment.

2. Updating of basic knowledge.

 Jabrayilzada Sevinj | 422

In the last lesson we looked at different types of information

processes. One of them is information processing. Let's remember:

What is an alphabet?

What are natural languages? Give examples.

What are formal languages? Give examples.

What is an information process?

What processes in computer science are classified as

information processes?

What is information processing? Give examples

3. Explanation of new material (presentation of new

material is accompanied by a slide show).

We continue our journey through the ocean of knowledge

called "Computer Science", and today we will stop at the island of
"Information Coding". On this island, the inhabitants are very fond
of coding and encrypting information.

The process of information processing is not always associated

with obtaining new knowledge, information. The form of
information often changes, but its content remains the same.
423 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

For example, this happens when translating a text from one

language to another: from English to Russian; from spoken Russian
to sign language for the hearing impaired. (slide 3)

This transformation of the representation of information from

one symbolic form to another, convenient for its storage transmission
or processing, without changing the content of the information is
called information encoding.

The reverse transformation of information is called decoding A

complete set of symbols used to encode text is called - the alphabet

Physical education minute: Let's try, using the semaphore and

sign alphabets, to compose some kind of message. (Depending on the
direction of the class, a short message may be offered, for example:
"I love music", "I like to draw"). (Examples of alphabets slides 4-6)

In some cases, there is a need to classify information (letter,

text, message) so that other people cannot read it. This is called
protection from unauthorized access.

In this case, the information is encrypted

Encryption is also encoding, but by a secret method known

only to the source and the addressee.
 Jabrayilzada Sevinj | 424

The science of cryptography deals with encryption methods

The history of cryptography is about 4 thousand years old.

There is evidence that cryptography as a text protection

technique arose together with writing, and methods of secret writing
were already known to the ancient civilizations

India, Egypt and Mesopotamia. In ancient Indian texts, among

the arts, methods of changing text are named, some of which can be
attributed to cryptography. The author of a tablet with a recipe for
making glaze for pottery from Mesopotamia used rare symbols,
omitted letters, and replaced names with numbers to hide what was
written.

The great emperor Caesar used a cipher in his correspondence

that went down in history as the Caesar cipher. In the Caesar cipher,
each letter of the alphabet is cyclically shifted by a certain number of
positions. The shift value can be considered as an encryption key.

Caesar himself used a shift of three positions

The most famous cryptographer of the 16th century can be

called Blaise de Vigenere. In his treatise of 1585, he described a
cipher where he changed the system of choosing a specific
425 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

substitution cipher for each letter. One of the proposed techniques

was to use letters of another plaintext to choose the key for each letter
of the original text.

From the beginning to the middle of the 20th century,

electromechanical devices were introduced into the work of
cryptographers. Thus, at the beginning of the 20th century, telegraph
messages were encoded and transmitted using Morse code. And from
the middle to the 70s of the 20th century, the period of transition to
mathematical cryptography began. Nowadays, the practical
application of cryptography has become an integral part of the life of
modern society - it is used to transmit information, it is used in
cellular communications, paid digital television when connected to
Wi-Fi, in transport to protect tickets from counterfeiting, and in
banking operations, and even to protect e-mail from spam.

4. Story game "Cipherers"

And now, attention!

The museum received a message from the island residents with

a request to hold an exhibition of paintings by famous artists. A list
of paintings that the residents really want to see was attached to the
letter. But the entire list is encrypted!
 Jabrayilzada Sevinj | 426

The museum asked you to help find out which paintings the
island residents want to see. The class is divided into teams. The team
names are written on the magnetic board. The teams are given tasks
encrypted using different types of ciphers.

The children must independently distribute the cards with tasks

among themselves. The players, having deciphered their task, write
the answer on a sheet of paper and hang it on the board. The first
team to decipher all the tasks wins.

After all the cards have been deciphered, the images of the
pictures are displayed on the screen.

5. Summing up the lesson

So, today we learned what coding and decoding of information

is, when cryptography is used and got acquainted with different types
of ciphers.

6. Homework.

Guess the encryption rule and decipher the words:

Content line: Computer, information and communication

technologies
427 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Content line: Information and information processes.

Lesson topic: In the world of codes.

Lesson objective:

-defines the concepts: code, information encoding, information

decoding.

-encodes and decodes words.

-gives examples of information encoding and decoding.

Lesson objectives:

Educational:

• To show students the diversity of codes surrounding a person;

• To note the role of information coding, to learn to code and

decode information.

Developing:

• To develop students' interest in the subject "Computer

Science"

• To develop the ability to think logically using the example of

completing a task on a computer
 Jabrayilzada Sevinj | 428

Educational:

• To cultivate a culture of communication, perseverance

• To cultivate a sense of collectivism, the ability to listen to

others

Lesson type: A lesson on learning new material.

Equipment: multimedia installation, computers.

Lesson format: individual and group.

Lesson plan:

1. Organizational moment. (2 min.)

2. Preparing students to learn new material (updating

knowledge, active goal setting). (10 min.)

3. Learning new material. (10 min)

4. Consolidation of knowledge and skills (15 min)

5. Summing up. (8 min)

6. Reflection. (5 min)

Lesson progress.
429 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

1. Organizational moment. (greeting, checking attendance).

2. Preparing students to learn new material.

Knowledge update: (the teacher asks students one by one)

Let's recall the basic definitions and concepts that we studied

in previous lessons:

1) number systems are...

2) types of number systems...

3) conversion from decimal to binary...

4) conversion from binary to decimal...

Active goal setting. (method of demonstrating multiple

meanings.)

Demonstration of multiple meanings.

The teacher asks the following questions:

What do you understand by the concept of code?

Make a phrase with the word coding?

What associations do you have with the word decoding?

 Jabrayilzada Sevinj | 430

How do you think these words relate to our lesson? Let's try to
set the goals of our lesson.

Possible student answers:

1.know the concepts of code, coding, decoding.

2.where are these concepts used.

3.how information is coded and decoded.

3.Learning new material.

The teacher's story is accompanied by a presentation:

-A code is a system of conventional signs for representing

information.

-Coding is the presentation of information using a certain code.

A multitude of codes have become very firmly established in

our lives. Thus, for communication in our country, a code is used -
the Russian language. The code is used to assess knowledge at school
(the number "5" is the code for excellent knowledge, "4" is the code
for good knowledge, "3" - satisfactory, "2" - poor).

Guys, who knows what is shown on this slide? (After the

students have expressed their opinions, the teacher explains). In the
431 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

middle of the 19th century, the French educator Louis Braille came
up with a special way of presenting information for the blind.

The "letters" of this code are pressed onto a sheet of thick

paper. One letter takes up two columns, in each of which three dots
can be pressed. By running their fingers along the protrusions formed
by the pricks, blind people can distinguish the letters and can read.

You can find out information about a car and its owner from
the license plate.

Everyone is familiar with the following road signs (slide 9) But

what do we encode with these signs?

Each locality has its own six-digit code (postal code). It should
be written on the envelope in a specially designated place. The code
can be used to find out where to send the letter. For example, the
Moscow city code and the codes of all settlements in the Moscow
region begin with the number 1. And which settlement's index is
listed last? In the computer's memory, information is presented in
binary code in the form of chains of zeros and ones. Each symbol
entered from the keyboard corresponds to a unique chain of eight 0s
and 1s. For example, the letter "Q" has a binary code of 01010001,
and the number "7" has a binary code of 00110111
 Jabrayilzada Sevinj | 432

4. Consolidation of knowledge and skills

Musical notes are also a way of encoding information. Many

think that they have no ear for music, so they don't sing or play
musical instruments. But now, with the help of information
technology, everyone can create their own music.

Let's try to do this. There are sheets of paper with notes in front
of you, you need to write your own music using them. How can we
play it? (students give their answers). Have you noticed the new
program installed on the computer? (MIDISCAN)? Now, with the
help of this program, we will play the music. And those who have
musical instruments can do this at home.

After completing this work, students together with the teacher

come up with assessment criteria, then divide into pairs and assess
each other.

The task is done on the card, after completing it, the students
hand in the card.

1. Knowing that each number corresponds to a letter of the

alphabet with the same ordinal number, decipher the following
messages: 12-21-12-21-26-12-1 12-21-12-21-26-16-15- 12-21 19-
433 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

26-10-13-1 12-1-17-32-26-16-15. (Answer: the cuckoo sewed a

hood)

Orally:

4. To find out the encrypted word, take only the first syllables
from each given word:

a) ear, furniture, cockroach;

b) milk, spawning, cockroach;

c) bark, lotto, boxer;

d) ram, wound, bathhouse attendant;

e) coin; horse, cow

Slide 15 is shown.

Teacher: Let's encode the word riddle.

Teacher: Now, using the source code, let's find out what is
hidden behind the following digits.14 16 19 12 3 1

Teacher: What have we done? We have decoded the

information. Try to formulate a definition of decoding yourself.
 Jabrayilzada Sevinj | 434

Guys, you need to complete the following task: The words are
encrypted. In order to find out the encrypted word, you need to leave
only the second syllables of each given word, and delete the first or
last. the teacher draws the students' attention to slide

Remember which key deletes the text written on the left?

(Backspace) And which key deletes the text written on the right?
(delete). The document with the following task is open.

a) nightingale, ceiling;

b) snake, frame;

c) button, hammer, lava;

d) reproach, elderberry, mud;

d) turn, powder, ditch

While completing the task, the teacher helps the students, since
not all of them have enough skills in working on the keyboard. If
there is a student who has completed the task quickly enough, the
teacher appoints him as his assistant, and he also helps his classmates.

After completing the task, the children name the words they
got, and the correct answers are displayed on the screen.
435 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

5. Summing up.

Students evaluate themselves and justify their assessments.

6. Reflection.

Students write down the phrases on their pieces of paper:

I learned...

I felt...

I acquired...

It was difficult...

I succeeded most in...

I got from this lesson...

I thought...

I am dissatisfied because

Algorithm. Various characteristics of an object. Sequence

of actions.

Methodological recommendations. Prepare an overview of

the lesson topic
 Jabrayilzada Sevinj | 436

Course objective: development of logical and algorithmic

thinking of students.

Objectives of studying the logical and algorithmic

foundations of computer science in primary school:

1) development of students' problem-solving skills using

approaches to solutions that are most typical and widespread in areas
of activity traditionally related to computer science:

- application of formal logic in solving problems - drawing

conclusions by applying logical operations to known statements "if
..., then ...", "and", "or", "not" and their combinations - "if ... and ...,
then ...";

- an algorithmic approach to solving problems - the ability to

plan a sequence of actions to achieve a goal, as well as to solve a
wide class of problems for which the answer is not a number or a
statement, but a description of a sequence of actions;

- a systems approach - considering complex objects and

phenomena as a set of simpler components, each of which plays its
role for the functioning of the object as a whole; considering the
impact of a change in one component on the behavior of the entire
system;
437 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- an object-oriented approach - putting objects first, not actions,

the ability to combine individual objects into a group with a common
name, highlight the common features of objects in this group and the
actions performed on these objects; the ability to describe an object
based on the principle of "what it consists of and what it does (what
can be done with it)";

2) expanding horizons in areas of knowledge closely related to

computer science:

-familiarization with graphs, combinatorial problems,

- logical games with a winning strategy ("start and win") and

some others;

3) developing students' skills in solving logical problems and

familiarizing them with general techniques for solving problems -
"how to solve a problem that has not been solved before" - with a
focus on the problems of formalization and model creation (searching
for patterns, reasoning by analogy, by induction, plausible guesses,
developing creative imagination, etc.).

Features of the structure of the course "Computer Science in

Games and Problems". The course includes the following sections:
 Jabrayilzada Sevinj | 438

- description of objects - attributes, structures, classes;

- description of the behavior of objects - processes and

algorithms;

- description of logical reasoning - statements and logical

inference schemes;

- application of models (structural and functional schemes) for

solving various kinds of problems.

- Author's program of A.V. Goryachev "Computer Science in

Games and Problems".

Educational and methodological complex according to the

program of A.V. Goryachev. In accordance with the school
curriculum for the 2015-2016 academic year, the work program is
designed for 34 hours .1 hour per week.

SUBJECT PLANNING OF EDUCATIONAL MATERIAL

1st grade (30 hours)

Classification of objects (8 hours)

Identifying the characteristics of objects, recognizing objects

by given characteristics.
439 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Dividing two or more objects into groups according to the

specified characteristics.

Action plan and its description (8 hours)

Sequence of actions. Sequence of states in nature. Carrying out

a sequence of actions. Drawing up linear action plans. Finding errors
in a sequence of actions.

Distinctive features and components of objects (10 hours)

Description of sets, selection of different methods, establishing
correspondence between different sets.

Logical models (8 hours)

Truth and falsity of statements. Logical reasoning and

conclusions. Finding paths on the simplest graphs, counting options.
Statements and sets. Building negation of simple statements.

As a result of training, students should be able to:

- find an extra object in a group of homogeneous ones;

- give a name to a group of homogeneous objects;

— find objects with the same attribute value (color, shape, size,
number of elements, etc.);
 Jabrayilzada Sevinj | 440

— find patterns in the arrangement of figures by the value of

one attribute;

— name a sequence of simple familiar actions;

— find a missing action in a familiar sequence;

— distinguish obviously false phrases;

— name words with opposite meanings.

2nd grade (34 hours)

Action plan and its description Sequence of actions. Sequence

of states in nature. Carrying out a sequence of actions. Drawing up
linear action plans. Finding errors in a sequence of actions. Getting
to know the methods of writing algorithms. Getting to know branches
in algorithms.

Distinctive features and components of objects Highlighting

the features of objects, recognizing objects by given features.
Comparison of two or more objects. Dividing objects into groups
according to given characteristics. Components of objects. Logical
reasoning
441 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Truth and falsity of statements. Logical reasoning and

conclusions. Finding paths on the simplest graphs, counting options.
Statements and sets. Nested sets.

Constructing the negation of statements. As a result of training,

students should be able to:

— suggest several options for an extra object in a group of

homogeneous ones;

— distinguish groups of homogeneous objects among

heterogeneous ones and give names to these groups;

— divide the proposed set of figures (pictures) into two subsets

according to the values of different characteristics;

— find patterns in the arrangement of figures by the value of

two characteristics;

— give examples of the sequence of actions in everyday life,

fairy tales;

— accurately perform actions under the dictation of the

teacher;

— distinguish statements from other sentences, give examples

of statements, define true and false statements. Grade 3 (34 hours)
 Jabrayilzada Sevinj | 442

Algorithms

An algorithm as a plan of action leading to a given goal.

Algorithm notation forms:

-flow chart,

-line-by-line notation. Algorithm execution. Algorithm

creation. Search for errors in the algorithm. Linear, branching, cyclic
algorithms.

Groups (classes) of objects

Common names and individual objects. Different objects with

a common name. Different common names of one individual object.
Composition and actions of objects with one common name.
Distinguishing features. Values of distinguishing features (attributes)
in different objects in a group. Names of objects.

Logical reasoning

Statements with the words "all", "not all", "none".

Relationships between sets (union, intersection, nesting). Graphs and
their tabular description. Paths in graphs.

Trees. Application of models (schemes) for solving problems

443 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Games. Analysis of a game with a winning strategy. Solving

problems by analogy. Solving problems on patterns. Analogous
patterns. 4th grade (34 hours)

Algorithms

Nested algorithms. Algorithms with parameters. Cycles:

repeating a specified number of times until a specified condition is
met, for the listed parameters.

Groups (classes) of objects

Composite objects. The "consists of" relation. Scheme ("tree")

of composition. Addresses of objects. Addresses of components of
composite objects. The relationship between the composition of a
complex object and the addresses of its components. Relative
addresses in composite objects.

Logical reasoning

The relationship between operations on sets and logical

operations. Paths in graphs that satisfy specified criteria. "If-then"
inference rules. Chains of inference rules. The simplest "and-or"
graphs.
 Jabrayilzada Sevinj | 444

Models in computer science

Techniques of fantasy ("on the contrary", "unusual values of

attributes", "unusual composition of the object"). The relationship
between the change of objects and their functional purpose.
Application of the studied fantasy techniques to the materials of the
previous sections (to algorithms, objects, etc.).

Expected results for the course "Computer science in games

and tasks".

Personal results

Personal results of mastering information and communication

technologies as a tool in studies and everyday life include:

-critical attitude to information and selectivity of its perception;

-respect for information about the private life and information

results of other people;

-understanding the motives of one's actions when performing

tasks with life situations;

-beginning of professional self-determination, familiarization

with the world of professions related to information and
communication technologies.
445 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Meta-subject results

Regulatory universal learning activities:

-planning the sequence of steps of the algorithm to achieve the

goal;

-searching for errors in the action plan and making changes to

it.

Cognitive universal learning activities:

-modeling – transformation of an object from a sensory form

into a model, where essential characteristics of the object are
highlighted (spatially-graphic or sign-symbolic);

-analysis of objects in order to highlight features (essential,

inessential);

-synthesis – composing a whole from parts, including

independent completion with replenishment of missing components;

- selection of bases and criteria for comparison, serialization,

classification of objects;

- subsumption under a concept;

 Jabrayilzada Sevinj | 446

- establishment of cause-and-effect relationships;

- construction of a logical chain of reasoning.

Communicative universal learning activities:

-arguing one's point of view on the choice of bases and criteria

when highlighting features, comparing and classifying objects;

-listening to the interlocutor and conducting a dialogue;

-recognizing the possibility of the existence of different points

of view and the right of everyone to have their own.

• Subject results:

- determine the constituent parts of objects, as well as the

composition of these constituent parts;

-describe the location of an object, listing the objects of which

it is a part (similar to a postal address);

- fill in a table of attributes for objects from one class (each cell
of the table records the value of one of several attributes for one of
several objects);

- perform algorithms with branches; with repetitions; with

parameters; inverse to the given one;
447 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

-depict sets with different mutual arrangement;

- write conclusions in the form of rules "if ..., then ..."; for a
given situation, make short chains of rules "if ..., then ...".

Reference

1. Your first year teaching computer science: a practical

guide to success for new computer science teachers by Chris Gregg
2021
2. Guide to Teaching Computer Science: An Activity-
Based Approach Hardcover by Orit Hazzan 2015
3. Sue Sentance, Erik Barendsen, Carsten Computer
Science Education: Perspectives on Teaching and Learning in School
Schulte Bloomsbury Publishing, 2018
4. A Review of Computer Science in K-12, An A to Z
Handbook on Teaching Programming 2021

The following are some of the most important things to

keep in mind with regard to the significance of information and
communication technology in education:

1.E-learning, often known as online learning, is a form of

education that makes use of information and communication
 Jabrayilzada Sevinj | 448

technology (ICT) to facilitate new learning experiences for both

students and teachers.

This not only opens up opportunities for schools to ensure that

students have access to curriculum materials while they are in the
classroom, but it also enables them to ensure that students can learn
outside of the classroom, such as at home or even in hospitals.

E-learning, also known as online learning, is becoming

increasingly popular, and with the many unprecedented events that
are occurring in our lives, this not only opens up opportunities for
schools to ensure that students can learn.

2.One of the benefits of information and communication

technology (ICT) in education is that it allows all of the pupils in the
classroom to learn from the resources that are included in the
curriculum. It is no longer the case that students with special needs
are at a disadvantage because they now have access to critical
materials, and students can employ specialized information and
communication technology tools to better meet their own educational
requirements.

In spite of this, it raises additional concerns over the "digital

divide" and the provision of access to information and
449 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

communication technology (ICT) tools and resources for people who

are less privileged.

3.Higher-order thinking abilities, which include evaluating,

planning, monitoring, and reflecting, are among the most important
skills for the 21st century. Information and communication
technology (ICT) helps to promote these skills. Skills such as
explaining and justifying the use of information and communication
technology in the process of developing answers to issues are
required for the effective use of ICT in education. All of the many
tactics that the students will employ need to be discussed, tested, and
speculated upon by the students.

4. In today's world, it is common knowledge that the

implementation of information and communication technology (ICT)
in educational settings provides a great deal of value to essential
learning domains such as reading and numeracy.

5. Both ICT literacy and ICT capability are 21st-century

abilities that are best acquired while ICT stays transparent in the
background of topic learning. ICT literacy and ICT capability are
both developed through the usage of new technologies. Providing
students with meaningful activities that are immersed in purposeful
 Jabrayilzada Sevinj | 450

subject-related contexts is the most effective method for developing

their capacity to use information and communication technologies.

6.To see how the use of information and communication

technology (ICT) facilitates collaboration, all you need to do is bring
a laptop, iPad, or computer into the classroom. Children are naturally
brought together by information and communication technology
(ICT), where they are able to chat and discuss what they are doing
for their job. This, in turn, opens up possibilities for communication,
which ultimately leads to the development of language.

7.Learning can be motivated via the use of information and

communication technology (ICT). The demands of society for new
technologies have not neglected children and their requirements.
Technology is something that children are incredibly interested in,
and it plays a role in encouraging and motivating them to learn in the
classroom.

8.When information and communication technology (ICT)

is incorporated into educational settings, students become more
involved in their work, which in turn increases their ability to retain
information. In terms of teaching the same topics in a variety of
various methods, this is due to the fact that technology offers a
451 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

variety of chances to make it more engaging and pleasant. As a result

of this greater involvement, it is believed that students will be able to
remember information in a manner that is both more effective and
more efficient.

9.The use of information and communication technology

makes it possible to implement successful differentiation in
instruction. We all learn differently, at various rates, and in different
ways, and technology makes it possible for this to happen effectively.

10.The incorporation of information and communication

technology (ICT) is an essential component of the national
curriculum. For instance, the incorporation of digital technologies,
often known as ICT, is an important component of the Australian
Curriculum. This is a trend that many governments across the world
are adopting as they begin to recognize the importance of ICT in the
field of education.

11.We live in a “knowledge economy": This is an economy

where it is vital to have the ability to produce and use information
effectively (Weert, 2005). It is a time when ICT is pervasive and
permeates throughout all industries in the economy whether it may
be health, education, environment or manufacturing (Moon, Feb/Mar
 Jabrayilzada Sevinj | 452

2007). The significance of ICT in the Australian economy was

emphasised in the recent article by Alan Patterson, CEO of the
Australian Computer Society, in his statement that the “ICT industry
now rivals mining in terms of the contribution to the economy”
(Patterson, Jan/Feb 2013, p. 8).

It will continue to be a significant part of our future as it

connects itself to more and more aspects of our lives. It will continue
to evolve and change because, as consumers, we all prefer to have
options. We like to use information and communication technologies
for personal development, creativity, and joy, as well as for
consumption and riches (Semenov, 2005).

he Importance of Students Participating

in Information and Communication Technology

It is essential for students to interact with information and

communication technology in order to:

1. Develop their capacity to use information and

communication technology (ICT) and cultivate their ICT literacy.

2. Raise the level of achievement that they hold.

453 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. It prepares them for a society that is integrated and

dominated by improvements in information and communication
technology.

4. In order for them to acquire the knowledge of how to use

information and communication technology as a tool for learning
throughout their entire lives.

If you put a lot of effort into your planning, you will notice a
higher degree of involvement, and this can lead to the development
of skills that are relevant in the 21st century, such as the ability to
think in a complicated manner, creatively solve problems, and work
successfully with others.

The incorporation of technology into the classroom is a

decision that you, as the instructor, make from an educational
standpoint. This decision should always involve collaboration and
careful planning.
 Jabrayilzada Sevinj | 454

The Advantages That Our Information and

Communication Technology Training Offers to Both Teachers
and Their Students

Having a solid grasp and sound judgment regarding how to use

information and communication technology skills in an appropriate
manner is more vital than it has ever been for teachers in today's
digital world.

In addition to assisting educators in remaining current with the

most recent technological breakthroughs, information and
communication technology (ICT) training may also be of great
service to the students they teach in a variety of ways. Having a
digital pedagogy in early childhood education and primary school is
about having the attitude and the ability to do so.

The following is a list of some of the most important

advantages that our information and communication technology
training for educators offers, including the enhancement of teaching
methods and the enhancement of student involvement.

Improved Teaching and Learning Experience.

One of the biggest benefits of ICT training for teachers is the

improvement in the teaching and learning experience. With the use
455 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

of technology, teachers can create more interactive and engaging

lessons that cater to different learning styles. This can lead to better
retention of information and improved academic performance for
students. Additionally, ICT training can help teachers stay up-to-date
with the latest teaching methods and tools, allowing them to provide
a more effective and efficient learning experience for their students.

A higher level of engagement and participation from the

students.

One of the most significant benefits of ICT training for teachers

is the increased engagement and participation of students in the
classroom. With the use of technology, teachers can create more
interactive and dynamic lessons that capture the attention of students
and keep them engaged throughout the class.

This can lead to better retention of information and improved

academic performance for students. Additionally, technology can
provide opportunities for students to collaborate and communicate
with each other, which can enhance their social and communication
skills. Overall, ICT training for teachers can have a positive impact
on the learning experience of students and help them achieve their
academic goals.
 Jabrayilzada Sevinj | 456

The ability to access a diverse assortment of educational

resources.

Another benefit of ICT training for teachers is access to a wide

range of educational resources. With technology, teachers can easily
access online databases, educational websites, and digital libraries
that provide a wealth of information and resources for their lessons.
This can help teachers to create more diverse and engaging lessons
that cater to the different learning styles and abilities of their students.
Additionally, technology can provide opportunities for teachers to
collaborate with other educators and share resources and ideas, which
can enhance their teaching practices and improve the overall quality
of education.

Communication and collaboration made significantly

better.

ICT training for teachers can also improve communication and

collaboration between teachers and their students. With the use of
technology, teachers can easily communicate with their students
through email, messaging apps, and online discussion forums. This
can help to create a more interactive and engaging learning
457 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

environment, where students can ask questions and receive feedback

in real-time.

Additionally, technology can facilitate collaboration between

students, allowing them to work together on projects and
assignments, even if they are not in the same physical location. This
can help to develop important teamwork and communication skills
that are essential for success in the modern workplace.

We can assist you in establishing a foundation for the growth

of your digital pedagogy in the following ways: our online
professional development for early childhood teachers and primary
teachers, as well as all of our educational resources, are all infused
with the importance of information and communication technology
(ICT) training for educators.

In order to facilitate student learning, technology should

be utilized.

Technology is a powerful tool for teachers to help facilitate

student learning. By utilizing technology such as interactive
whiteboards, collaborative software, and other digital resources,
teachers can create engaging and stimulating learning experiences for
students. Additionally, these technologies can help make more
 Jabrayilzada Sevinj | 458

complex topics easier to understand by providing visuals and audio

feedback. Technology can be used in both the classroom and
remotely to enhance student collaboration, comprehension, and
communication.

Gain Knowledge of the Most Effective Methods for

Classroom Integration

Teachers should become familiar with best practices for

teaching with technology in order to ensure the successful integration
of information and communication technology (ICT) into the
classroom. This includes understanding the various learning styles of
students and designing appropriate lesson plans to incorporate ICT
tools. In addition, teachers should be comfortable using the hardware
and software that is required to effectively teach ICT lessons.
Participating in ICT training for teachers can help provide teachers
with the confidence and skills they need to effectively use technology
in the classroom.

Educate your students on the most effective methods for

practicing digital citizenship.

The term "digital citizenship" refers to the responsible use of

technology and decisions that impact both digital and physical
459 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

communities. It involves teaching lessons on internet safety, website

evaluation, data literacy, online etiquette, and other topics related to
using technology with a sense of responsibility and respect.

There are many resources available online that can assist

teachers in developing age-appropriate lessons on digital citizenship.
When you have the tools and approach to use information and
communication technology in the classroom, it is important for
students to understand how to use technology in a manner that is both
safe and appropriate.

Determine the Learning Objectives for Information and

Communication Technology

You should determine what goals you have set for your
students in terms of technology before beginning the lessons on
information and communication technology (ICT). For instance, do
you want your students to become proficient in a particular platform
or language?

Do you require that all students create and demonstrate specific

projects using technology by the end of the year? Answering
questions such as these can help you determine what kinds of
 Jabrayilzada Sevinj | 460

activities would be the most effective and how long each activity
should take your students to complete.

Gain an understanding of the fundamental concepts of

information and communication technology.

It is essential to have a solid understanding of a few key

concepts before you can begin teaching your students about
information and communication technology (ICT). The foundations
on which you can build the majority of the training are elements such
as digital citizenship, data storage and retrieval, network security,
basic coding and programming, and computer literacy. Once you
have a firm grasp of these concepts, you will be able to confidently
introduce more advanced topics to your students.

The Benefits and Drawbacks of Information and

Communication Technology in the Classroom

Although there are a lot of positive aspects to incorporating

technology into the classroom, there are also some negative aspects
to consider.

In my opinion, the following are some of the reasons why

technology should be used in the classroom:
461 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

1. Enhance the learning of the subject

Technology can be utilized as a tool for learning, in addition to

being used as a medium for entertainment and;

3. Make it possible for you to enhance students' capabilities

in information and communication technology (ICT) and their
literacy in ICT alongside topic study.

I have outlined below what I consider to be the advantages and

disadvantages of utilizing technology in the classroom. In general,
students should always use school technology as a tool for learning
and as a means to an end by teachers. It should never be used simply
because it is present.

Furthermore, simple exposure to technology in the classroom

and the haphazard teaching of information and communication
technology skills will not adequately develop a child's capability in
the area of information and communication technology, regardless of
whether it is incorporated into the curriculum or taught as a subject
in and of itself.

The following is a list of the advantages and disadvantages that

I believe technology in the classroom has.
 Jabrayilzada Sevinj | 462

A number of benefits

Online learning, often known as e-learning

Information and communication technology (ICT) in the

classroom enables both students and teachers to learn in novel ways.

ICT makes inclusiveness possible.

It is no longer the case that students with special needs are at a

disadvantage because they now have access to critical materials, and
students can employ specialized information and communication
technology tools to better meet their own educational requirements.

ICT enhances higher-order thinking skills and abilities.

One of the most important skills for the 21st century, which
comprises, among other things, the ability to evaluate, plan, monitor,
and reflect on one's actions.

ICT makes subject learning more effective.

These days, it is common knowledge that the implementation

of information and communication technology (ICT) in educational
settings provides a great deal of value to essential learning domains
such as reading and numeracy.
463 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

ICT literacy and ICT capability are both developed

through the usage of ICT.

In the 21st century, both of these talents are most effectively

cultivated when information and communication technology (ICT) is
kept in the background of topic learning.

By utilizing ICT, teamwork is encouraged.

Children are naturally brought together by information and

communication technology (ICT), where they are able to chat and
discuss what they are doing for their job. This, in turn, opens up
possibilities for communication, which ultimately leads to the
development of language.

The utilization of ICT inspires learning.

Children are captivated by technology, and it inspires and

motivates them to learn in the classroom. The demands that society
has placed on new technology have not neglected children and their
requirements.

The use of information and communication technology in

education increases student engagement and retention of
information.
 Jabrayilzada Sevinj | 464

Students are more likely to be interested in their work when

information and communication technology (ICT) is incorporated
into the classroom. This is due to the fact that technology offers a
variety of options to make the job more engaging and fun by teaching
the same topics in a variety of different methods.

Utilization of information and communication technology

enables effective differentiation of instruction using technology.

Every single one of us learns in a unique way, at a different

pace and with a different approach, and technology makes it possible
for this to happen.

The incorporation of information and communication

technology is an essential component of the national curriculum.

For instance, the integrated use of digital technologies, often

known as information and communication technology (ICT), is an
important component of the curriculum in Australia. This is a trend
that many governments around the world are adopting as they begin
to recognize the value of ICT in instructional settings.
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In the classroom, the disadvantages of the technology that

is being used

From my point of view, the use of technology in the classroom

has a significantly smaller number of drawbacks.

In the classroom, the usage of technology can be a source of

distraction.

However, this is the reason why you should monitor

technology to use in the classroom in addition to observing children's
learning progression in information and communication technology
(ICT). Students may appear to be usefully occupied with the task
when, in reality, they are working very inefficiently and failing to
exploit the potential of ICT. They may divert from the intended task
without it being too obvious.

Students' opportunities for social connection may be

diminished by technology.

This is not true, despite the fact that some people believe it to
be. However, you must keep in mind that the use of technology in the
classroom has the ability to bring students together.
 Jabrayilzada Sevinj | 466

It has the natural ability to encourage collaboration among

students. Additionally, there are many ways for students to socially
interact with technology in the classroom, such as blogs. Do I need
to go?

Cheating can be encouraged by technology.

If this is referring to the Internet, then you should also consider

it to be no different than a student handing on a book to another
student and pointing out the same lines. However, there are various
techniques or tools that teachers may use to prevent this from
happening. Some examples of these tools are Turnitin and other
similar programs.

Not every student has the same level of access.

It is possible that this is the most valid and significant of all the
negative aspects. If there is one thing that a pandemic teaches
governments, it is that technology contributes to the widening of the
digital divide during extreme times like these.

It is clear that the benefits and drawbacks of implementing

technology in the classroom are balanced in favor of the numerous
opportunities that technology brings to teaching and learning.
Despite this, there are some individuals who do not consider change
467 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

to be important because they continue to adhere to the teaching

methods and practices that are most effective for them in primary
school classrooms.

Despite the fact that there is ongoing evidence that indicates

that those who favor the disadvantages of technology in the
classroom will be left behind if change does not occur in the
classroom, these individuals continue to believe that the
disadvantages of technology in the classroom carry more weight and
influence than the advantages of technology in the classroom.

In a world that is increasingly online and digital, the pros and

downsides of incorporating technology into the classroom continue
to be a decision factor for many educators.

Why are these the best information and communication

technology tools for use in the classroom today?

For the following reasons, these information and

communication technology (ICT) tools for teaching and learning are
the best in the primary classroom:

You probably already have these information and

communication technology (ICT) tools for learning in your
classroom or school because they are inexpensive.
 Jabrayilzada Sevinj | 468

2. They are generic, which indicates that they are easily

accessible to a large number of people and are frequently utilized by
both students and teachers.

3. Content-free software is a sort of software that presents

children with intellectual difficulties.

4. Children who are in charge of technology - the information

and communication technology (ICT) becomes a tool for learning in
a range of different ways, and the demands of the situation

5. Foster the development of students' information and

communication technology (ICT) capabilities and literacy; this is
multiplied when you support and scaffold ICT learning in key
learning areas.

How to Make Use of Information and Communication

Technology in the Classroom

If you want to make the most of the potential that technologies

have to offer in the classroom, you need to:

• Establish a beginning point for the information and

communication technology (ICT) learning of each student and
469 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

integrate formative assessment into the main learning areas of a

primary school, such as literacy and numeracy.
• Make a plan for the evolution of information and
communication technology (ICT) learning within the Learning
Continuum of the Australian Curriculum.
• Make use of instructional methods that are supported by
evidence and that are based on information and communication
technology (ICT) knowledge.

PLEASE DO NOT GO IN THE DIRECTION OF THE MOST

RECENT TECHNOLOGICAL DEVELOPMENTS IN THE
EDUCATION SYSTEM!

ICT PROFESSIONAL DEVELOPMENT: WHY IS IT

IMPORTANT FOR YOU?

"Teachers need specific professional development

opportunities in order to increase their ability to use ICT for
formative learning assessments, individualized instruction, accessing
online resources, and for fostering student interaction and
collaboration."

Learn also about other technological applications that are

underused in the classroom:
 Jabrayilzada Sevinj | 470

Edagogy and information and communication technology: how

to use ict tools for classroom learning (online workshop)

ICT tools that are both the best and most appropriate for
empowering you.

The evaluation of the incorporation of technology in the lesson

plan

Language, literacy, and early childhood education can all

benefit from the use of excellent ICT learning tools.

How does information and communication technology

improve learning and teaching?

However, some of the most important ones are as follows: there

is a list of factors that indicate how information and communication
technology might improve teaching and learning in the 21st century:

Motivating students to learn.

• The levels of student attained knowledge.

• Student engagement in subject learning.
471 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The list of information and communication technology (ICT)

instruments that are used in classroom instruction is broken down
into several learning domains.

Subsequently, this will serve to highlight the advantages that

each offers to both educators and pupils.

TECHNOLOGIES THAT ARE INTELLECTUALLY

CHALLENGING AND CAN BE PLACED IN THE
CLASSROOM

The Use of Information and Communication Technology to

Foster Literacy

With the 'new literacies' comes new ICT skills as literacy is no

longer limited to reading paper books and texts. Today, new literacies
brings the learning of new technologies which are essential for
students to master if they are to be literate for the 21st century. New
technologies can be used to do traditional things in a different, more
motivating way. As a consequence, teachers are challenged not only
to integrate technology into traditional aspects of literacy instruction
but also to engage students in emerging technological literacies.

Student proficiency in word processing skills is something that

they will continue to utilize and improve upon throughout their time
 Jabrayilzada Sevinj | 472

in school because of the close connection between word processing

and the development of literacy and language skills.

Students have a wonderful opportunity to work together and

connect with one another through the use of an online word processor
by creating blogs.

• Wikis (also known as "What I Know Is"): These can serve as

a store of information for students, and similar to blogs, the
possibilities for wikis are extremely broad. Some examples of wikis
include research projects, writing projects, and library projects, to
name just a few.

When it comes to improving skills in online literacy, emails are

an excellent tool. We all write differently online, and we all write for
different audiences.

• Web development and design: These are essentially online

word processors, and as a result, the possibilities in literacy classes
are virtually limitless; nevertheless, the teacher's own competence in
information and communication technology may be a limiting factor.
• Web searching (Information literacy skills): The capacity
to locate information is an essential talent to possess in the 21st
473 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

century. What methods are available to explore electronic texts and

the internet? Where are the signposts and hints that may be found?
• Drawing and graphics programs: Visual literacy is equally
important today than ever before. Imagine demonstrating to your
students how to use one of these drawing or graphics programs so
that they can use it creatively in order to add an image to a newspaper
article, to understand how pictures can sometimes tell a thousand
words just by the colour, expressions or medium used
• Utilize the power of video to assist children in the
development of their language abilities through the use of digital
video.
• Spreadsheets and Databases: Who said that they can't be
utilized in English lessons? What about potential for the teaching and
reinforcement of a range of higher-order language abilities, such as
keyword selection and the skimming and scanning of text?

Tools Utilizing Information and Communication

Technology to Encourage Literacy and Language Development
in Early Childhood Education

The most general educational goal that early childhood

educators strive to achieve is the growth of the child.
 Jabrayilzada Sevinj | 474

In early childhood education, information and communication

technology (ICT) can be utilized to facilitate the acquisition and
development of both language and literacy.

The majority of this is accomplished through activities that

include working together with other children around computers,
where the quality of the conversations that take place can be highly
intriguing.

Computers provide a "print-rich" learning environment for

young children. You will most likely notice that there is a great deal
more attention to detail in their conversations than in other situations.
Some people believe that this may be due to the abstraction that the
computer provides, as it is commonly believed that it forces children
to talk more and physically do less.

• Programs that are developmentally appropriate - When

selecting the most developmentally appropriate programs, there are
a few things that you need to keep in mind. It is essential that you
look for programs that encourage children to speak, listen, read, and
write. There are programs that can record children's voices. One
example of such a program is the Gruffalo App, which enables
children to record their voices in time with the story that is being told.
475 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Additionally, they are able to listen to their own voice throughout the
story as it is being told.
• The Internet: The Internet may also assist children in
learning literacy skills in their native language as well as in the
language of their friends.
• Word processors: These provide children with the
opportunity to compose and write without the need for them to have
mastered the production of letters by hand. Information and
communication technology (ICT) learning tools for early childhood
education offer such a wide variety of ways for children to learn, and
the use of photos and videos is another method to develop literacy
and language skills. The reason why this is the most popular activity
for this is because it enables children to weave together words and
pictures.

I would recommend using these primary information and

communication technology (ICT) learning tools to assist in the
development of reading and language skills.

In addition to multi-link headphones, digital cameras,

webcams, audio recording software, walkie-talkies, and telephones,
there are other instruments that can be utilized to foster the
development of speaking and listening abilities.
 Jabrayilzada Sevinj | 476

On a wide scale, interactive whiteboards and smartboards are

utilized to develop writing abilities; nevertheless, the majority of the
time, these are used in conjunction with the ones I outlined
previously.

There is a wide variety of information and communication

technology (ICT) tools that can be successfully integrated in a
learning environment. Since learning environments in early
childhood can now be both indoor and outdoor, these technologies
can have a more extensive range of applications.

Primary educators are tasked with the responsibility of

improving students' information and communication technology
(ICT) capabilities through the process of effectively integrating
technology into the classroom. Students are required to make
progress in their learning in ICT competency from Foundation to
Level 4 in Year 6.

I have compiled a list of the best information and

communication technology tools for elementary schools.

Students are expected to make progress in their skills

throughout primary school and should be able to save documents,
save them in different formats, and understand what those formats
477 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

mean. You should have the ability to effectively assist students in

developing key typing skills and provide them with access to printers.
Word processing is a fundamental and essential skill that students
should have throughout their formal education.

Like with word processors, you need to be able to save

documents and have adequate typing abilities in order to use
spreadsheets. The primary essential skills include the ability to set up
columns, use basic formulas, insert and delete rows, change font size,
and other similar tasks.

Students need to know both practical skills and critical skills

such as understanding domain names and what they mean, knowing
which are more trustworthy, and knowing which are more useful for
information and research. o Information literacy skills The ability to
search the internet is an essential skill in this age of information.

Students can enhance their higher-order skills by crafting a

story and practicing animation (clay or drawing) — stop motion is
the ideal way for students to practice animation. They can also build
their skills by planning, monitoring, and evaluating their own work.

• Presentation software – you could use Prezi or PowerPoint,

whichever one you prefer and are familiar with the most. Ensure that
 Jabrayilzada Sevinj | 478

by the end of primary school, they leave with skills such as being
able to create handouts and notes pages, setting up animations,
designing their own slide design and inserting tables, images, and
smart art graphics.
• Blogging is a form of website or a section of a website that
may be updated with fresh content on a regular basis. The majority
of blogs are interactive and provide students with the opportunity to
have a controlled presence online.
• Web 2.0 is one of the best ways for kids to develop higher-
order abilities. It includes social networking sites like as Twitter and
Facebook, where school pages may be created, as well as Tumblr,
which is fantastic for posting digital photographs with brief captions.
• Publishing programs, the most well-known of which is
Microsoft Publisher, which is an excellent tool for helping students
build their literacy abilities and is therefore particularly important in
elementary school instruction.

Students are able to create a video, edit it, and analyze it

because the majority of iPads come equipped with a recording
camera. Students may then transfer the video to a program where they
can continue to piece together their work.
479 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The design of websites is something that students can do at any

time and from any location in this day and age. Did you know that if
they have Microsoft Word, they can use this application to make a
single web page? That is pretty cool, isn't it?

In what ways may information and communication technology

(ICT) in education benefit your pupils today?

You may have observed it yourself, but the digital divide

between people who are capable of using information and
communication technology and those who are not is being heavily
exposed. I came to realize a significant realization about what is
occurring right now with the global pandemic the other day.

As a consequence of this, the value of utilizing information and

communication technology in the classroom has never been more
significant.

In this blog, I will discuss the significance of information and

communication technology (ICT) in education. You will gain this
knowledge by observing an example of the application of ICT in
education. However, before I begin, let us first examine what ICT in
education actually is.
 Jabrayilzada Sevinj | 480

ICT: A Definition

What does the acronym ICT stand for in the field of education?
ICT is an abbreviation that stands for "Information and
Communication Technologies." This is a phrase that has been given
many different meanings, and although it can be rather broad,
defining the most appropriate ones to use will enable you to
successfully implement ICT in the classroom.

ICT in Education: What Does It Mean?

There is so much information and communication technology

(ICT) that is being introduced into the education sector these days
that it is almost impossible to keep track of it. However, depending
on where you work, you might not have access to them. Because of
this, I will make this relatively easy for you to comprehend. You do
not need the most cutting-edge ICT in education to accomplish your
objectives of incorporating ICT into your learning environment.

Therefore, what exactly is information and communication

technology (ICT) in education? The ICT that you use in your
classroom can be selected by applying the following criteria.
481 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Content-free and generic, which means that the majority of

the things that you can successfully integrate new technologies with
are already in your possession;
• to present students with intellectual challenges;
• Allows pupils complete control over the information
technology;
• Allows pupils to exercise a significant amount of control over
the decisions that are made.

In this context, I am talking to information and communication

technologies (ICTs) in the field of education, including word
processors, databases, spreadsheets, codes, and multimedia programs
like presentation software.

What are the most used ICTs in education?

The application of information and communication technology

(ICT) in education will be explained in later blogs that I have written;
nevertheless, according to other sources, the most common
utilizations include the following:

• Social networking sites and blogs; *

 Jabrayilzada Sevinj | 482

Planned using information and communication technology

tools;

· storing of information in the cloud;

-whiteboards that engage the audience.

Additionally, you will find additional material on the

advantages of utilizing ICT in the classroom here.

Acquiring an understanding of the reasons why educational

institutions should invest in information and communication
technology

The numerous reasons or advantages of information and

communication technology (ICT) in education were discussed in a
previous blog post; nonetheless, in order to provide you with an idea
of what the benefits of ICT in education are, they would include the
following:

• An increase in the pupils' level of engaged and motivated

participation;
• Foster communication and information technology skills
among students;
• Cooperative effort or activity;
483 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Encourages moral insight;

• Conducting a search for sources on the internet;
• Increasing the zeal with which students pursue education;
• the use of interaction;
• Fostering creative expression;
• Enhanced interactions and communication;
• The adaptability of educational experiences.

We at ICTE Solutions Australia are aware of the fact that you

require professional development in the area of technology
integration. By means of our online professional development
courses, we are able to demonstrate to you how we can successfully
implement ICT in educational settings.

When properly incorporated into your teaching and learning,

you can help bridge the gap on the digital divide. You can also help
show students the ICT capabilities that they will need in the future
when and if another pandemic occurs. This is the reason why
information and communication technology (ICT) is so important in
education during a pandemic.
 Jabrayilzada Sevinj | 484

ICT Policy Advice for Schools

As an educational leader, if you want to make change happen,

then one of the things that will need to be constantly amended and
reviewed is the school's information and communication technology
(ICT) policy. This is one of the factors that form the ICT culture of
the school and influence the development of ICT capability and ICT
literacy at the school. Schools today have well and truly entered the
21st century and what is known as the information age.

This is a time when information is driven by the integration of

ICT and technology. It is a time when information is driven by the
integration of technology and other forms of information and
communication technology (ICT) integration.

ICT policies in schools should also take the shape of a vision

for the entire school, and as a result, they should be partially
developed by various members of staff who are members of the ICT
committee. ICT policies in schools consist of numerous sections that
serve as a roadmap for staff to follow.

Curriculum in informatics. (II class)

The advancement of technology has an impact on education in

schools and increases the number of options for efficient learning
485 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

among students. It is becoming increasingly common knowledge that

the fields of informatics, computer science, and computing play
increasingly important roles in the education of students.

The following are some examples of arguments that are

presented and discussed in support of the inclusion of informatics
education in schools: Don Passey (2019) presents the six main
arguments for wider-scale introduction of the informatics subject, the
implications for researchers, schools, teachers, and learners, and
evidence of outcomes of informatics in compulsory school education.

Furthermore, in his book titled "Learner-Centered Design of

Computing Education" (Guzdial, 2015), Mark Guzdial compiled an
excellent list of the reasons that were presented. According to the
CECE-Report (2017), the curriculum for informatics is often
determined either on a national or state level.

Teachers who are well-qualified and who deliver topics that

resonate with students, teachers who motivate students, teachers who
stimulate their deeper thinking skills, and teachers who attract their
curiosity to continue the course further are all essential to the success
of the curriculum, which is important for schools and especially for
 Jabrayilzada Sevinj | 486

those who make decisions about issues pertaining to education

policy.

Recent research conducted by Denning and Tedre (2019) in

their book titled "Computational Thinking" has identified four
distinct stages of development in the field of computing and
computational thinking.

1) Phenomena that involved computers between the 1950s and

1970s!

2) The 1970s saw the beginning of programming as both an art

and a science.

3) The 1980s saw the rise of computing as robots. Fourth,

computing as an all-encompassing information process (from the
1990s to the current day).

Through a variety of activities, such as data analysis, modeling,

or robotics, students can be introduced to various parts of
computational thinking. This can be accomplished by having them
participate in algorithms and programming.

A comprehensive picture of the current condition of

informatics education at the school level has been presented by the
487 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Committee on European Computing Education (CECE), which was

jointly founded by the Association for Computing Machinery Europe
and Informatics Europe. In the first of the three primary suggestions
for the curriculum of informatics, which can be found in Figure 1, it
is stated that "all students must have access to ongoing education in
informatics in the school system."

In the best case scenario, instruction in informatics should

begin in elementary school, and at the very latest, it should begin at
the beginning of secondary school. (Report of the CECE, 2017). A
two-tier method that is implemented throughout all educational
levels is an essential component of the program known as
"Informatics for ALL."

1) Informatics as a field of specialty, which is a fundamental

and independent subject throughout the educational system,

2) the incorporation of informatics with other disciplines that

are taught in schools. Learning to Compute (also known as
specialization) and Compute to Learn (also known as integration) are
the names given to these two developments.

In the field of informatics, the following are some fundamental

principles and practices:
 Jabrayilzada Sevinj | 488

Data, information, and representation, algorithms and

programming, patterns and parametrization, abstraction and
conceptual modeling, and devices, networks, and the web are all
topics that will be covered in this course by the students.

● The process of computing and communicating.

● Design and interface concepts. The concepts of security,

privacy, and ethics. The influence on society.

If the execution of the program is visible, for example by

moving robots or drawing images, then the functionality of the
program, which is generated as a result of the activity of the learners,
can be explored in an exceptionally effective manner.

The phrase "learning by getting things to work" should not,

however, be limited to the realm of programming. If, for instance, the
product of the activity of learners is a cryptosystem, then one can
analyze this product by putting it to use in the process of
communication and by attempting to break it.

It is possible to design the instructional process by adhering to

the constructionist philosophy, which may be applied to everything
that we wish to teach. In the field of informatics, the "unplugged"
style is an embodiment of the constructionist ideas that promote the
489 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

tactics of employing more kinesthetic and active techniques

(Kirschner et al., 2006).

Comprehensiveness of learning results across all levels of

education The data that has been compiled from the various
educational systems in Europe demonstrates unequivocally that the
number of educational systems that define learning outcomes in
relation to informatics significantly increases from elementary to
upper secondary education. In addition, as students go through the
various stages of education, they are exposed to instruction in a
greater range of subject areas.

When it comes to elementary education, the subjects that are

most frequently taught in school curriculum across Europe include
safety and security, programming, and artificial intelligence
algorithms. Less than one-third of the educational systems in Europe
explicitly include learning outcomes that are associated with data and
information, networks, awareness and empowerment into their
curriculums. There are just a few that incorporate learning outcomes
that are associated with computing systems, modeling and
simulation, people–system interface, and design and development.
 Jabrayilzada Sevinj | 490

Generally speaking, the teaching of informatics becomes more

widespread beginning with lower secondary school. This is evidently
represented by the much increased number of learning outcomes that
are associated with the various domains of informatics.
Programming, algorithms, safety and security, networks, data and
information, awareness and empowerment, and computing systems
are all topics that are expressly addressed by the majority of
European education systems at this level of education provision.

However, this is only the case in a small fraction of the

educational systems in Europe. This is the case for the fields of
modeling and simulation, people–system interface, and design and
development.

The subjects of algorithms, programming, and safety and

security are officially included in the curriculum of more than thirty
European education systems for students in elementary and
secondary school. Computing systems, networks, data and
information, awareness and empowerment, and networking are all
topics that are covered by the majority of educational systems. The
remaining three domains, namely design and development, modeling
and simulation, and people–system interface, are incorporated into
491 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

over a dozen educational systems, which is a greater number than at

lower levels of education.

Students who want to pursue the optional informatics topics are

typically the only ones who are required to pursue those learning
objectives at this level of education, in contrast to the situation in
elementary and lower secondary school, where learning outcomes are
typically required for all students. In spite of this, more than a dozen
countries offer compulsory informatics studies that encompass a
wide variety of subject areas.

The most important aspects of education in informatics in

terms of the consequences of learning The most common types of
learning outcomes are those that are associated with both
programming and algorithms. There are currently learning outcomes
in primary school that are related to algorithms in more than half of
the nations in Europe. The majority of countries, almost fifty percent,
specifically address this subject at all three levels of schooling.

One of the areas that is frequently incorporated into the

teaching of mathematics is the study of algorithms. The field of
programming is closely connected to the field of algorithms, and in
some educational programs, these two fields are presented as if they
 Jabrayilzada Sevinj | 492

were a single field. The majority of the time, specific programming

languages are not presented in the curriculum of schools. In its place,
they concentrate on fundamental ideas, and the programming
language that is used for the Informatics instruction at school in
Europe 12 is selected by the schools or by the individual teachers.

Educational goals that are associated with programming, such

as those pertaining to the field of algorithms, are already extremely
prevalent in the curricula of European schools. In about half of the
countries, these are incorporated in the educational system from
elementary school all the way up to upper secondary school.
Learning objectives that are related to safety and security are quite
widespread in European school curriculum.

This is due to the fact that digital competence is considered to

be a particularly important competence. However, particularly in
secondary education, its content may extend beyond the safe use of
technology to cover the technical methods to detect and mitigate
security concerns. This is especially true in the primary education
sector.

In basic education, about half of the countries already address

this topic, and in secondary school, three quarters of the countries do
493 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

so as well. Learning outcomes that are related to safety and security

are included in the curricula of all three levels of education in more
than one third of the countries.

A little over a dozen nations have previously addressed the

topic of networks in primary school and have established learning
outcomes that are connected to this topic at all three levels of
education.

Nearly three quarters of the educational systems in Europe

incorporate explicit learning outcomes linked to this subject area into
their curricula for students in the upper secondary level of school. In
a similar vein, the majority of educational systems focus on data and
information at the secondary level, while fewer than a dozen
educational systems treat this subject from the primary level all the
way up to the upper secondary level. The subject of awareness and
empowerment is frequently included in the curriculum of schools that
are concerned with information technology.

More than half of the nations in Europe address this issue in

lower and upper secondary education, despite the fact that only one
quarter of the countries in Europe already have clear learning
outcomes related to this subject area in primary school.
 Jabrayilzada Sevinj | 494

Consequently, the current investigation of educational programs in

European schools substantiates the notion that there is a growing
recognition of the significance of the social impact components in the
field of informatics education.

There are just a handful of nations, including Greece,

Switzerland, Liechtenstein, Montenegro, and North Macedonia, that
have connected learning outcomes at all three levels of education.
Computing systems is a subject that is not typically taught beginning
with primary education. On the other hand, more than half of the
countries explicitly integrate this subject in their computer science
and information technology curricula beginning with lower
secondary education.

The topic of modeling and simulation is one that is not

typically covered in the curricula of schools that teach informatics.
There are only five nations that have clear learning outcomes for this
subject area in primary school. These countries are Bulgaria,
Czechia, Greece, France, and Slovenia. Of these five countries, only
three of them handle this topic at all three levels of education:
Czechia, Greece, and France. On the other hand, this subject is taught
in the upper secondary level of school in more than a third of the
European education systems.
495 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Design and development is yet another subject that does not

appear to be incorporated in school curricula in a particularly specific
manner. Greece, Poland, and Turkey are the only three countries that
consistently achieve similar learning outcomes throughout all three
levels of schooling. Ireland, France, and Latvia are the other three
countries that address this topic in both lower and upper secondary
education.

More than a third of European countries include this subject in

their upper secondary school systems, which is where it is most
prevalent. Finally, in terms of learning outcomes, the field of people–
system interaction is less established in school curriculum, similar to
the way that design and development are less developed.

Only Greece, Croatia, and Hungary have already included

explicit learning outcomes from elementary education, and only a
little more than a dozen nations include learning outcomes that are
related to primary education in upper secondary education.

Curriculum in Informatics (3 rd grade)

In the Computer Science Grade 3 course, students will be able

to gain fundamental abilities in computer science through the use of
content that is both engaging and appropriate for their age group.
 Jabrayilzada Sevinj | 496

Students will be introduced to a variety of ideas, including problem-

solving, algorithms, and fundamental computer abilities, during the
course.

Students will take part in an offline environment in which they

will learn block-based coding. In addition, students will acquire
knowledge on the responsible utilization of technology, the
application of typing techniques, the qualities of becoming good
digital citizens, the identification of cyberbullying, and the ability to
communicate effectively and safely with technology.

The goals of the curriculum are designed to represent the

distinction between the three strands of the curriculum, which are
computer science, information technology, and digital literacy. The
curriculum may be split down into these segments.

The national curriculum for computing has the following

goals in mind for all students:

• possesses the ability to comprehend and implement the

fundamental principles and concepts of computer science, such as
abstraction, logic, algorithms, and data representation (Computer
science); is able to analyze problems using computational terms; and
has a significant amount of practical experience writing computer
497 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

programs in order to solve problems of this nature. Computer science

(Computer
• users who are responsible, competent, confident, and creative
in their use of information and communication technology are able
to analyze and apply information technology, particularly new or
unfamiliar technologies, in an analytical manner to solve problems
(Information technology). (The ability to use tech)

Gain an understanding of the fundamentals of computer

science. Utilizing Scratch, a block coding language, you may
construct projects and find solutions to problems with debugging.
Through the process of recognizing variables, loops, and
conditionals, you can develop your analytical and computational
thinking skills. Internet safety, real-world technological challenges,
and a variety of STEM jobs are some of the topics that are covered
in the lessons associated with Unplugged and Digital Citizenship.
Students will have acquired the knowledge and abilities necessary to
independently code projects by the time this course is over, and they
will have significantly expanded their grasp of block coding.
 Jabrayilzada Sevinj | 498

Learning Goals and Objectives

The purpose of each lesson plan is to provide students with the

opportunity to attain particular learning outcomes that are associated
with computer science capabilities that are aligned with the course.
As an illustration, by the time they have completed this course,
students will be able to:

The result of functions should be predicted, and variables and

loops in the code should be identified.

Show that you have an understanding of how conditionals work

by coming up with examples and naming them.

Make use of your familiarity with Scratch blocks in order to

develop a program that accomplishes the goal you have set aside.

Provide an overview of the operation of variables in the code.

Describe the function of online communities as well as the

advantages they offer.

Provide an overview of the ways in which they can evaluate the

reliability of digital media by employing a critical lens.

The standards for the third grade place an emphasis on breaking

down larger challenges into smaller ones and making use of the
499 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

iterative design process in order to devise a comprehensive strategy

for the construction and implementation of programs.

Utilizing computing systems to mimic characteristics and

behaviors connected with a subject is something that students are
introduced to when they are in the third grade.

The utilization of technologies in a responsible manner and the

utilization of terminology that is accurate will continue to be
developed further. In order to successfully acquire skills across a
variety of subject areas, it will be essential to have a fundamental
understanding of computing and the use of technology.

Programming and Algorithm development

The student will develop sets of step-by-step instructions,

sometimes known as algorithms, both individually and in
collaboration with other students.

a) by employing in sequence;

b) the utilization of loops, which encompass a wide range of

patterns, including developing patterns and repeating patterns; and
[SOL Math 3.16 is related to this]
 Jabrayilzada Sevinj | 500

Use events as their source.

A block or text-based programming language will be used by

the student to develop programs that will execute tasks as a means of
creative expression.

These programs will be constructed both individually and in

collaboration with other students.

a) by employing in sequence;

b) the utilization of loops, which encompass a wide range of

patterns, including developing patterns and repeating patterns;
and

b) Finding out what happened.

The student will perform an analysis, make corrections, and

improve (debug) an algorithm that has loops, events, and sequencing.

A plan will be developed by the student as part of the iterative

design process.

This plan may be developed independently or in collaboration

with other students utilizing techniques such as pair programming
(for example, storyboards, flowcharts, pseudo-code, and narrative
maps).
501 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The student will compare and contrast a group of items that

have been grouped into at least two sets and two subsets depending
on the traits or activities that they possess.

Decomposing a major problem into smaller sub-problems is a

skill that the student will be able to demonstrate either independently
or in collaboration with other students. [SOL Math 3.3b is related to
this]

The student will give acknowledgment to the sources when

borrowing or modifying ideas (for example, when utilizing
information and graphics generated by others, when using music
created by others, or when remixing programming projects).

The Computerized System

A model of the operation of a computing system, including

input and output, will be created by the student to demonstrate.

Using the appropriate terminology, the student will be able to

recognize simple hardware and software issues that may arise while
using the device, and they will be able to implement solutions to these
issues (for example, restarting the device, checking for power,
checking network availability, and shutting and reopening an
application).
 Jabrayilzada Sevinj | 502

Computer security

The learned individual will be able to recognize issues that are

associated with the incorrect utilization of computing devices and
networks.

It is expected that the student would generate instances of

strong passwords, provide an explanation as to why strong passwords
should be used, and show the appropriate usage of personal
passwords and protecting them.

Information and Analyses

The student will respond to questions by observing data on a

computer before drawing conclusions and making predictions. This
will allow the learner to draw conclusions and make predictions.

An artifact will be created by the student through the utilization

of computing systems in order to mimic the characteristics and
behaviors that are linked with a notion (for example, day and night,
animal life cycles, and plant life cycles). [Related subject matter
areas: mathematics: models, science: phases of the moon]
503 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Computers' Effects on Society

The student will have the ability to recognize computing

technologies that have had a significant impact on the world and will
articulate the ways in which these technologies influence cultural
practices and are influenced by them.

The student will be able to identify the good and negative

aspects that are associated with the widespread use of computers and
computing in everyday life (for example, downloading films and
music files, electronic appliances, wireless Internet, mobile
computing devices, GPS systems, and wearable computing).

It is expected that the student would be able to recognize social

and ethical concerns that are associated with computing devices and
networks.

Internet access and social networking

The students will debate the fact that information may be

communicated via computing devices through a network (for
example, through email, blogging, and video messaging) both in
tandem with one another and as a class.
 Jabrayilzada Sevinj | 504

Curriculum in Informatics ( 4 th grade)

The study, creation, and development of information

technology for the benefit of individuals, organizations, and society
are all elements that are encompassed by the term "informatics,"
which is a broad term.

The term "informatics" was not commonly used in the United

States at the time when the iSchool decided to adopt it as the name
of their bachelor of science degree program in the year 1999.

The selection of this name was based on the fact that it reflected
the options that are open to students who possess the strong technical
background that is required to provide answers to the information
difficulties that are faced internationally.

The Informatics major was developed to be both theoretical and

practical, academic and professional, and to place an emphasis on the
human and humanistic aspects of the design and application of
information systems.

There is no change in the vision: the Informatics major at the

University of Washington addresses directly the requirement for
qualified and talented professionals in every area of society who are
505 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

able to transform information into knowledge that can be put into

action.

The following is a description of informatics that can be found

in the Classification of Instructional Programs (CIP): "A program
that focuses on computer systems from a user-centered perspective
and studies the structure, behavior, and interactions of natural and
artificial systems that store, process, and communicate information.

" Instruction in information sciences, human computer

interaction, information system analysis and design,
telecommunications structure, and information architecture and
management are all included in this course.

Comprehending the Major Skills Necessary for

Informatics

Numerous individuals are vying for the opportunity to

acquire knowledge regarding computer science and information
technology majors. Source.

You Should Be Familiar With These Informatics Major

Skills. Over the past few years, the informatics department has
emerged as one of the most popular majors among a great number of
individuals.
 Jabrayilzada Sevinj | 506

Since the informatics major offers the possibility of a

prosperous professional future, it has attracted a large number of
students who are interested in studying computer science and
programming languages.

If you are interested in pursuing this major, however, you

should first get a deeper understanding of the fundamental abilities
required for this informatics major.

Skill Number One in Informatics: Algorithm

During the course of this educational program, you will be

exposed to a variety of programming languages. Algorithms, which
are a combination of logic and mathematics, are the most
fundamental component of practically all programming languages,
despite the fact that they differ in terms of modeling and writing. In
a general sense, an algorithm is a series of actions that are specific,
logical, detailed, and ordered in a systematic manner.

These stages are taken with the sole purpose of solving a

problem. Because of this, having the capacity to think logically or
systematically as well as quantitatively will ensure that you will
rapidly comprehend and adhere to the lesson.
507 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Competency number two for the Informatics Department:

data management and analytics

For the purpose of implementing information technology

changes that will result in a culture of digital interaction,
organizations require IT staff that possesses these skills. According
to the digital exchanges, the objective is to read and comprehend the
patterns of communication that have been established. The ability to
read trends and prioritize them for development is provided to
businesses by this.

As an additional point of reference for corporate reviews, data

that analyzes the digital behavior of consumers and target groups can
be utilized. If particular classifications are required, then the
collection of data can be completed more rapidly. The objective of
the company is to maintain its pace of expansion while avoiding the
occasional loss of market share.

in the Informatics Department: Logic

During your time in this major, you will become familiar with
a variety of programming languages. The logic is the most important
aspect of all programming languages, despite the fact that they differ
in terms of modeling and writing capabilities.
 Jabrayilzada Sevinj | 508

If you had a methodical mindset or a mastery of sense, that

would be the ideal thing for you to have. If you possess this talent, it
is certain that you will swiftly comprehend and adhere to the
instructions that are given to you.

Cloud computing is the fourth skill of the Informatics

Department.

Computing in the cloud is a field of information technology

that focuses on the storage and application of data. Data originates
from the use of specific portals or websites by customers, whereas
applications are products developed by information technology
companies that can be utilized to make profits. Obviously, data and
applications will continue to develop over time, necessitating the
need for greater storage and management.

As a result, information technology professions and

organizations require skills related to cloud storage. The field of
cloud computing is rumored to be the most lucrative career in
information technology at the moment. mainly due to the fact that
cloud computing typically overlaps with a wide variety of other
information technology abilities, particularly artificial intelligence
(AI) and the Internet of Things (IoT).
509 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

In light of this, not all firms are able to easily accommodate IT

workers in order to address issues related to storage computing. At
the absolute least, it would be preferable if you were really
comprehensive and should not be confused with a person. For
everyone working in information technology, this presents both a
difficulty and a good opportunity.

The fifth skill of the Informatics Department is an

understanding of the concept and how it can be applied.

This talent is going to be absolutely necessary for a

programmer in the future. When it comes to designing Cascading
Style Sheets (CSS) for designs that are applied to web pages and
subsequently flow to other elements on the page, this feature comes
in quite helpful.

Expertise number six: creative and innovative

You possess the ability to innovate, which is the most

significant skill you possess. In addition to the ability to write code
for the program that is now being worked on. To be able to solve a
problem, you also need to have the ability to think creatively.

You need to be able to think creatively and innovatively in

order to be able to handle the situation when your employer
 Jabrayilzada Sevinj | 510

complains about a problem. You are required to develop a solution

that is not only effective but also efficient.

Due to the fact that you are creative, your boss will always
require your services, and you will be a person that is in high demand
inside the workplace whenever you are present.

Accuracy is the seventh skill.

One of the most difficult aspects of entering the world of

programming is the fact that you will be confronted with a deluge of
code written in a broad variety of programming languages.
Consequently, during the process of working on projects, you will
unavoidably be required to polish your foresight by doing things like
meticulously writing each letter and punctuation mark along with its
meaning.

But you have no reason to be concerned since if the program is

able to function without any problems in the future, all of your
complaints and exhaustion will be rewarded with a sense of joy and
pride.
511 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Skill No. 8: Outstanding Capabilities in Presentations

In the field of programming, where presentation skills are

required to transmit information, it is suitable for communication
skills.

Whether you are meeting with other employees or presenting a

proposal to the CEO of the company, when you have strong
presentation skills, you will impress a large number of people all at
once.

During a presentation, there are a lot of aspects that need to be

taken into consideration, such as the capacity to lead an audience, the
ability to master the content, the ability to talk, and having
appropriate body language.

To be able to master this talent, you will need to put in a lot of

practice and give a lot of presentations. You can also learn from
professionals who are skilled in public speaking and watch them
deliver presentations whenever they have the time.
 Jabrayilzada Sevinj | 512

Knowledge of a Foreign Language (Skill No. 9)

It is necessary for you to be familiar with all programming

languages, and the ones that are used on the computer are written in
English.

The fact that language is a soft skill that you will utilize in the
future as a communication bridge with customers is something that
should be underlined once more. Engage in the process of learning
English and at the very least comprehend the passive level.

Teamwork is the tenth skill.

Having the capacity to interact with others and work together

is the final factor that will contribute to your learning process while
you are working in this sector. mainly due to the fact that a project
will typically be executed by a group consisting of multiple
individuals working together. For all of that to be resolved, you need
to have an understanding of the personalities of the members of the
team. This will allow them to assist one another and compensate for
each other's flaws in the future.
513 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Lesson plan for computer science

It is the instructor's road map of what the students need to learn

and how it will be done efficiently during the time that they are in
class that is referred to as a lesson plan. Once you have done that,
you will be able to design appropriate learning activities and devise
techniques to get feedback on the learning of the students.

Your ability to enter the classroom with more self-assurance

and to increase the likelihood of having a meaningful learning
experience with your pupils is enhanced by the fact that you have a
lesson plan that has been meticulously crafted for each three-hour
lesson.

A successful lesson plan takes into account and incorporates

the following three essential components:

• Learning Goals and Criteria

• Educational pursuits such as

• An evaluation to determine whether or not the students have

understood the material

A lesson plan is not an entire document; but, it does give you

with a rough description of your teaching goals, learning objectives,
 Jabrayilzada Sevinj | 514

and the tools to attain them. The definition of an effective lesson is

not one in which everything goes according to plan, but rather one in
which both the students and the instructor learn from themselves and
from one another. On this page, you may find an example of a lesson
plan that lasts for three hours.

Steps to take in order to get a lesson plan ready before the

class

Following are the six stages that you need to take in order to
get your lesson plan ready for your class.

1. Identify the goals of the learning experience.

Identifying the learning objectives for the session is the first

step that you will need to do before you can begin planning the class.
It is more accurate to say that a learning objective explains what the
learner will know or be able to do after the learning experience, as
opposed to what the learner will be exposed to during the instruction
(also known as topics).

The majority of the time, it is written in a language that is

simple enough for children to comprehend and is directly connected
to the learning outcomes required by the program.
515 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The following is a list of the traits that have been identified as

clear learning objectives:

Describe the characteristics of the Tasks that are articulated in

a clear and concise manner, free of jargon and complicated
vocabulary; tasks that are explicit and attainable

• (such as "describe," "analyze," or "evaluate") NOT

ambiguous activities (such as "appreciate," "consider," or "consider")
• "understand" or "explore" these terms).

Define the vital (rather than the trivial) learning that a student
will acquire during the course according to the important learning
goals.

The goal is attainable if it can be accomplished within the

allotted time frame and there are sufficient resources available.

The ability to display and measure anything may be

demonstrated in a concrete form; they are able to be evaluated;
achievement and quality as evidence of accomplishment can be
seen.
 Jabrayilzada Sevinj | 516

Fair and equitable Every student, including those who have

limitations or disabilities, is given an equal opportunity to complete
their education about accomplishing them.

It is important to take into consideration the larger aims, which

include the objectives of the course and the program, as well as the
goals of the institution.

The Bloom's Revised Taxonomy of Educational Objectives

(link) is a helpful resource that may be utilized in the process of
developing learning objectives that are specific, measurable, and
verifiable.

2. Making a plan for the specific educational activities

In the process of arranging learning activities, it is important to

take into consideration the many kinds of activities that students will
be expected to participate in. This is done to ensure that they acquire
the knowledge and skills necessary to exhibit effective learning
throughout the course.

It is important that the learning activities be directly tied to the

learning objectives of the course. Additionally, the activities should
present students with experiences that will allow them to engage in,
517 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

practice, and receive feedback on their progress with regard to those

objectives.

You should make an estimate of the amount of time you will

spend on each of the learning activities as you plan them. You should
schedule time for a more in-depth explanation or conversation, but
you should also be ready to move on quickly to various applications
or challenges, and you should be able to identify and implement ways
that check for comprehension. In the process of designing the
educational activities that you will utilize, some questions to consider
are as follows:

• What steps will I take to clarify the subject matter?

• What are some various ways that I may demonstrate the

subject we are discussing?

• How can I get pupils interested in the subject matter?

• Can you provide students with some real-life examples,

analogies, or scenarios that are pertinent to the topic and can assist
them in comprehending it?
 Jabrayilzada Sevinj | 518

• What are some of the things that students will need to

undertake in order to improve their understanding of the subject
matter?

It is possible to engage students through a variety of activities.

The activity kinds (that is, what the student is doing) and their
examples that are offered below are by no means an entire list; rather,
they will assist you in thinking through how to the most effectively
develop and execute high impact learning experiences for your
students throughout a typical lesson.

Different types of learning activities and their descriptions

The interaction with the content

Providing students with opportunities to engage with the

content in some way increases the likelihood that they will remember
the information that is delivered in these ways. In the drill and
practice, pupils are given a problem or task to complete, and they are
expected to produce a response. The problem or assignment may be
timed or untimed.

Communicate ideas through the use of words, frequently

accompanied by visual aids (such as slides from a presentation).
519 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

A quiz is an exercise that is used to evaluate the degree of

student comprehension, and the questions that are asked can be in a
variety of formats, such as multiple-choice, short-structured, essay,
and so on.

Presentation by students Oral report in which students

communicate their findings from study on a subject and assume a
position and/or role in the presentation

Participation in digital content interactions

Game is a goal-oriented exercise that stimulates collaboration

and/or competitiveness inside a controlled virtual environment.
Students experiment with decision making and visualize the effects
and/or repercussions of their decisions in virtual surroundings.

The examination of relationships, settings, and concepts is

made possible through the use of simulations, which are replicas or
representations of real-world phenomena.

A conversation with other people

Peer relationships, informal support systems, and interactions

and relationships between teachers and students Debate is a verbal
 Jabrayilzada Sevinj | 520

activity in which two or more opposing points of view on a topic are

presented and argued.

A discussion is a formal or casual discourse about a certain

topic or question, in which the instructor supports student sharing of
responses to the questions and builds upon those responses.

Feedback is information that is either offered by the instructor

or by one or more peers regarding aspects of an individual's
performance or understanding.

The feelings, emotions, ideas, and experiences that are unique

to a certain subject are shared by a presenter who has been invited to
speak on the subject.

The ability to solve problems and think critically

The process of presenting students with a problem, scenario,

case, challenge, or design issue, which they are then asked to address
or deal with, provides students with opportunities to think about or
use knowledge and information in new and different ways.

Case study is a detailed story, either true or fictional, that

students analyze in detail in order to identify the underlying
principles, practices, or lessons that it contains.
521 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Concept mapping is a graphical representation of information

that is related to one another and in which concepts that are the same
or shared are linked together.

Real-world projects are a planned collection of interconnected

tasks that are to be carried out over a predetermined time period,
within a specified budget, and within other constraints, either
independently or in collaboration with other people.

The act of reflecting

The first step in the process of reflection is for the student to

consider what they already know and any experiences they have had
in regard to the subject matter that is being investigated or learned.
This is then followed by an investigation of the reasons why the
student thinks about the issue in the manner that they do, as well as
an examination of the assumptions, attitudes, and beliefs that the
student brings to the learning process regarding the topic.

Reflection diary Students are required to keep written records

of their intellectual and emotional responses to a specific topic on a
consistent basis (for example, once a week after each teacher's
lecture).
 Jabrayilzada Sevinj | 522

Each learning activity in the lesson must meet the following

criteria:

(1) it must be aligned to the learning objectives of the lesson;

(2) it must meaningfully engage students in ways that are

active, constructive, authentic, and collaborative;

(3) it must be useful in the sense that the student is able to take
what they have learned from engaging with the activity and use it in
another context or for another purpose.

3. Make a plan to evaluate the students' level of comprehension.

Students are given the opportunity to demonstrate and practice

the knowledge and abilities that are outlined in the learning
objectives through the use of assessments (such as exams, papers,
problem sets, and performances). Additionally, instructors are able to
provide targeted feedback that can be used to steer further learning
through participation in assessments.

Through the process of planning for assessment, you are able

to determine whether or not your kids are learning. It entails making
choices regarding the following:
523 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• the quantity and kind of the assessment activities that will

provide students with the most opportunity to demonstrate their
mastery of the lesson's learning goals

• Illustrations featuring a variety of evaluations

• Both formative and summative in nature
• the standards and criteria that will be utilized in the process
of selecting candidates for evaluation
• a try soles the roles that students play in the evaluation
process
• Evaluation of Oneself
• Evaluation by one's peers
• the process by which individual task evaluations will be
incorporated into the overall grade for the course, as well as the
weighting of individual assessment tasks
• Students are required to be provided with information
regarding the manner in which the various assignments are to be
weighted and merged into an overall grade.
• providing comments to the recipient
• providing input to students on how they can improve their
learning, as well as providing feedback to teachers on how they can
improve their teaching
 Jabrayilzada Sevinj | 524

Click this link to learn more about the process of designing

assessments.

4. Make sure that the lesson is organized in a way that is both

interesting and significant.

In order to facilitate the process of preparing the order in which

your lesson will be delivered, Robert Gagne created a nine-step
procedure that he dubbed the events of instruction. In order to
develop training that is both relevant and engaging, it is helpful to
make use of Gagne's 9 events in conjunction with Bloom's Revised
Taxonomy of Educational Objectives (link).

1.Obtain the attention of the students: In order for the

students to watch and listen when the instructor provides the
material for learning, it is necessary to obtain their attention.

• Tell a tale or describe a problem that has to be solved.

Activities that break the ice, current news and events, case
studies, videos from YouTube, and other similar resources should be
utilized. The goal is to instantly capture the attention of the students
and pique their interest in the subject matter.
525 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

In order to ask leading questions before to a lecture, survey

opinion, or obtain a response to a contentious subject, you might
make use of technologies such as clickers and surveys.

2.The learner should be informed of the objectives, and

they should be given the opportunity to organize their thoughts
in relation to what they are about to see, hear, or do.

The learning objectives should be included in the slides that are

used in the lectures, the syllabus, and the instructions for the
activities, projects, and papers.

• Describe the performance that is required

• Outline the criteria for the standard levels of performance

3.Recall of previous information should be stimulated:

• The best way to assist pupils in making sense of new material

is to relate it to something they already know or something they have
experienced in the past.
• Recall the events that occurred in the prior lecture,
incorporate the outcomes of the activities into the current topic,
and/or apply the material from the previous lecture to the situation at
hand.
 Jabrayilzada Sevinj | 526

• Inquire of the students on their comprehension of the

concepts that came before.

4.Make use of a wide range of instructional strategies,

including as lectures, readings, activities, projects, multimedia,
and other approaches, in order to provide new content.

· To prevent mental overload, organize the material in a

sequential and chunked fashion.

• Combine the information in order to facilitate the

recollection of information

It is possible to use Bloom's Revised Taxonomy to assist in the

sequencing of the lesson by assisting you in chunking the lessons into
different levels of difficulty.

5.Give pupils direction by informing them of methods that

will assist them in studying the material and of the resources that
are available to them.

Students are less likely to waste time or become frustrated

when they base their performance on incorrect information or
concepts that they do not fully understand when they are provided
527 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

with learning guidance. This results in an increase in the rate of

learning.

Support for instruction should be provided on an as-needed

basis, in the form of scaffolds (cues, hints, and prompts) that can be
eliminated after the student has mastered the job or the material.

• Serve as a model for a variety of learning tools, including

metaphors, idea mapping, role playing, and visualizing

Examples and non-examples should be used.

Please click here for additional information regarding the

scaffolding of student learning.

6.Let pupils put their newly acquired information and

abilities to use through practice.

• Give pupils the opportunity to apply their knowledge both in

group and individual activities
• If you want pupils to learn more deeply, you should ask them
questions that make reference to what they already know or have
them work together with their classmates.
• Instruct the students to recite, review, or restate the
knowledge that they have acquired.
 Jabrayilzada Sevinj | 528

In order to facilitate student elaborations, you should ask

students to elaborate or explain details and add greater depth to their
responses.

7.Provide feedback: In order to evaluate and support

learning, it is important to provide rapid feedback on the
performance of pupils.

Consider providing feedback to students at the group or class

level (highlighting typical faults, providing instances or models of
target performance, and demonstrating to students what you do not
want them to do).

Consider putting in place a system of peer feedback

• Make it mandatory for students to explain how they

incorporated feedback into their following works.

8.Assess performance: In order to determine whether or

not the instructional activities were successful, it is necessary to
conduct tests to see whether or not the desired learning objectives
were attained. It is important that performance be based on the
objectives that were mentioned before.
529 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

· Make use of a wide range of assessment strategies, such as

tests and quizzes, written assignments, projects, and so on.

9.Allow students to apply material to personal

circumstances in order to improve their ability to retain and
transfer information. Through the process of personalizing
knowledge, this boosts retention.

• Make it possible for pupils to draw connections between the

material they are studying and their own life experiences.
• Offer supplementary methods of practice
• Five. Develop a timetable that is credible.

Your list of learning objectives should be narrowed down to

the two or three most important ideas, concepts, or skills that you
want students to acquire throughout the class. A list of 10 learning
objectives is not feasible. You will be able to make judgments on the
spot and alter your lesson plan as necessary with the assistance of
your list of learning objectives according to their priority. In order to
create a timeline that is accurate, the following are possible
strategies:

Assume that each of the activities will require a certain amount

of time, and then schedule some more time for each of them.
 Jabrayilzada Sevinj | 530

During the process of developing your lesson plan, make sure

to mention, next to each activity, the amount of time that you
anticipate it will take.

• At the end of the lesson, schedule a few minutes to address

any questions that may still be raised and to summarize the most
important elements.

• If you still have time, you should make plans for an additional
activity or a question for discussion.

• Remember to be adaptable; you should be prepared to modify

your lesson plan in accordance with the requirements of your pupils
and concentrate on what appears to be more effective rather than
adhering to your initial plan.

6. Arrange for a lesson to be finished.

The chance to consolidate student learning is afforded by the

conclusion of the lesson. The practice of closing out a lesson is
beneficial for both teachers and students.

It is possible to employ closure to:

531 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Determine whether or not the students have understood the

material, and use this information to inform subsequent lessons
(make adjustments to your teaching accordingly).

• Place an emphasis on the most important information

• Bring all of the loose ends together

• Clear up any confusion that the pupils may have

• A sneak peek at upcoming articles

As a result of your closure, your pupils will find it helpful for:

• Concluding, reviewing, and proving that they have a

sufficient comprehension of the most important points

• Bringing together and assimilating the most important facts

• Establishing a connection between the concepts being taught

and various conceptual frameworks and/or prior knowledge

• The ability to adapt one's ideas to new circumstances

The lesson might be brought to a close in a number of different

ways, including the following:
 Jabrayilzada Sevinj | 532

In your own words, state the most important points ("Today we

talked about...").

You should ask a student to assist you in summarizing them.

• Instruct each and every student to jot down on a sheet of paper

what they consider to be the most important insights gained from the
lecture.

In the course of the class, you will present your lesson

plan.

You may help your pupils remain more interested and on track
by informing them of the activities and lessons that they will be
participating in during the class period.

The provision of a meaningful organization of the time spent

in class can not only assist students in remembering information more
effectively, but it can also assist them in following your presentation
and comprehending the reasoning behind the activities that are
planned for learning.

Your lesson plan can be communicated to the students by either

putting a quick agenda on the whiteboard or by providing them with
a clear explanation of what they will be learning and doing
533 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

throughout the class period. For advice and strategies on how to make
a lesson more interactive, please click on the link provided below.

Reflecting on your lesson plan after the election of the

class

Take a few minutes after each lesson to think about what went
well and why it went well, as well as what you could have done
differently. In order to make it simpler to adapt to the various
circumstances that may arise in the classroom, it would be beneficial
to identify effective and less successful ways of organizing class time
and activities. The lesson plan should be revised if necessary.

The bibliography

1.S. Ambrose, M. Bridges, M. Lovett, M. DiPietro, and M.

Norman were the authors of the study. In the year 2010. The seven
research-based principles for effective teaching that explain how
learning occurs. In San Francisco, California, Jossey Bass.

2.2005 edition of EDUCAUSE. Activities that could be used

for learning. The following URL was retrieved from the
EDUCAUSE website on April 7th, 2017:
https://net.educause.edu/ir/library/pdf/NLI0547B.pdf.
 Jabrayilzada Sevinj | 534

3.D. L. Fink, Jr. The year 2005. Course design that is

integrated. The IDEA Center is located in Manhattan, Kansas. Idea
Paper 42.pdf was retrieved from the website http://ideaedu.org/wp-
content/uploads/2014/11/File.pdf.

4. Wager, W.W., and Golas, K. C., together with Gagne, R. M.

In 2005, Keller and Keller, J. M. The fifth edition of Principles of
Instructional Design. This is Wadsworth, California.

5. The name Gredler, M. E. The year 2004. Learning through

games and simulations and the ways in which they are effective.
These are the pages that may be found in the second edition of the
Handbook of research for educational communications and
technology, edited by D. H. Jonassen. Lawrence Erlbaum Associates
and located in Mahwah, New Jersey.

6.Swan, J.C. Richardson, and others. A. K. The year 2003. A

study that investigates the relationship between students' perceived
learning and satisfaction and the existence of social presence in
online courses. Journal of Asynchronous Learning Networks,
Volume 7, Number 1, Pages 68–88."
535 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

7.T.J. Schuell, Inc. The year 1986. Learning based on cognitive

and logical concepts. The Journal of Educational Research, Volume
56, Pages 411-436."

Organization of computer training

In primary school. School computer room

ETHICS IN COMPUTER ROOM MANAGEMENT

Any computer room needs to be managed in the appropriate

manner. We are required to maintain a computer room in a good
shape at all times, in contrast to our residences.

MANAGEMENT PRACTISES FOR THE COMPUTER

ROOM

1. ensuring that the environment is clean and free of dust.

2. Keeping the lights at the proper level

3. ensuring that there is sufficient and suitably enough

ventilation.

4. The computer system should be properly configured, and all

connections should be completed before it is used.
 Jabrayilzada Sevinj | 536

5. In the sixth computer room, it is recommended that you

refrain from eating and drinking. 6. It is important to keep noise to a
minimum in a computer room.

7. Each and every computer ought to be inspected by a

maintenance officer both before and after use.

REQUIREMENTS FOR A COMPUTER ROOM TO BE

CONSIDERED STANDARD

1. Structures of computers

2. Furniture, including a chair and a table

3. A source of electricity number

4. Air conditioning and fan number

5. Uninterruptible power supply, sometimes known as a UPS,

number

6. The seventh printer.

7.There are eight speakers.

8. The surge protectors and wires number

9. There are ten scanners. Extinguisher for fire, etc.

537 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

There are five reasons why school computer labs are still
important.

A growing number of students are purchasing their own

personal computers, which has led some people to question whether
or not it is necessary for schools to have computer laboratories.

There are several reasons why school computer labs continue

to be applicable in today's classrooms, which is a source of great
relief. Students are able to prepare themselves for a future that will
be dominated by technology by participating in learning
environments that are both structured and inclusive.

At this time, the computer laboratories in schools are the focus

of budget cuts explicitly. A one-to-one ratio is advocated by those
who are in favor of doing away with them as the solution to all
computer problems.

The primary focus of the problem is on educational institutions

that do not yet supply computers to each and every student but strive
to do so in the near future.

Those who are working to eliminate or restrict the amount of

computing resources that are made available to students are
concentrating their efforts on the computer lab at the school. Despite
 Jabrayilzada Sevinj | 538

this, a significant number of teachers are in favor of its continued use.

ICT labs in schools continue to be crucial in today's society, and here
are the top five reasons why their importance cannot be overstated.

1. Workstations are able to facilitate more

Computer labs are created with workstations that are more

ergonomically designed. These workstations contain computers that
have strong CPUs and keyboards that are full-sized.

The students are now more comfortable, and their future health
is protected by a monitor that is full-sized and adaptable and can be
adjusted. In order to reduce the risk of experiencing pain, discomfort,
and long-term damage such as herniated discs, it is vital to employ
good ergonomics when working with a computer.

Through the provision of full-sized external displays and Wi-

Fi for easy connectivity, you will be able to reap the benefits of
increased workplace comfort and productivity.

2. The computer labs in schools guarantee access without

bias.

A greater number of schools are adopting the 1:1 computing

model as a direct result of the establishment of school ict labs. Every
539 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

single pupil in the classroom will now have access to a single gadget
as a result of this.

Children in elementary school have the least amount of access

to personal technology, and only a small percentage of them have
access to gadgets that are not shared and that enable them to use the
internet at home. As the use of computer laboratories in schools
becomes more widespread, there will be positive changes in the
educational system.

3. Collaboration is encouraged in contemporary computer

labs.

There is now a process of redesigning computer laboratories in

order to facilitate the collaborative exploration of concepts and the
creation of meaning. The purpose of these is to make a wide variety
of educational activities easier to accomplish.

In the same way that classrooms are being rearranged to

accommodate the constructivist learning methods of today,
information and communication technology laboratories in schools
are undergoing the same shift.
 Jabrayilzada Sevinj | 540

4. Students get access to advanced resources.

The majority of the time, schools that have the capacity to do

so transform outdated labs into constructive development spaces,
STEM labs, and other types of labs. These rooms are still excellent
for desktop workstations, but they now integrate a greater number of
high-tech resources and collaborative equipment, such as 3D
printers, scanners, software, and other tools.

To facilitate a wide variety of learning activities, as well as

student inquiry and collaboration, they are designed to be as flexible
as possible.

5. An enhancement to learning both in the classroom and

at home

Students have the opportunity to acquire skills that are not

directly relevant to the subject that is being taught in the classroom,
such as basic typing abilities and advanced editing skills, through the
usage of a computer lab.

Important things to think about while establishing a computer

lab in a school for the 21st century
541 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

It is necessary to have the ability to adapt to new trends in

pedagogy and technology, as well as flexibility. The construction of
a computer lab that is suitable for the twenty-first century cannot be
done in a single way. The construction of a school computer lab
encompasses a wide range of activities, including but not limited to:
online or remote learning and research; the creation of content;
studying and evaluation; group and individual work; tutoring;
studying; socializing; and more.

There is little doubt that the existence of school computer labs

has had an effect on the way in which kids acquire education. School
computer labs provide students with an environment in which they
can investigate, create, connect with others, and develop their digital
literacy. Through the provision of more processing capacity, online
learning, and other features, these technologically enhanced rooms
are able to handle a greater number of pupils.

There are five reasons why school computer labs are still
important.

Schoolnet India is the author of this article, which was

published on November 28th, 2022.
 Jabrayilzada Sevinj | 542

A growing number of students are purchasing their own

personal computers, which has led some people to question whether
or not it is necessary for schools to have computer laboratories. There
are several reasons why school computer labs continue to be
applicable in today's classrooms, which is a source of great relief.
Students are able to prepare themselves for a future that will be
dominated by technology by participating in learning environments
that are both structured and inclusive.

At this time, the computer laboratories in schools are the focus

of budget cuts explicitly. A one-to-one ratio is advocated by those
who are in favor of doing away with them as the solution to all
computer problems. The primary focus of the problem is on
educational institutions that do not yet supply computers to each and
every student but strive to do so in the near future.

Those who are working to eliminate or restrict the amount of

computing resources that are made available to students are
concentrating their efforts on the computer lab at the school. Despite
this, a significant number of teachers are in favor of its continued use.
ICT labs in schools continue to be crucial in today's society, and here
are the top five reasons why their importance cannot be overstated.
543 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

1. Workstations are able to facilitate more

Computer labs are created with workstations that are more

ergonomically designed. These workstations contain computers that
have strong CPUs and keyboards that are full-sized. The students are
now more comfortable, and their future health is protected by a
monitor that is full-sized and adaptable and can be adjusted. In order
to reduce the risk of experiencing pain, discomfort, and long-term
damage such as herniated discs, it is vital to employ good ergonomics
when working with a computer.

Through the provision of full-sized external displays and Wi-

Fi for easy connectivity, you will be able to reap the benefits of
increased workplace comfort and productivity.

2. The computer labs in schools guarantee access without

bias.

A greater number of schools are adopting the 1:1 computing

model as a direct result of the establishment of school ict labs. Every
single pupil in the classroom will now have access to a single gadget
as a result of this.

Children in elementary school have the least amount of access

to personal technology, and only a small percentage of them have
 Jabrayilzada Sevinj | 544

access to gadgets that are not shared and that enable them to use the
internet at home. As the use of computer laboratories in schools
becomes more widespread, there will be positive changes in the
educational system.

3. Collaboration is encouraged in contemporary computer

labs.

There is now a process of redesigning computer laboratories in

order to facilitate the collaborative exploration of concepts and the
creation of meaning. The purpose of these is to make a wide variety
of educational activities easier to accomplish. In the same way that
classrooms are being rearranged to accommodate the constructivist
learning methods of today, information and communication
technology laboratories in schools are undergoing the same shift.

4. Students get access to advanced resources.

The majority of the time, schools that have the capacity to do

so transform outdated labs into constructive development spaces,
STEM labs, and other types of labs. These rooms are still excellent
for desktop workstations, but they now integrate a greater number of
high-tech resources and collaborative equipment, such as 3D
printers, scanners, software, and other tools.
545 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

To facilitate a wide variety of learning activities, as well as

student inquiry and collaboration, they are designed to be as flexible
as possible.

5. An enhancement to learning both in the classroom and

at home

Students have the opportunity to acquire skills that are not

directly relevant to the subject that is being taught in the classroom,
such as basic typing abilities and advanced editing skills, through the
usage of a computer lab.

Important things to think about while establishing a

computer lab in a school for the 21st century

It is necessary to have the ability to adapt to new trends in

pedagogy and technology, as well as flexibility. The construction of
a computer lab that is suitable for the twenty-first century cannot be
done in a single way. The construction of a school computer lab
encompasses a wide range of activities, including but not limited to:
online or remote learning and research; the creation of content;
studying and evaluation; group and individual work; tutoring;
studying; socializing; and more.
 Jabrayilzada Sevinj | 546

There is little doubt that the existence of school computer labs

has had an effect on the way in which kids acquire education. School
computer labs provide students with an environment in which they
can investigate, create, connect with others, and develop their digital
literacy. Through the provision of more processing capacity, online
learning, and other features, these technologically enhanced rooms
are able to handle a greater number of pupils.

It's possible that you're referring to:

Computer laboratory

• A facility that is used to host computer systems, often known

as a data center

A public location where individuals can use the Internet is

known as an Internet cafe.

The server room is a room that is dedicated to housing

computer servers.

• Telecentres, which are public locations in economically

developing nations where individuals can access the Internet
547 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Alternatively, an office is a room in a building (particularly a

house or apartment) that is designed to accommodate the use of a
personal computer.

We are going to talk about how to build up your very own

personal computer room.

If you want to set up your own personal computer room, this

guide will walk you through the process step by step. It will also
provide you with advice on how to select the appropriate hardware
and furnishings, as well as how to maximize your space for gaming
and work.

Earlier than anything else, there are a few things that you need
to take into consideration. They are as follows:

1. Location of

Select a place that is convenient for both you and the other
people in your group. It must to be conveniently accessible and have
sufficient space for all of your equipment to be stored underneath it.
 Jabrayilzada Sevinj | 548

2. Arrangement of

Determine how you would like to arrange the equipment and

furniture in your space. Make certain that everything is easily
accessible and within easy reach.

3. Luminisance

When selecting lighting, make sure it is neither too bright nor

too faint. It is important that you are able to view the screen without
causing any strain to your eyes.

Please refer to this page for our suggested solution for

illumination.

4. Air circulation

Check to see that the room has adequate ventilation. Make sure
that your apparatus does not become overheated.

Please refer to this page for our suggested remedy for

ventilation.

5. Blocking out noise

Soundproof the area if you are able to do so, so that you do not
disturb other people when you are working or playing video
549 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

games.This is where you can find the soundproofing solution that we

recommend.

Finding the appropriate apparatus to use

Assuming that you have a room that is specifically designated

for your personal computer (preferably, a spare bedroom or office),
the first thing you need to do is select the appropriate workstation.

Picking out the ideal workstation

In order to maximize your gaming and productivity, you will

need a spacious desk that has sufficient space to accommodate your
monitor, keyboard, and mouse, even if you have some extra space. In
the event that you intend to make use of many monitors, you will
require a desk that is slightly larger. Both online and at your
neighborhood office supply store, you may discover gaming desks
that are of high quality.You can view the solution that we offer for a
computer desk here.

Investing in the appropriate chair

Following that, you will have to select the appropriate chair.

This is of utmost significance if you intend to spend a significant
amount of time in your own computer room.
 Jabrayilzada Sevinj | 550

You should look for a chair that is not just supportive but also
comfy, and that has a backrest and armrests that can be adjusted.
Again, there are a lot of wonderful options available both online and
in businesses that sell office supplies.

Check out this link to see the solution that we offer for an office
chair.

How to select the appropriate computer

At this point, it is time to select the appropriate computer. It is

sufficient to utilize any current computer if you are only a casual user.
On the other hand, if you are a power user or a gamer, you will require
a more powerful computer. Ensure that the PCs you are
contemplating are suitable for your requirements by conducting
research on their specifications.

How to select the appropriate headphones

On any personal computer, headphones are an indispensable

component. They make it possible for you to work or play games
without getting in the way of other people. Keep an eye out for a pair
that is not only comfy to wear but also has an outstanding sound
quality.
551 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

There is a wide variety of reasonably priced gaming headsets

available on the market (marleysguide.com), in case you are running
out of money.

Although there are significant distinctions between headsets

that are inexpensive and those that are expensive, the ideal option is
ultimately determined by your financial constraints and
requirements, so make an informed decision.

Choosing the Correct Stand for Your Headphones

To maintain a tidy and well-organized workspace, you will

require a stand for your headphones. You won't have to worry about
your headphones becoming tangled or taking up additional space on
your desk thanks to this.

Choosing the perfect stand that is made of the appropriate

material for both your desk and your headphones is also very
important to keep in mind since if you don't, it could potentially cause
harm to your headphones. There are a lot of wonderful choices
available online; therefore, you should take your time and pick the
one that is best for you.
 Jabrayilzada Sevinj | 552

How to select the appropriate microphone

In order to use voice chat while working or playing video

games, you will need to have a microphone accessible. Try to get a
microphone that is not only clear but also simple to operate. Once
more, there are a lot of wonderful choices available on the internet.

Please refer to this page for our suggested solution for

microphones.

Selection of the Appropriate Webcam

A webcam is required if you intend to use video chat as a

communication tool. If you can, look for a webcam that has both high
definition clarity and night vision. On the other hand, there are a great
deal of other possibilities available online.

You may view the solution that we recommend for webcams

here.

Putting everything down on paper

You are now in possession of all of the necessary equipment,

and it is time to put it all together. I will now offer some advice:
553 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

1. Take the necessary steps to ensure that your workstation is

arranged in a manner that is comfortable for you. Each and every
piece of equipment that you have should be within easy reach.

2. In order to prevent strain on your neck and eyes, position

your monitor so that it is at eye level.

3. Put your mouse and keyboard in a position where they are

easily accessible so that you don't have to extend.

4. For the best possible sound quality, position your speakers

so that they are pointing directly at you.

5. Ensure that your space has adequate ventilation in order to

prevent your equipment from becoming overheated.

6. Keeping cords and cables tidy and out of the way can be
accomplished with the help of cable management systems.

7. In the event that you have more than one monitor, arrange
them in such a way that they do not obstruct your view.

8. Find a posture that is comfortable for you by adjusting the

height of both your chair and your desk.
 Jabrayilzada Sevinj | 554

9. Taking frequent breaks to stretch and rest your eyes is

essential if you intend to spend a significant amount of time in your
computer room.

Utilizing your available space

When you have all of the necessary furniture and equipment, it

is time to optimize your space so that it is conducive to gaming and
productivity.

• Make sure that your furniture and equipment are arranged in

a manner that is ergonomically sound and pleasant for you. Make
certain that everything is easily accessible and within easy reach.

If you want to maintain a clean and well-organized

workstation, you might think about installing shelves or storage
cabinets.

• In the event that you have more than one monitor, you should
arrange them in a manner that is convenient for you to use. In order
to assist you with this, you might want to consider purchasing a
monitor stand or mount.
555 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Check that the room has adequate ventilation and, if at all

feasible, that it is soundproofed. While you are working or playing
video games, this will assist you maintain a comfortable position.

Lastly, in order to make the place your own, you need

incorporate some unique touches. One example of this would be the
addition of paintings, posters, or other types of decorations.

Step-by-step instructions for setting up your personal

computer room

Now that you have taken all of these considerations into

account and are aware of the equipment that you ought to be
purchasing, let's go on to the next step of setting up your own
computer room.

1. Determine both your location and your layout.

2. Put your furniture and equipment in the place that

corresponds to the layout that you have chosen.

3. In order to confirm that everything is functioning properly,

you should connect your equipment and test it.

4. . Put in place any software that you require.

 Jabrayilzada Sevinj | 556

5. Make adjustments to your settings in order to create the best

possible gaming and productivity experience.

6. Have fun in your brand-new computer room.

Final Thoughts

Making the perfect personal computer room requires a lot of

time and effort, but it is well worth it. You will be able to create a
room that is not only elegant but also pleasant and practical if you
follow these guidelines. It is essential to ensure that you choose the
appropriate chair, gaming headset, headphones stand, and desk for
your game room, as this is one of the most essential components of a
gaming sanctuary.

Therefore, what are you holding out for? Create the computer
room of your dreams by getting started right away.

The level and stages of teaching computer science in

primary school

The first step in getting children ready for school in Azerbaijan

is to provide them with a preschool education. During this time,
children are taught to love and be interested in learning in a joyful
manner. It is at this era that the basis is established for the
557 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

development of mental, physical and creative potential,

psychological stability, aesthetic education, simple work skills, a
sensitive and conscious attitude towards the environment and one’s
health begin to shape.

By utilizing the child's interests during the process of

preschool preparation, he is prepared for the transition to school
education that is the most straightforward and comfortable for him.
There are five days in a week that schools in Azerbaijan are open.
Every student receives a free education that is broken up into three
stages:

Primary school education is provided. Available to children

who are older than six years old and has a duration of four years.
Every single student in primary education is required to take a test at
the conclusion of their studies. They will be transferred to secondary
school based on the results of the investigation.

A secondary education that is more general. It begins in the

fifth grade and continues until the ninth grade. The children receive
the necessary preparation to pass the final examination during this
time period, during which they study mathematics, history, foreign
languages, literature, physics, chemistry, and biology in great detail.
 Jabrayilzada Sevinj | 558

The youngster is awarded a certificate of basic education upon

completion of the ninth grade.

After that, he has the option of obtaining employment,

continuing his education at school, or enrolling in any vocational
institution.

Obtain a secondary education and finish it. After completing

the ninth grade, you will need to continue your education for a further
two years in order to obtain it. Its purpose is to help students get ready
for acceptance into universities.

Upon completion of their education, pupils are required to take

a state examination that is paid for. The results of this examination
earn them a certificate of general education and allow them to enroll
in the institution of their choice within the country.

Every single child in Azerbaijan is required to attend

elementary and secondary school as part of their formal education.
The decision of whether or not a student wishes to study in grades 10
and 11 is left up to the individual student. However, in order to enroll
in a university, one must first obtain a diploma of general education.

Children attending schools in Azerbaijan are given the choice

to select the language that will be used for instruction. Even though
559 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Azerbaijani is the primary language taught in the majority of schools,

it is also possible to receive an education in Russian. Every piece of
literature that is required for this is available.

There is no cost associated with either of the training

alternatives. The official figures indicate that approximately ten
percent of students select educational institutions that provide
Russian language classes.

In addition to educational establishments that specialize in the

Russian language, Azerbaijan is home to branches of well-known
schools and foundations that provide instruction in the English
language.

These include the British School, EF English First, and other

similar organizations. Local citizens, in addition to foreigners and
emigrants, are able to pursue their education at that venue. As a result
of the fact that the majority of these schools are private, tuition fees
are also paid.

Aspects of the instructional method utilized in Azerbaijani

educational institutions

In this country, the celebration of Knowledge Day takes place

not on September 1st, but rather on September 15th, and the end of
 Jabrayilzada Sevinj | 560

the school year occurs 15 days after that. In addition to mathematics

and economics, schools also provide instruction in specialized
classes in the following four areas: technical, humanities, natural
sciences, and scientific. There are individual programs for each
profile.

The children have the ability to select their own topics for more
in-depth study. There is no reason for Azerbaijani students to be
concerned about their grades in the first grade. In the first year of
study, they are not allowed to be taken.

The evaluation is then carried out using a scale that ranges

from zero to one hundred points, with "five" representing indicators
that range from eighty to one hundred points, "four" representing
indicators that range from sixty to eighty points, and "three"
representing indicators that range from thirty to sixty points. Any
score that is lower than thirty points is regarded as unacceptable.

There are a number of traditions that have arisen within the

Azerbaijani educational system. Education in the republic has seen
considerable transformations in the years that have passed after the
fall of the Soviet Union.
561 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Nevertheless, there is one thing that has not changed: the

provision of the younger generation with knowledge, the appropriate
degree of education, and the development of cultural characteristics.
Only via the implementation of this strategy can young people
develop into deserving citizens of their nation.

There are several stages involved in becoming proficient

in the fundamentals of computer science.

Propaedeutic stage I (grades 1-2) of the process. Primary

school students are the ones who are introduced to the computer for
the first time. It is through the utilization of educational gaming
programs and basic computer simulators that the foundations of
information culture are established.

Students in grades two and three are required to take Stage II,
which is a fundamental course that fulfills the requirements for a
minimal level of general education in computer science. Students will
be able to learn the methods and means of information technology
for problem solving, as well as build the skills necessary to make
conscious and sensible use of a computer in their educational and
later professional activities.
 Jabrayilzada Sevinj | 562

Through the study of the fundamental course, one can develop

an understanding of the similarities that exist between the processes
of acquiring, converting, conveying, and storing information in living
nature, society, and technology.

The feasibility of transferring the beginning of the systematic

study of computer science to primary school, in addition to the need
in the conditions of informatization of school education, is also due
to two other factors: firstly, the positive experience of teaching
computer science to children of this age, both in our country and
abroad and, secondly, significant the role of studying computer
science for the development of thinking, the formation of a scientific
worldview of schoolchildren of this particular age group.

It is possible for the content of the basic course to incorporate

three primary directions that are now being taught in the field of
computer science in schools. These directions reflect the most
essential components of the fundamental significance of computer
science in education:

The ideological component that is involved with the formation

of concepts concerning the system-information approach to the
analysis of the surrounding world, the function of information in
563 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

management, and the general patterns of information processes in

systems of varying natures;

• the "user" aspect that is linked with the establishment of

computer literacy, which prepares students for tasks that are practical
in the context of the widespread use of information technologies;

• the algorithmic (programming) aspect, which is currently

related with the development of schoolchildren's thinking to a higher
extent

The third and fourth grades of the senior year are a customized
training program that is differentiated in terms of both volume and
content based on the interests and primary focus of pre-professional
education for kids.

An in-depth study of programming and methods of

computational mathematics is possible for schools and classes that
have a physics and mathematics profile. Additionally, for schools
that have a biological and chemical profile, an informatics course that
is related to the use of a computer for modeling and processing
experiment data is possible.
 Jabrayilzada Sevinj | 564

Additionally, for schools and gymnasiums that have a

humanitarian profile, an idea of a systematic approach in linguistics,
literary criticism, history, and other related fields is possible.

The current course in computer science does not, in many

respects, satisfy modern trends in the development of education and
does not fully reflect the diversity of pedagogical functions of
studying the general education field of "computer science" in school.
This has been the case from the second half of the 1990s until the
present day.

When attempts are made to further technocratize the computer

science course, the substance of the course is reduced to the study of
information technology. This results in the computer science course
being integrated with the topics of the technical cycle or being
dissolved in the mathematics course.

The second point is that it is essential to transfer foreign

experience with great care when selecting the priority tasks of the
computer science course, with a special emphasis on the utilization
of the Internet. In order to meet the urgent challenges that the modern
school as a whole is currently confronting, it was necessary to be able
565 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

to develop regulations that conform to the traditions of domestic

education.

A project a standard of education for the general and

fundamental education within the realms of information technology
and computer science

In elementary school, students are encouraged to learn

computer science and information technology with the intention of
accomplishing the following objectives:

Acquisition of computer literacy and initial competence in the

use of information and communication technologies, the simplest
computer models when solving educational and practical problems
in school and outside of it; obtaining the necessary training for the
use of computer science methods and information technology tools
in the study of academic disciplines of the basic school and
educational programs of the subsequent

Stage of training, as well as for mastering professional

activities that are in demand in the labor market at the time of the
acquisition of these skills;

• having the ability to search, select, critically evaluate,

organize, present, and transmit information; having the ability to plan
 Jabrayilzada Sevinj | 566

and organize one's own information activities and the results of those
activities; mastering the skills necessary to work with different kinds
of information using a computer and other forms of information
technology;

• gaining experience in the implementation of individual and

collective projects related to a variety of academic fields, such as
publishing school magazines, creating school pages on the Internet,
virtual local history museums, and other similar endeavors, using
information and communication technologies; making use of
information that is available on the Internet and in a variety of media;

• having an understanding of a body of knowledge that is

associated with the information picture of the world, which includes
the following: fundamental concepts that are required for the
formation of specific ideas about information processes, systems, and
technologies; concepts regarding the generality and patterns of
information processes in a variety of social and technological
systems; concepts regarding the mechanisms of information
perception and processing by humans, technological and social
systems; and concepts regarding modern information civilization.
567 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• familiarization with the use of information and

communication technologies as techniques of understanding nature
and society, including the observation and recording of natural and
social phenomena, as well as the presentation of the results of these
observations and recordings in the form of information assets;

• the development of intellectual and creative ability, as well as

cognitive interests, through participation in information activities;

As a natural stage in the progression of civilization, education

of the necessary rules of behavior and activity in accordance with the
requirements of the information society is an essential component.

The accomplishment of these objectives is accomplished by

achieving mastery of the educational material that is presented in the
following paragraphs:

- qualities, skills, and procedures that are general to education

pursuits and activities

-operating with information objects in their many

representations: mental, graphical (on paper, Screen), aural
representation.
 Jabrayilzada Sevinj | 568

The acquisition of experience and skills in one's own

information activities, the utilization of information and
communication technologies (ICT) in the study of school subjects
and other educational activities, the organization of one's own
information space (a set of personal folders), and the covering (using
simple examples) of the most widespread areas of application of
information and communication technologies technologies are all
examples of such activities.

• the resolution of issues pertaining to the construction of the

most basic visual information models of things and processes that
occur in the real world!

Fundamental principles underlying information

processing

The fundamental ideas that underpin computer science are the

information item, the process, the algorithm, the primary types of
algorithms and the means by which they are presented, control, and
feedback. information transmission process, information source and
receiver, signal, encoding and decoding, information distortion
during transmission, and the speed at which information is
transmitted are all topics that are covered in this article.
569 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The fundamental elements of a computer and the functions they

perform, including the processor, memory, monitor, interfaces,
keyboard, and mouse; the software philosophy that governs the
operation of a computer? A classification of the primary categories
of information resources that are available to both general users and
professionals.

We take into account the dynamic changes that occur in the

qualitative qualities of information and communication technology
tools when making judgments regarding the selection of ICT tools,
including those that are used by individuals.

The areas of education that are receiving the most attention for
development are languages, computer science and information
technology.

Mathematical information and communication technology

tools, including dynamic (electronic) tables. altering data, moving to
graphical representation, and putting data into a table that has already
been prepared. inputting mathematical formulas, which are used to
describe the reliance on a graph respectively.

Mathematics and natural science are high-priority topics for

improvement in the educational system.
 Jabrayilzada Sevinj | 570

Data storage. search through the selection of items from a list

and the designation of field values. producing records in databases
(by doing things like completing out surveys), including records that
pertain to information about the student they are studying.

Computer science and information technology, social studies,

physical education, and extracurricular activities are the areas of
education that are receiving the most critical attention for
development.

Pictures and drawings are included. both the graphic panel and
the scanner are used for input. geometric and stylistic alterations
taken.

Additional curricular activities, the fine arts, and local history

are the areas of schooling that should have priority growth.

The blueprints. Selecting, combining, shifting, and

transforming components and pieces geometrically are all examples
of transformations. a three-dimensional image displayed on the
screen of the computer, together with the working tools for that
image. object catalogs. drawings that are straightforward.

A creation of a drawing of a certain item, including but not

limited to diagrams, maps, and other special forms of drawings. in
571 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

the process of developing or putting together a thing based on a

drawing.

Technology (and drawing in particular) is one of the

educational topics that should receive priority attention.

Aural and visual media, including musical compositions and

graphics. editors and non-linear editors are examples of work tools
that are included in the on-screen visual representation.

Project activities in a variety of subjects, as well as languages,

music, and local history, are among the educational areas that are
receiving priority development.

The act of recording information about the processes and items

that are present in the surrounding world objects and processes that
are being recorded:

-the natural, the cultural, and the historical, the school life, the
individual and family history, and other topics, including the
capturing of images (using digital cameras, microscopes, and various
types of scanners, among other things);

- written writings that are obtained by the recognition of text

pictures and spoken words;
 Jabrayilzada Sevinj | 572

video and audio recordings, with a particular emphasis on the

utilization of digital recording mechanisms;

- music, in particular the use of a keyboard designed for

musical music;

- tables that contain the results of measurements (the use of

sensors that are connected to a computer in particular);

- outcomes of observations, surveys, etc.

Social studies and natural sciences are two areas of education

that are receiving priority attention looking for and making use of
information:

-Encyclopedias and reference books on computers;

-information found in databases and on the internet;

-sources of knowledge that do not involve computation,

formulation of demands for items. catalogs as well.

The search engines. material that has been critically evaluated

and organized. A personal information space is created through the
utilization of a file system, linkages to other files, and sources that
are located on the Internet. Guidelines for referring and citing the
sources of information or references.
573 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Social studies are among the educational priority areas

that need to be developed.

information administration, display, and dissemination of

information

Information that is presented in the form of a printed

publication, on the Internet, or in the form of a speech given by a
student. the organizing of one's own information space, which may
include the student's works, the many versions of those works, links
to pertinent assignments and projects, the works of other students,
information that has been acquired, and sources that have been used.
Group conversation, with the progress and outcomes of the
conversation being recorded in written form and also being combined
with video recording. telephone, pager, E-mail:

- norms of correspondence, attachments to letters, sending,

receiving. individuals can save objects from the internet and links to
those objects for their own personal use.

-video conferencing and teleconferences for example.

-the utilization of digital telecommunications to facilitate

activities that involve group learning.
 Jabrayilzada Sevinj | 574

Computer science and information technology, languages, and

social studies are the areas of education that are receiving the most
attention for improvement.

There are a variety of components that make up the structure

of the educational process in computer science, including the
following:

• the delivery of learning materials for educational programs;

• gaining knowledge from textbooks, scientific literature, and

methodological literature;

• continued self-education on the part of the educator in light

of the extraordinary role he plays;

• planning and executing a lesson on computer science;

• instructional activities that involve the utilization of a

computer;

• activities outside of the classroom;

Tues., the office.

The characteristics of the computer science course that is being

taught in school.
575 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Substantial linkages between different fields of study

throughout the course.

VT advancement demands timely reflection in both the

approach and the content of the course. -the course is not set, as, for
example, a physics course.

A particular emphasis should be placed on the psychological

and instructional assistance that the course provides. The role of the
instructor, the interaction of the student with the computer, and the
position of the computer in the educational process are all issues that
emerge as potential sources of contention.

-There has been an advancement in procedures and

organizational structures that are used for training. There has been an
increase in the amount of work that is done independently, a
departure from the traditional lesson, an increase in the amount of
work that is done in the laboratory and in practical settings, and
extracurricular activities.

- The utilization of computers in a methodical manner allows

for broad and continuous testing of information.

In the context of the organization of schoolchildren's work, the

medical requirements play a particularly important role.
 Jabrayilzada Sevinj | 576

The planning of the educational process coming highly

recommended. providing evidence.

We should keep in mind that the course in computer science is

"divided" into three sections: the preparatory, the fundamental, and
the specialized sections. In this particular scenario, the fundamental
course ought to be offered to students in grades 7 through 9.
Consequently, relevant textbooks are made available for each level,
and the authors have established a scheme for how these textbooks
should be organized.

In point of fact, the fundamental computer science subject is

taught in grades 10 and 11 in today's schools, despite the fact that
there are diminishing trends in many institutions. A minimum of 68
study hours must be devoted to the study of computer science over
the course of two years in order to fulfill the requirements for passing
the course. It is possible to raise the number of study hours to 136 or
more if the settings are suitable for doing so.

Because the educational standard in computer science has not

yet been adopted, the "regulatory" document that is designed to
ensure that students in general education institutions have a
fundamental understanding of the subject is the "mandatory
577 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

minimum content of education in computer science" (Order of the

Ministry of Defense of the Russian Federation dated June 30, 1999
No. 56). This paper includes a definition of the amount of educational
material as well as its content. offered to children while they are at
school.

The "mandatory minimum content in computer science" allows

for two different levels of organization in the field of computer
science education:

For schools and classes that are taking a computer science

course that is 68 hours long (two years, one hour per week), as well
as for schools and classes in general, the level A certification is
required. profile of humanitarian work;

The level B designation is reserved for educational institutions

and courses that devote at least 136 hours to the study of computer
science and are equipped with contemporary computers, which
enables the institution to provide students with educational content.
providing evidence that one is capable of passing the admission
examinations for computer science studies at universities.

Every additional advice paper is crafted in compliance with

these levels before being sent.
 Jabrayilzada Sevinj | 578

Samples of final assignments for evaluating the quality of

training received by graduates of a basic school in computer science
are recommended for the purpose of providing assistance to the
instructor (a brochure titled "Assessing the quality of training of
graduates of a basic school in computer science" was published in
Moscow by the publishing house "dro-fa" in the years 2000 and
2001). These assignments can be utilized at the senior level, in the
event that a basic computer science course is being studied in the
tenth and eleventh grades of a secondary school. Due to the fact that
the assignment options have been chosen in such a manner,

It is feasible to evaluate the level of preparation that the

students have on all of the topics that are included in the mandated
minimum educational content for the computer science course. The
tasks that have been provided can also be utilized by the instructor in
the process of carrying out continuing monitoring as examples of
tasks that can be utilized when studying individual subjects.

The students are given the opportunity to pick whatever

computer science exam they would like to take. Exam tickets, which
are recommended by the Ministry of Education, will be of use to the
instructor in the process of organizing the examination. The
evaluation could be conducted verbally, in writing, or in the form of
579 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

a test. One or two theoretical questions and one or two practical tasks
of varying kinds may be included on an examination ticket for an oral
examination.

For instance, one of the practical tasks may be related to the

creation of a straightforward algorithm or computer program, and the
other may evaluate the candidate's ability to utilize one of the
information technologies. In the process of administering the Exam,
it is important to keep in mind that the objective of a general
education course in computer science is not to teach someone how to
write computer programs.

When conducting practical classes, it is recommended that

classrooms be separated into subgroups in order to provide each
student with their own particular workplace.

It is imperative that a system of supplementary education be

established everywhere, particularly for pupils attending schools
located in rural areas. Additional classes, electives, clubs, the
organization of distant learning courses through the use of the
Internet for students and teachers of a variety of school disciplines,
the staging of summer camps for young programmers, and other
similar activities could fall under this category.
 Jabrayilzada Sevinj | 580

A variety of methodological techniques are required in order to

accommodate the educational material that is included in each topic
line of the obligatory minimum content of education in computer
science.

A rough estimate of the number of hours that should be spent

studying the lines that correspond to them (this course of study is
advised but not compulsory; it all depends on the learning goals).

During your study of the content line "information and

information processes," you should pay close attention to the growth
of your comprehension as well as your ability to provide examples
from a variety of subject areas that show the flow of information
processes in living nature, in society, or in technical systems.

Information is always associated with some kind of "carrier,"

which can be material (stone tablets, birch bark, paper, magnetic disk,
etc.) or "immaterial" (native language, sound, melody, dance,
pantomime, facial expression, one or another sign system, etc.). The
primary meaning of the second content line, which is titled
"presentation of information," is that information is always
associated with a "carrier." In order to build a concept about natural
and artificial languages, the binary form of information
581 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

representation, and the benefits and drawbacks of various forms and

types of information presentation, it is important to form an idea
about these things.

The "computer" content line gives students the opportunity to

become familiar with the computer from a different perspective than
when they were studying the content line that came before it. The
computer is perceived by students as a kind of universal tool that
enables a person to automate intellectual activity and information
processes, including the search, storage, processing, and transmission
of information over long distances.

It is essential to have a clear knowledge that a computer "does

not think" like a human, but rather that it is a performer, a powerful
and quick-acting "tool" that assists a person in his information
activities (such as information systems, expert systems, computer
centers, e-mail, and so on). For the purpose of forming an awareness
of the fundamental nature of law in the realm of information
activities, it is essential to draw the attention of students to the
functionality of the computer as well as the hierarchical structure of
computer software.
 Jabrayilzada Sevinj | 582

Content line “modeling and formalization” - This is one of the

most important content lines of the computer science course, forming
a system-information picture of the world in the minds of students,
as it allows you to consciously identify individual objects in the
surrounding reality, see relationships between objects, highlight
essential features of objects, classify them and combine them into
sets, build diagrams and “see” the internal structure of an object,
represent some objects through others for the purpose of studying,
representing, manufacturing or using them.

Particular focus ought to be placed on the core of computer

modeling, with particular attention made to highlighting both its
benefits and drawbacks, as well as taking into consideration specific
cases.

The "algorithms and performers" topic line facilitates the

development of pupils' algorithmic thinking by requiring them to
solve a significant number of tasks. During the course of their
investigation of this subject, students develop their understanding of
the characteristics of algorithms, the executors of algorithms, the
various ways in which algorithms can be written, and the
fundamental structures of algorithms. An algorithm is a dynamic
model of an object, also known as a process model.
583 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

This is in contrast to a static structural model of an object,

which does not take into account changes in the characteristics and
behavior of an object over time. Instead, a static structural model of
an object only records the object's state and identifies the elements
and relationships between them. It is critically important for
schoolchildren to comprehend this distinction.

Last but not least, the content line "information technology"

Mastering this subject line is not only a method of preparing students
for life in the information society and for future professional activity,
but it is also a means of practically consolidating and developing
students' theoretical training.

This is because students become more proficient in this content

line. For the vast majority of students, this is the most straightforward
and easily accessible portion of the computer science course. It is also
the primary focus of the specialized computer science course that is
offered at a variety of educational institutions that are equipped with
contemporary computers.

Despite the fact that it is essential to acquire the skills necessary

to process text, graphic, and numerical information. mastering the
technology of searching, storing and sorting information, multimedia
 Jabrayilzada Sevinj | 584

technologies and computer communications technologies, the main

goal of the computer science course is not professional training in
this area, but a whole range of educational tasks, such as: ensuring
students’ strong and conscious mastery of knowledge about
processes transformation, transmission and use of information and on
this basis, revealing the significance of information processes in the
formation of a modern systemic information picture of the world,

highlighting and revealing the role of information technologies

and computers in the development of modern society, instilling skills
in the conscious and rational use of computers in their educational
and then professional activities.

Content line: Information and information processes

Through the use of the notion of meaningful thematic unity, the

content line is a didactic group that is utilized in the teaching process.
The content line, in contrast to an academic discipline, which is
constructed on the idea of subject-disciplinary unity, makes full use
of interdisciplinary and interdisciplinary links. In particular, the
content line titled "Information and Information Technologies"
makes use of knowledge from the fields of computer science (which
serves as the foundation of the line), mathematics (for instance, the
585 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

number system), physics and technology (for instance, the

fundamentals of computer operation), and other related fields.

It also makes use of information processing, which includes the

acquisition, recording, organization, retrieval, display, and
dissemination of information. Over the course of the past few years,
the phrase has frequently been utilized to refer to computer-based
activities in particular.

When used in common parlance, the term "information" refers

to the facts and opinions that are provided and received in the course
of daily life. One can obtain information directly from other living
beings, from mass media, from electronic data banks, and from a
wide variety of observable phenomena in the environment around
them.

An individual who makes use of such facts and ideas generates

additional information, some of which is transferred to other
individuals through speech, instructions, letters and documents, and
other forms of media. A body of knowledge is a collection of
information that has been arranged in accordance with certain logical
relationships.
 Jabrayilzada Sevinj | 586

This body of knowledge can be obtained by systematic

exposure or study. The application of knowledge (or abilities) results
in the development of expertise, and what is considered to be
instances of wisdom are additional insights gained via analysis or
experience.

The term "information" can be used in a variety of contexts, not

just in the context of its conveyance through natural language.
Additionally, information is registered and shared through the
medium of art, as well as through facial expressions and gestures, as
well as through other physical responses for example, shivering. In
addition, every living thing possesses information in the form of a
genetic code. This includes the ability to reproduce.

All of these information phenomena are present in both the

physical and mental worlds, and the variety of these occurrences is
so great that it has been impossible to come up with a single
definition of information up to this point.

In the 20th century, there was a significant rise in the number

of people who were interested in information phenomena. These
phenomena are now the subject of research in a variety of fields, such
as philosophy, physics, biology, linguistics, information and
587 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

computer science, electronic and communications engineering,

management science, and the social sciences.

When it comes to the business side of things, the information

service industry has emerged as one of the more recent industries all
over the world.

The processing of information is becoming an increasingly

important topic for almost all other industries, including
manufacturing and service manufacturing. The various perspectives
and phenomena that are associated with these domains, which
frequently overlap with one another, result in distinct notions and
"definitions" of information, which can sometimes be in conflict with
one another.

Input, processing, storage, output, and communication are the

components that make up the five primary steps.

THE INPUT

The data is inputted into the computer at the stage known as the
input stage. This can be accomplished in a variety of ways. There are,
in point of fact, as many different ways to input data as there are
different input devices. Input devices are things like keyboards,
 Jabrayilzada Sevinj | 588

touchscreens, and microphones. You would have learnt about them

in the tenth grade, but just to refresh your memory, input devices are
everything that you use to enter information.

The user is the one who enters the data into the computer,
which can be done in a variety of ways, such as by typing on a
keyboard or speaking into a microphone. This data is collected by the
device, which then transforms it into a sequence of ones and zeros,
which is referred to as binary code.

DATA HANDLING

After that, the central processing unit (CPU) of the computer

takes that binary code and does the calculations that are necessary to
display the data in a manner that is comprehensible to the user. The
central processing unit (CPU) collaborates with the memory of the
computer to obtain instructions on how to show the information taken
from the input device.

These instructions are then stored in the memory of the

computer as pixels. Information of this nature is transmitted to the
output device, where it is translated and displayed in a manner that is
of practical value. Only a fraction of a second is required to complete
all of this.
589 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

A STORAGE PLACE

The computer takes the information that is input and stores it

in its memory banks. This is referred to as storage. It is possible to
save the data in a variety of methods; nonetheless, the fundamental
procedure is as follows:

1.The central processing unit (CPU) writes the data to the

random access memory (RAM), which is the temporary storage of
the computer.

2.Before moving the data from the random-access memory

(RAM) to a more permanent storage location, the computer waits for
the user to issue a command. In the event that this command is
executed, the computer will write the data to the disk drive.

3. The next step is for the computer to save the data in a position
on the disk, which might be either the primary storage location or a
location that the user has specified. After that, the user is able to get
this information whenever they remember it.

The use of external storage devices, such as USB drives or

external hard drives, is another option for storing information.
 Jabrayilzada Sevinj | 590

A OUTPUT

During the output step, the computer takes the pixels that were
processed during the previous stage and displays them in a manner
that allows the user to see them. There is a wide variety of output
devices, including but not limited to printers, screens, video and
audio devices, and so on.

Through the use of these devices, the raw data is rendered

useful and visible, so enabling human users to interpret the data and
transform it into information. Possibly the sound waves of a song or
the text of a document are the ones responsible for this.

INDIVIDUAL BETWEEN

During the information processing cycle, communication is

connected to the many processes that occur elsewhere. In other
words, each stage in the cycle occurs because one of the other steps
came before it, which indicates that they are connected to one
another. Within the context of the information processing cycle, this
connection represents the communication component.

The connection that exists between the input and the output is
the element that is most readily apparent. The process of input and
output occurs very instantly (for instance, when a letter is typed on a
591 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

keyboard, it appears almost instantly on a screen). At this point, the

user and the computer are communicating with one another.

Once this is accomplished, communication can be transmitted

to further computers via a network. Just for a moment, consider
surfing the internet. The internet is essentially a vast network of
computers that are connected to one another all around the world.

The act of opening your browser establishes a connection

between you and the other computers, and these computers
communicate with one another in order to provide you with the
relevant information. Communication is also possible between
computers that are connected to one another over a network.
Examples of this include machines that are connected to a server or
those that are connected to the intranet of a firm.

COMMISSIONING A Message Via WhatsApp

To get a better understanding of how this operates, consider

sending a message over WhatsApp from your mobile device. In order
to initiate the process, you must first open WhatsApp and then utilize
the touch keyboard to enter your message (this procedure
encompasses input, output, and communication).
 Jabrayilzada Sevinj | 592

After you press the deliver button, the WhatsApp application

will contact with the servers in order to deliver the message, and it
will also show the message within the discussion that is now taking
place (this is the communication, processing, and output).

The application stores a record of the discussion on your phone,

the phone of your friend, and the WhatsApp server (this is referred
to as storage or storage).

A computer information processor is responsible for

processing data in order to generate outputs that are comprehensible.
Among the activities that may be included in the processing are the
gathering, recording, assembling, retrieval, and broadcast of
information. When a text file is printed, for instance, an information
processor is responsible for translating and formatting the digital
information so that it may be utilized in printed form.

Since the beginning of the information processing industry,

corporations and governments have been looking for ways to handle
huge amounts of data, which are typically statistical or calculated
based on the data that has been gathered.
593 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The revolution in information processing received greater

momentum as a result of the ambition to journey into space, which
further drove the need to handle massive volumes of data.

The twenty-first century has witnessed a surge in the quantity

of data, and the amount of information that is processed on a daily
basis has reached enormous dimensions. There are billions of
devices, hundreds of satellites, and millions of software applications
that participate in the processing of information. Over the course of
one minute, trillions of data are processed.

A continual increase in the amount of information that is

processed on a global scale has been brought about by larger systems
and more widespread ownership. The information processing
industry is still in the process of expanding significantly.

It is possible to define data as the unprocessed facts and figures.

Data might be meaningless or confusing in some cases. Data
frequently lack significance until they are arranged in a particular
order or until we derive some kind of calculation from them. Data
processing is the term used to describe this kind of calculation. The
processing of data results in the dissemination of information.
 Jabrayilzada Sevinj | 594

There are streams of raw data that represent events that are
taking place in an organization or the physical environment before
they have been structured and ordered into a form that people can
comprehend and use.

The term "information" refers to data that has been arranged

in a manner that is both intelligible and valuable. To put it another
way, information is data that has been structured.

• Information that has been transformed into a format that is

meaningful and functional to human beings

Acquiring knowledge

Having knowledge is the process of applying information in

order to find a solution to a problem or to make a choice.

*The development of a knowledge and respect for information

processing and information systems will be facilitated by the
utilization of these principles.

Features of the data they contain

The term "raw data" refers to data that has not been processed
and is also referred to as "primary data." It is a term that is relative.
Raw data can be entered into a computer program or utilized in
595 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

manual analytical methods such as the collection of statistics from a

survey and other similar activities.

The binary data that is stored on electronic storage systems like

hard disk drives is one example of what it might refer to. It is possible
for it to have the following characteristics in the field of computing:
it may have errors, it is not validated, it may be in a variety of
different forms (colloquial), it may be uncoded or unformatted, and
it may be questionable, demanding confirmation or citation.

Qualities of the information being provided

A data set that has been transformed by some form of

processing is referred to as information, and it is utilized to find
solutions to problems on all levels. You should get familiar with
certain qualities of information if you intend to use it to solve
problems. These characteristics are described below.

One of the features of information is its accuracy, which refers

to the correctness of items and the completeness of the information.
Another characteristic of information is its reliability, which refers to
the consistency with which the information is accurate. Reliable
information is information that is correct on a constant basis.
 Jabrayilzada Sevinj | 596

"Comprehensibility" refers to the capacity of the data to be

utilized in a significant manner. This is the kind of information that
can be interpreted.

The availability of information to users at the appropriate

moment to make decisions that are pertinent is referred to as
timeliness. Both information and data have a certain amount of time
during which they can be helpful. Due to the fact that the information
has reached the end of its lifespan, it is no longer relevant in making
decisions. The generation (or collection) of data, the processing of
data into information, and the reporting of information to the user in
a timely manner for the purpose of making appropriate decisions are
all components of the lifetime.

When it comes to the resolution of an issue or the process of

reaching a choice, relevance refers to the suitability of the material.

The term "interpretation" refers to the process by which

different users assign various meanings to the same information.

The concept of security refers to the ability of authorized users

to access data while simultaneously preventing any unauthorized
users from gaining access to the stated data. In order for users to be
597 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

able to solve problems and make decisions, the availability of

information is determined by the level of security it possesses.

The concept of confidentiality refers to the availability of data

to a limited group of users who are restricted in their access. It is
imperative that it is not viewed by anyone who is not the intended
party for it. To protect the data's privacy, it is necessary to ensure that
it is secure.

The term "value" refers to the utility of information in terms

of facilitating problem solving and decision making, as well as
providing the company with the ability to acquire an advantage over
its competitors. As a result of the fact that information possesses
value, it is a commodity that can be sold and it can be shared. It is
possible to deliver it in a variety of formats and on a range of modes
of communication.

One definition of distortion is the process of presenting data in

such a way as to generate a specific presentation. There is also the
possibility of data being masked in order to discourage particular
conclusions.

The distortion of

Concealment
 Jabrayilzada Sevinj | 598

Trustworthiness

Inconsistency in behavior

The inability to comprehend

Interpretable in a variety of ways

A value

Importance of

Secrecy at all times

Assurance of safety

Ability to share

Obtainability of.

Duration of life

A commodity that can be purchased is information.

A format

Moderate

Data and information representations in their various forms

Included in the data are:

599 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Character is a symbol that is used to symbolize letters, such

as the letter A or the letter a.

A string is a representation of a word, such as "man" or

"dog."

Numbers such as 0 and 1 are examples of numeric

expressions.

Morse Code, dots and dashes are examples of audible

communication.

For example, fingerprints and individual frames from a

movie are examples of visual evidence.

"Mors"

Information possesses the following characteristics:

Text, graphics, audio, and video are all included.

 Jabrayilzada Sevinj | 600

Notations that are used for specific purposes, such as

mathematical, scientific, and musical notation

Graphs and charts are examples of graphical representations.

The tables

Different Informational Sources

The following are the three primary categories that we will use
to categorize the sources of information:

1. Materials for Printing

2. Secondly, Electronic Sources

3. Contacts with Individuals

The lesson plan for the information processing model

Objectives

As a consequence of this instructional session, pupils will

possess the ability to verbally articulate their residence when
presented with a map.

Demonstrate their comprehension of the fact that individuals

hail from many regions of the world through verbal explanations
601 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The materials required for this project are the book "It's a Small
World" written by Richard M. Sherman and Robert B. Sherman,
which must include a music CD.

In addition to the CD player, there are also small bells and

drums. Map of the world

Timing Recommendation: thirty minutes

1. The instructor will begin the session by bringing the students

around a global map and then asking them to discuss any prior
knowledge they may have regarding the map.

2. The instructor will inquire, "Where should we be living?" as

well as "Does anyone have family members who reside in any other
location?"

3. The answers to these questions will kick off a conversation

about the many states, the entire United States of America, and even
other countries, as well as a discussion about the student's family and
their ancestry.

4. The educator will present the book "It's a Small World" to

the students in the class group. Ask the kids to discuss what they
 Jabrayilzada Sevinj | 602

believe the book will be about based on the pictures that are displayed
on the cover of the book.

5. Before commencing the music, read the entire book to the

students. This gives them sufficient time to become familiar with the
text (the lyrics) and to discuss each image along the way.

6. While the students are looking at and discussing each

artwork, the instructor will show them the region of the world in
which the children depicted in the illustration are located.

7. To celebrate the completion of the book, provide the pupils

with miniature bells and drums.

8. Insert the music CD into a CD player and play it off.

9. If the students are familiar with the lyrics, they can sing
along with the song, or if they are not familiar with the lyrics, they
can dance and perform instruments. While the music is playing, you
should gather the children in a huge circle and lead them around the
classroom. The music should be played multiple times.

Confirm that you have understood

To demonstrate their family to the rest of the class, students

will be asked to draw a picture of themselves and their family. It is
603 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

possible for them to add any member of their family that they desire
and to discuss the aspects that make their family unique, such as the
holidays that they celebrate, the particular meals that they consume,
the language that they use at home, and others.

References include:

1. Jensen, E. Brain-based learning systems and methods. The

Association for Education in Florida? brain-based learning
methodologies, retrieved from the following website:
http://feaweb.org/
2. W. Huitt's work from 2003. The cognitive method that is
based on the processing of information. Instructional Psychology that
is Interactive. Vadosta State University is located in Valdosta,
Georgia. This information was obtained from the website
http://www.edpsycinteractive.org/topics/cognition/infoproc.html.
3. (2010) written by Wolfe. Brain matters: putting research
into practice in the classroom is the second edition of this book. The
Association for Supervision and Curriculum Development is located
in Alexandria, Virginia.

When attempting to explain human learning, Information

Processing Theory employs a computer model. The collection of
 Jabrayilzada Sevinj | 604

information begins with its reception, followed by its processing,

storage, and eventual retrieval.

Using the computer model provides us with a decent overview

and a simile, despite the fact that this is, of course, an
oversimplification of human learning. (To put it another way, with
the help of our computer schemas, this theory is able to assist us in
comprehending it.) An explanation of the method is provided below
in a simplified form:

The first step involves the recognition and recording of

information. We are able to detect, or perceive, something in our
surroundings, and then we make a choice regarding whether or not to
pay attention to it.

This is what it means to be human. Is it a significant part? Do

you find it stimulating? Is it clear to the human eye?

The second step involves temporarily storing information in the

working memory, sometimes known as short-term memory. We are
able to store around seven "chunks" of knowledge in our working
memory at any given time, according to research that is rather
exhaustive. There is a high probability that the information will be
lost if it is not exercised or utilized in any other way.
605 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The third step involves the encoding of information and its

subsequent storage in long-term memory. During the time that
information is stored in working memory, encoding takes place,
during which it is frequently connected to previously acquired
knowledge (also known as schemas).

As a result of being "filed" in a position that is more easily

accessible, information that is well-organized is simpler to encode.

The retrieval of information is the fourth step. The ability to

retrieve information with the appropriate environmental signals is
contingent on the degree to which it was encoded as well as the
amount of time it was spent working with it in working memory.

There is evidence that executive functioning is active

throughout. The executive function is responsible for a wide variety
of functions, the majority of which are associated with self-
regulation. Retaining attention, planning ahead, organizing thoughts,
completing tasks, adapting to unforeseen changes or barriers, and
regulating emotions are all functions that fall under the purview of
the executive function. The individual is responsible for some of this
(for example, people who have attention-deficit/hyperactivity
disorder (ADHD) have a harder time keeping their attention),
 Jabrayilzada Sevinj | 606

whereas the nature of the material and the task (is it interesting? Do
you have it active? Do you find it to be nicely organized?

In order to guarantee that the information is saved and

accessible, what steps can I take?

1. Make an effort to maintain the attention of the kids.

A "break" should be provided every ten to fifteen minutes.

Around fifteen minutes into the lesson, even the most attentive
students begin to lose interest. When planning class time or lectures,
you should try to divide them into "chunks" of approximately fifteen
minutes each.

At each of these "chunks," you should give the students a break.

The term "break" does not refer to a break from thinking; rather, it
refers to a break from one activity that is followed by the beginning
of another action. A demonstration of your notion could be shown on
a DVD or a clip from the internet, for instance. Alternatively, you
could have students talk about the concept with one another for a few
minutes. In order to "refresh" the attention of kids, taking breaks is a
useful strategy.
607 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Encourage students to participate actively in the learning

process. Are there ways that individuals might learn knowledge in a
more active manner, as opposed to simply listening to it?

Taking the concept as an example, you could hold a

conversation with the students and guide them through the process of
comprehending it. It is possible that you may ask them to make an
effort to find a solution to the situation. It is only natural that pupils
will pay more attention while they are engaged in activities.

Bring to the forefront the most significant ideas in a clear and

concise manner. "This is important - you need to understand this," is
all that is required to get the kids' attention to become concentrated,
even if just for a few moment.

The phrase "This will be on the test" is likely to attract the

attention of pupils; nonetheless, it encourages an orientation toward
extrinsic incentive rather than an orientation toward intrinsically
motivated mastery. Due to the fact that the information is valuable to
the individual, it is appropriate to underline the significance of the
information.

The second step is to activate the working memory.

 Jabrayilzada Sevinj | 608

Make sure that students have the opportunity to actively work

with the content that is being taught in the course.

There are a variety of methods that can be utilized in the

classroom, outside of the classroom, or even online to encourage
students to engage in more in-depth thought about the material they
possess.

Worksheets, informal quizzes, written student summaries (for

example, papers that are only one minute long), case studies, problem
sets, and larger projects are some of the possibilities. Discussions can
take place in pairs, small groups, or with the entire class!

To encourage students to organize their thoughts, encourage

them to do so. Consider having students create a chart, map, or
outline of the subject through some exercise that needs them to
organize the information.

This is a strategy that not only helps students organize the data
but also gets them thinking about it.

"Memory is the residue of thought."

The Willingham Report (2009)

609 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. Arrange the information in such a way that it can be quickly

retrieved and stored.

Offer a summary of the material covered in the lesson. Putting

up a summary of the lesson that will be taught today is one idea that
you might want to consider.

Create a map of the concepts as you go. Organizing information

graphically for students by utilizing circles, lines, and boxes (or
tables) to help them comprehend the links between concepts is all
that is required to accomplish this task. It is not necessary to do so in
a formal map.

You should make it clear to the pupils that there are

connections between the new information and the information they
already contain.

Students are better able to comprehend how new ideas are to

be arranged inside the framework of ideas that they are already
familiar with when they employ this method.
 Jabrayilzada Sevinj | 610

Content line: Formalization, modeling,

algorithmization and programming

The following list of lines (directions of study) relate to the

primary portions of the computer science course:

· Information and the processes that involve information

· The presentation of given information

There are several areas of study that encompass computer

architecture, formalization and modeling, algorithmization and
programming, information technology, and humanitarian
informatics, often known as social informatics.

A variety of methodological techniques are required in order to

accommodate the educational material that is included in each topic
line of the obligatory minimum content of education in computer
science.

In the course of your study of the line "Information and inf.

processes," you should pay close attention to the creation of
understanding as well as the capacity to provide examples of many
topic areas that show the flow of information. processes in living
nature, in society, or in technical systems.
611 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Information is always associated with some kind of media,

whether it be material (stone tablets, birch bark, paper, magnetic disk,
etc.) or intangible (local language, sound, melody, dance, this or that
sign system, etc.).

This is the meaning of the sentence "Presentation of

information," which states that information is always associated with
some method of communication. In order to build a concept about
natural and artificial languages, the binary form of information
representation, and the benefits and drawbacks of various forms and
types of information presentation, it is important to form an idea
about these things.

Through the "Computer" line, students are given the

opportunity to become familiar with a computer from a different
perspective.

A computer is a universal tool that enables a person to automate

intellectual activity and information processes, including searching,
storing, processing, and transmitting information over long distances.

It is essential to become aware of the fact that a computer does

not think in the same way that a person does; rather, it is a performer,
a powerful and quick-acting tool that assists a person in his
 Jabrayilzada Sevinj | 612

information activities (such as information systems, electronic

systems, computing centers, and e-mail). When teaching kids about
computers, it is essential to bring to their attention the multipurpose
capabilities of a computer as well as the hierarchical structure of
computer software.

A systemic information picture of the world is formed in the

minds of students by the "Formalization and Modeling" line. This
line enables students to consciously identify individual objects in the
surrounding reality, see the relationships between objects, highlight
the essential features of objects, classify and combine into sets,
construct diagrams, and represent some objects using others for the
purpose of studying, presenting, making, or the purpose of using
them.

Particular focus ought to be placed on the core of computer

modeling, with particular attention made to highlighting both its
benefits and drawbacks, as well as taking into consideration specific
cases.

The line of work titled "Algorithms and Performers" helps

students strengthen their algorithmic thinking skills by having them
solve a huge number of tasks. It is through this process that students
613 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

develop their understanding of the characteristics of algorithms,

algorithm performers, recording methods, and algorithmic
frameworks.

The "IT" line is not only a way of preparing students for life in
the information technology society and for future professional
activities, but it is also a means of consolidating and developing
students' theoretical training through practical experience. (Detailed
explanations can be found in Makarova's textbooks). According to
Makarova, Beshenkov, and Ugrinovich, the phrase "Humanistic
computer science" is still not well reflected in contemporary
textbooks.

According to the educational standard of primary general

education, the important goals of mathematics education are:
developing in students the foundations of logical and algorithmic
thinking, skills in writing and executing algorithms; skills to act in
accordance with the algorithm and build simple algorithms; explore,
recognize and depict geometric shapes; work with diagrams, present,
analyze and interpret data.

In the scientific and scientific-methodological literature,

issues pertaining to the teaching of children the fundamentals of
 Jabrayilzada Sevinj | 614

programming are considered by professionals in the field of

information technology, as well as by teachers and scientists. Taking
into consideration that programming is a means of interacting with a
computer in a language that it can comprehend, experts were in favor
of the concept of teaching children programming at a young age.

We are of the opinion that computer science should not be

taught as one of the fields of mathematics, nor should it be relegated
to the realm of technology. Not only should programming be studied,
but also information technology, information modeling, and the
mathematical underpinnings of information theory.

This indicates that programming should be studied in addition

to these other subjects. By utilizing the variable component of the
second generation of standards, it is feasible to initiate a computer
science course with the backing of the administration of the school.

At the same time, when teaching early programming, another

challenge arises: kids in elementary school are unable to retain
complicated commands and lengthy codes that are written, as a rule,
in a foreign language (which they are just beginning to learn).

A programming language that is close to the way that children

think is required in order to resolve this paradox. This language
615 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

should contain commands for interacting with objects that are

engaging and understandable to children, while at the same time
provide a solid foundation for learning other programming
languages. In the 1980s of the previous century, Seymour Papert and
Alan Kay, who were the architects of the Logo language and one of
the pioneers of the notion of artificial intelligence, made the
observation that technologies that dramatically alter the way people
think ought to be made available to children at the earliest feasible
age.

In the fall of 2014, classes in the United Kingdom started

teaching students the fundamentals of programming. pupils in
primary school in British schools learn to design simple programs in
blocks by utilizing software such as Scratch, Kodu, and Logo from
the Massachusetts Institute of Technology (MIT). By the age of
eleven, pupils should have a grasp of basic algorithmic structures and
utilize them while developing curricula.

This is something that is included in the curriculum of a

number of countries, including South Korea, Estonia, France, and
Australia, as well as the Finnish project Koodi 2016, which teaches
children the fundamentals of programming beginning in elementary
school.
 Jabrayilzada Sevinj | 616

It is important to highlight that the trend of learning to program

in school at an early age is backed by a large number of top
organizations in the field of information technology. These
companies not only provide easily available programming tools, but
they also provide widespread support for the concept of learning to
program in academic settings.

There is a growing interest among members of modern society

in gaining knowledge and comprehension of the art of programming,
as seen by the large number of people who use resources such as
Scratch and AppInventor, which are offered by MIT, Codecademy,
and Code.org, amongst others.

In these kinds of settings, particular "functional brain organs"

are developed during the process of learning various programming
languages. Furthermore, it is of utmost significance that these
"organs" are developed through the use of communication and
objective action in the child.

The programming environment is a representation of

transitional objects that serve as metaphors. With the assistance of
these metaphors, students are able to transform the experience of
617 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

bodily manipulations with things (turn right, step forward, etc.) into
conceptual generalizations and abstractions.

This is an important skill for students to develop when they are

in elementary school because mental activity is not separated from
the motor activity of the subject.

While we are in the Code.org environment, let's have a look at

some of the components that make up the methodology for teaching
programming to elementary school children.

As part of the process of teaching computer science to

elementary school students, it is essential to take into consideration
the fact that students are not permitted to spend more than fifteen
minutes in the classroom using the computer.

As a consequence of this, the course needs to be broken up into

two parts that are interconnected with one another. In the first stage,
students are introduced to new information on the theoretical aspect
of computer science (for instance, information coding), and in the
second stage, they work on computers.

It is possible to highlight the following aspects of the Code.org

environment in order to facilitate the development of algorithmic
 Jabrayilzada Sevinj | 618

thinking in elementary school children. The first and most essential

element is the learning done through the use of games.

During the course of the environment, students are required to

participate in an online game. During this time, children are exposed
to the fundamentals of programming. Children take control of a
zombie, a bee, an artist, or a farmer throughout the course of the
game. These characters wander about the playing field and fulfill
various objectives.

The player is required to first create a series of orders and then

execute them in order to do this. Hints are provided before to each
level, and all of the activities are both visual and voice-based. This
aspect of the environment is intended to address the most significant
challenge that arises while instructing programming, which is the
lack of motivation to learn about a new and difficult subject.

The algorithm is represented in the environment in two

different ways: first, as a block visual language, and second, as
javascript. This is yet another characteristic of the environment.

The process of programming does away with the requirement

of writing text and instead involves merely dragging components
from the palette together. There is only a small amount of code that
619 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

needs to be written in order for the program to function properly. This

code must be performed after the "execute" button is clicked.

Students are able to observe the algorithm being carried out in

a step-by-step manner through the use of visual display and
interactive execution, which also makes it feasible for them to
examine and modify the algorithm. When it comes to mastering the
possibilities of a programming language, consistency and
systematicity are the third aspect of the environment.

There are a number of various courses available on this website

that are tailored to different age groups. These courses range from
learning simple commands for children who are four years old to
dealing with loops, variable processes, and functions, which are
geared toward students who are 16-18 years old and older.

Following the completion of the pre-registration process, the

instructor is given the chance to create classes, assign relevant
courses to those classes, and further monitor the progress of the
students.

Classes that specify the subject matter and the total number of
pupils. It is possible to use an image as a password for children in
 Jabrayilzada Sevinj | 620

elementary school, while a code word can be used for students in

higher grades. Information pertaining to the students in the class

Following the formation of the teacher's classes, there are

connections that offer students the opportunity to enter the website.
When students click on the link, they are able to view the names of
their classmates, locate their own, and choose a picture that
represents a code.

A new opportunity has been added to the resource, and that is

the ability to include a friend while enrolling in the class. It is quite
helpful to have this capability available in the event that there are not
enough computers in the classroom. It is strongly suggested that the
first course be utilized for lesson plans in the second grade. At the
beginning of the school year, when students are just starting to
become familiar with the computer, it is recommended that the tasks
that have been proposed be completed.

Working with the mouse and sketching drawings are the

activities that are meant to be completed throughout the third stage.

For instance, a sample of the first assignment for the course. As

children progress through the subsequent phases, they acquire
621 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

accustomed to the process of creating algorithms for a variety of

characters.

Students acquire knowledge of linear algorithmic structures,

branching structures, and cyclic structures through the completion of
assignments in these classes. You have the opportunity to review
functions and processes when you are enrolled in these classes in
high school. As an illustration of the execution of a linear algorithm.
Each course is broken up into numerous distinct stages. One example
is that there are 19 stages in the second course.

The construction of an algorithmic way of thinking can be

broken down into four distinct phases, which can be separated into
tasks at each stage:

1. An introduction to the algorithm, including both the updating

of existing information and the discovery of the method by students,
as well as the mastery of the algorithm's primary steps

2. Practicing the individual operations that are contained in the

algorithm and becoming proficient in their sequence is the second
step in mastering the algorithm. Conducting operational drills

3. Application of the algorithm, which involves doing practice

runs of the algorithm in both familiar and unusual scenarios.
 Jabrayilzada Sevinj | 622

Constructing an algorithm in response to a new and challenging

circumstance The process of learning algorithmization and
programming requires not only the invention of an algorithm but also
the implementation of an algorithm for use.

The experience that youngsters have demonstrates that they are

unable to do this immediately; for many of them, using the method is
a significant challenge.

When it comes to this, we make sure to spend a fair amount of

time working in pairs and reciting each step aloud. It is recommended
that students who have been successful in the past be used as expert
advisors to assist students who are falling behind in their coursework.
This is because all completed activities are saved in the student's
profile.

Not only does this kind of work increase the overall

performance of the class, but it also generates additional incentives
that students can use to enhance their motivation.

As a result, the Code environment gives elementary school

pupils the opportunity to become acquainted with the fundamentals
of algorithmization and programming while simultaneously
623 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

interacting with characters they are already familiar with, studying a

difficult subject, and getting ready to study programming.

The use of algorithms is one of the most widespread aspects of

both computers and humans. Each of them employs algorithms in
order to arrive at decisions that are interconnected to difficulties.

It may appear that these algorithms are difficult to understand,

but in reality, they are nothing more than intricate sets of instructions
that computers follow in order to generate a response. It is common
for humans to make use of algorithms, which are more
straightforward; for example, a supper dish is an algorithm.

The ability to build an algorithm can provide children with a

good foundation for logical reasoning and problem-solving, which
can be beneficial to their development. Children who teach
themselves to think using algorithms are able to gain the cross-
disciplinary skills that are necessary to find creative and original
 Jabrayilzada Sevinj | 624

solutions to a variety of problems that they face in their own lives and
beyond.

Children might not consider the word "algorithm" to be

significant, but algorithms are present in every aspect of their lives.
In point of fact, these algorithms possess complete power over every
facet of their existence, including the technology they employ and
the decisions they are required to make on a daily basis. Accordingly,
it is of the utmost importance to educate children about algorithms
and to explain them to them, particularly if parents wish to introduce
their children to the world of coding.

There are one way to help children comprehend algorithms.

1.Start with the Fundamentals

Create a Recipe Algorithm Activity for Children to Participate

in While They Are Cooking

Participate in a Selection of Rounds of an Online Game That

Involves the Development of Algorithms

Algorithms that are based on computers should be introduced

to children in a gradual but consistent manner.
625 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Concluding Remarks Aspects That Can Help Children

Understand Algorithms

Learn the fundamentals first.

Before children begin to learn about computer algorithms, they

should have a thorough understanding of several fundamental
applications that are used in the real world. It is possible for parents
to get things started by having their children develop a
comprehensive algorithm that outlines their morning routine. The
distance that kids have to travel in order to wash their teeth, arrive at
the breakfast table, and consume all of their milk would also be
included in this definition.

Because of this, they are able to divide ordinary chores into

smaller portions, which makes it easier for them to use a computer
for a particular purpose.

During the course of their journey, they would acquire

algorithmic capabilities like as sequencing, repetition, conditional
reasoning, and other fundamental abilities. After being familiar with
the algorithm's procedures, they would be prepared to comprehend
the situation with a greater degree of clarity.
 Jabrayilzada Sevinj | 626

Create a Recipe Algorithm Activity for Children to

Participate in While Cooking

When it comes to cooking, there are a number of principles that

are comparable to those of coding and algorithms. A youngster will
benefit from this activity since it will help them review algorithms
and other important coding concepts while they are having fun in the
kitchen with their children while they are cooking.

Children should be made aware of the reasons why it is

essential to carry out the steps in a recipe in a specific order in order
for them to have a thorough understanding of algorithms. Inspire
them to think about the consequences that may arise if they fail to
complete a step or carry out the procedures in the correct manner.

It is also possible for this to assist a youngster in understanding

the concept of logical progression, which will assist them in
performing well in subjects such as reading and mathematics.

You should try your hand at a few rounds of an online game

that requires you to create algorithms.

If you are looking for a fun way to practice algorithms with

children, it is recommended that you play a few rounds of online
games that are centered around coding and algorithms with them.
627 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

There are a lot of games that can be played online that will test
the child's algorithmic dexterity, and they will also test them against
other children in live competitions.

Children will have such a good time playing that they won't
even be aware that they are gaining knowledge. In addition, because
every game is unique, it is possible to be certain that children will
constantly be presented with a new challenge to help them develop
their ability to think logically and solve problems appropriately.

The implementation of computer-based algorithms should be

done in a gradual but consistent manner.

It is important to keep in mind that before introducing children

to computer and program-based algorithms, you should wait until
they have a general understanding of algorithms. In addition, one can
seek assistance from online resources that offer learning modules for
the purpose of instructing children in algorithmic concepts.

The children are able to select the most suitable educational

alternative that caters to their own requirements and interests thanks
to these internet resources.
 Jabrayilzada Sevinj | 628

Keep the children motivated at all times.

Encourage the children to write down their morning routine or

the algorithm for something even simpler, such as eating cereal or
brushing their teeth. Doing so will help them remember it.

Without even being aware of it, they will be learning

fundamental concepts related to computation, such as repetition
(brushing the bottom left tooth five times), sequencing (putting food
in the bowl and then adding milk), and conditional reasoning (stop
eating if the bowl is empty).

You should encourage the youngster to provide directions that

are as specific as they can possibly be. In the event that the
instructions do not specify that the bowl must be removed before the
computer can comprehend the instructions, milk will be splattered all
over the floor.
629 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Have you ever wondered how you can get your youngster
started with coding? When you were growing up during the early
days of the Internet, coding was a skill that was only available to
highly skilled technicians.

To learn how to code, you needed to earn a degree in computer

science and develop computer software applications for desktop
computers. Due to the fact that older computer languages such as C
and C++ were difficult to learn and required a strong basis in
mathematics, it was not a skill that was widely possessed.

These days, code may be found everywhere. Code is

responsible for the creation of every video game, website, and
YouTube video that your youngster currently views. Even with non-
technical workers and those who are not directly involved in
technology organizations, programming is now one of the most in-
demand talents that employers are looking for in potential workforce
candidates.

For this reason, parents and instructors all around the world are
encouraging their children to begin learning how to code at a younger
age than ever before. It is being more recognized that computer
 Jabrayilzada Sevinj | 630

science, along with English, mathematics, and history, is an essential

subject to study in school.

To our good fortune, the accessibility of coding has increased

in tandem with its increasing prevalence. When it comes to learning
programming, there has never been a better moment than now, and
in this post, we have described how you may teach your children how
to program.

Discover how to instruct children in programming.

The number of reasons to begin coding is comparable to the

number of resources that are available online for studying coding. If
you want your children to learn about programming, we have broken
down the five steps that you need follow in order to accomplish this
goal.

1. Can you explain what coding is?

One of the first steps in learning how to code is to provide an

answer to this question. In the most straightforward manner
imaginable, coding can be defined as the process of providing
instructions to computers so that they can carry out specific jobs. This
is how easy it is. However, it is also highly complicated.
631 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Coding appears to be a complex process because computers are

unable to comprehend the ambiguity and subtleties that are inherent
in human language.

As a result of the fact that they think in terms of binary choices,

the language that programmers use needs to be accurate and simple
for the computer to comprehend in order for a program to function
without incident.

There are a lot of incredible things that computers are capable

of doing, but if they did not have code and programmers to develop
code, they would just sit there collecting dust on our desks.

There are numerous programming languages, each of which is

used for a specific purpose: A visual, block-based language called
Scratch is designed to make it easier for children to learn how to code.
JavaScript is used to power the majority of websites and interactive
online games.

Python is utilized in the field of data science and artificial

intelligence. C and C++ are used to run operating systems and large
programs. Java, Unity, and Roblox Lua are all languages that can be
used to design video games.
 Jabrayilzada Sevinj | 632

Depending on the nature of their work, every professional

computer scientist can be required to understand multiple of these
areas.

While it is important to encourage children to pursue their

passions, it is also important to provide them with a structured
atmosphere in which they are not overburdened by the numerous
options and paths available to them.

Every single computer language makes use of comparable

ideas and functions, such as loops and algorithms, that are shared by
all of them. It is important to keep things approachable, begin slowly,
and have fun when you are defining coding to your children.

2. Develop an interest in computer programming

Coding is something that children enjoy doing, but when they

learn that the vast majority of the games and programs that they enjoy
are developed with code, they become really excited about the
prospect of creating their own.

You will be able to relate the various programming languages

to activities that your children already like if you are able to define
coding and explain how the various programming languages
function.
633 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Do they enjoy playing video games? They might be interested

in learning Java, which is the language that is used to create
Minecraft, as well as Unity and Unreal, which are used to create the
majority of the big video games for personal computers and consoles.

Do they enjoy virtual reality, artificial intelligence, or

robotics?

As a result, Python might be the ideal choice for them. Even if

they simply have a passing interest in sports or LEGO, you may
discover methods to connect these interests to coding in a way that
will pique their interest in the subject. It is essential to keep in mind
that there are several approaches to learning, and that every child has
their own preferences and approaches to learning that work best for
them.

When you have a thorough understanding of your child's

learning style and communicate with them in depth about what
inspires them, you will become aware of the most effective way for
them to achieve success.

3. The race is won by those who go slowly and steadily!

A significant portion of being a programmer is experiencing

frustration. Failing and troubleshooting are actions that occur on a
 Jabrayilzada Sevinj | 634

regular basis in professional software development; but, for children,

this persistent irritation might hinder them from moving forward and
interacting with content that appears to be difficult or obscure.

Becoming self-paced is a terrific approach to build a sense of

fun and enthusiasm surrounding coding, particularly for younger
learners.

This is especially true for younger learners. However, self-

paced does not mean self-taught, and although it is feasible for
children and adults to learn coding on their own, it is important for
beginners to have a structured setting and, ideally, a good instructor.

This can make a significant difference in developing a long-

term interest in the subject.

Start from the very beginning.

Scratch was created by engineers at the Massachusetts Institute

of Technology (MIT) with the intention of making the study of
computer science more enjoyable for younger students.

The free, visual, block-based programming language known as

Scratch gives children the opportunity to create their own games,
635 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

applications, and animations by employing pieces of code that are

colorful and simple to comprehend.

These blocks are similar of LEGO blocks. Children can

progress from creating simple animations to scripting complex
games by just putting the blocks together. Once they have reached
this level of development, they can then share their creations with the
largest community of child programmers on the internet.

Scratch is a game that is not only entertaining but also has a

user interface that is so simple that even the most book-shy children
will find themselves drawn to it.

Scratch is a text-based computer language that was designed to

teach fundamentals and serve as a stepping stone for learning more
advanced computer languages. However, more experienced students
who already have a foundation of knowledge might begin with
something like coding in Roblox, Minecraft, or Python.

This is a terrific option for kids who are just starting out or who
are in the intermediate level. An engaging and beginner-friendly
education in Scratch is provided by Create & Learn. During this
course, a live instructor walks students through the process of
 Jabrayilzada Sevinj | 636

learning fundamental concepts while simultaneously bringing great

creations to life.

Final Thoughts

Let the children know that they are free to create anything they
choose. Inspire them to create any game or application that they can
conceive of that they would enjoy playing, and encourage them to do
so.

It is important to assist children in understanding that anything

is possible and that they have the ability to turn any dream into a
reality.

When material is given in a way that is not just entertaining and

intriguing but also on a personal level, children will automatically
become enthusiastic learners.

References

1. Code.org – Studying in the code studio [Electronic

resource]. URL: https://studio.code.org (access date: 11/27/20157)
2. Computing in the national curriculum. A guide for primary
teachers. [Electronic resource]. URL:
https://www.tes.co.uk/teaching-resource/primarycomputing-
637 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

guide6436709?s_cid%2FNNCR_C0_newprim (access date:

11/27/2017)
3. Dzhenzher V. O. The place of programming in the
elementary school computer science course // Bulletin of OSU. 2010.
No. 9 (115), pp. 154-159
4. "Introduction to Algorithms" by Thomas H. Cormen,
Charles E. Leiserson, Ronald L. Rivest, and Clifford Stein - This is a
classic textbook on algorithms that covers a broad range of topics and
is widely used in computer science courses. It's a comprehensive
reference for students, software engineers, and researchers alike.
5. Problem Solving in Data Structures and Algorithms using
Java" by Hemant Jain is a good book for learning about data
structures and algorithms.
6. "Data Structures and Algorithms in Python" by Michael T.
Goodrich, Roberto Tamassia, and Michael H. Goldwasser - This
book provides a clear and concise introduction to data structures and
algorithms in Python. It covers fundamental data structures, sorting
and searching algorithms, graph algorithms, and more.
7. Algorithms" by Robert Sedgewick and Kevin Wayne - This
book provides an introduction to algorithms, including data
structures, sorting, searching, graph algorithms, and string
 Jabrayilzada Sevinj | 638

processing. It's designed for both students and professionals who

want to improve their algorithmic problem-solving skills.
8. "The Algorithm Design Manual" by Steven S. Skiena - This
book provides a comprehensive guide to algorithm design and
analysis. It covers a broad range of topics, including data structures,
graph algorithms, dynamic programming, and more. It's a practical
resource for programmers who want to improve their algorithmic
problem-solving skills.
9. "Programming Pearls" by Jon Bentley - This book provides
a collection of programming problems and solutions that focus on
algorithmic problem-solving. It's designed for both beginners and
experienced programmers who want to improve their problem-
solving skills.

Content line: Computer, information and communication

technologies

Computers, information, and communication technologies are

the topics covered in the contents of Lecture 10.

When pupils are introduced to the ideas of computing and

programming in elementary school, it can serve as a beneficial
foundation for the development of important problem-solving and
639 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

computational thinking skills. Regarding the subject matter that may

be discussed, the following is a general guideline:

Computers:

1.An Introduction to the Subject

2. Having an understanding of what a computer is and the

fundamental components that make it up (central processing unit,
display, keyboard, and mouse). It is important to differentiate
between software and hardware.

3.The fundamentals of computers include learning how to turn

a computer on and off and how to use the most fundamental
peripherals.

• Being familiar with the desktop and different icons.

• Fundamental file management, including the ability to create,
save, and organize files etc.

4.The third topic is operating systems, which includes an

introduction to common operating systems such as Windows,
macOS, and Linux.

• Using the interface of the operating system to navigate.

 Jabrayilzada Sevinj | 640

5.Internet Safety: • The most fundamental guidelines for

internet safety, such as avoiding the public disclosure of personal
information online.

• Introduction to safe and responsible web browsing.

Introducing the concepts of sequences and algorithms is the
fifth step in the programming process.

6.Block-based programming languages such as Scratch and

Blockly are presented in this course.

• Exercises in simple coding that would allow you to construct

animations or games.

The sixth topic is fundamental logic and problem solving,

which includes puzzles and games that encourage logical thinking.

Simple exercises in problem-solving are provided.

7.Computer Vocabulary: • An introduction to fundamental

computer-related vocabulary, including terms such as hardware,
software, keyboard, mouse, and monitor).

8.Understanding code as a collection of instructions is the

eighth step in the introduction to coding concepts step.

This includes directions for sequencing and ordering.

641 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Correcting easy flaws in the code.

9.Students should be encouraged to explore and interact with

instructional software and rudimentary coding environments as part
of the hands-on activities offered in the ninth grade.

Use coding platforms and tools that are suitable for the user's
age.

10.Creativity and Projects: • Inspire creativity by having

students work on projects such as making short stories, animations,
or games using block-based programming.

• In the realm of programming, educate yourself on the

concepts of loops and conditionals.

11.Collaborative Problem-Solving and Collaboration:

Encourage students to work together on coding projects using
collaborative problem-solving strategies.

• Inspire kids to collaborate with one another and find solutions

to problems as a group.

12.A fundamental understanding of hardware includes the

following: • An introduction to input and output devices, such as a
keyboard, mouse, and printer.
 Jabrayilzada Sevinj | 642

• Being able to comprehend storage devices such as USB disks.

13.Teaching children about responsible online behavior and

digital citizenship is an important part of the ethical and responsible
use of technology.

• Have a conversation about the significance of respecting the

labor and privacy of others when using the internet.

14.An Introduction to Robotics (optional): • For more

advanced primary school programs, you can introduce fundamental
concepts of robotics by utilizing age-appropriate kits and tools.

15.Assessment and Evaluation: • The use of straightforward

quizzes, coding exercises, and project evaluations are all effective
ways to evaluate the students' level of comprehension and progress.

Take into consideration that the precise content and curriculum

may change depending on the grade level and the resources that are
accessible.

At this point in time, the major objective is to cultivate an

interest in technology, problem-solving, and computational thinking
among young kids, all while making learning entertaining and
accessible to them.
643 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Technologies related to computers, information, and

communication make up the content line.

When instructing students in computer, information, and

communication technologies, it is essential to give a comprehensive
education that covers a wide range of topics related to these areas of
study. The following is a content line that addresses the most
important themes that pertain to this domain:

1. An Introduction to Computers and Information and

Communication Technology: • An understanding of the fundamental
components of a computer, including the central processing unit
(CPU), display, keyboard, and mouse.

It is important to differentiate between software and hardware.

1. ICT stands for information and communication

technologies. This is an introduction to they.

2. Operating Systems and Software: • Acquiring knowledge of

several operating systems (such as Windows, macOS, and Linux) and
the interfaces that they each have.

3.Word processing, spreadsheets, and presentation software are

examples of fundamental software applications.
 Jabrayilzada Sevinj | 644

• The principles of the Internet, including how it operates and

its history. • Web technologies and the Internet.

4.The internet should be used in a sensible and secure manner.

• Exploring, searching, and analyzing information through the

use of the internet.
This course will provide an introduction to web technologies
such as HTML, URLs, and web browsers.

5.Having an understanding of the fundamentals of digital

citizenship is the fourth step in ensuring online safety.

• Identifying and avoiding potential dangers that can be found

online, such as cyberbullying and internet frauds!

6.The practices of privacy and security on the internet.

7.An introduction to algorithms, sequences, and logic is

included in the fifth section of the basic concepts of coding and
programming.

8.Block-based programming languages, such as Scratch, are

utilized for the development of straightforward programs.

• Problem-solving through coding exercises and small projects.

645 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

9.Email etiquette and fundamental email communication are

the sixth set of tools for communication and collaboration.

• An introduction to several technologies for creating

collaborative projects, such as Google Workspace and Microsoft
Office 365.
• Protocol for communicating and using the internet.

Understanding data and information, fundamental data

organization and management strategies, and an introduction to
spreadsheets and databases are the first steps in the seventh step of
the data and information management course.

• Creating and modifying digital images and graphics. This is

the eighth step in the process of creating multimedia and digital
content.
• The fundamentals of producing digital audio and video.

Software for making multimedia presentations, sometimes

known as presentation software.

A brief introduction to local area networks (LAN) and the

internet is included in the ninth section on networking and
connectivity.
 Jabrayilzada Sevinj | 646

• The manner in which information is send over networks.

• Both wireless and cable connections are available.

10. Emerging Technologies, is an introduction to emerging

technologies such as artificial intelligence (AI), virtual reality (VR),
and the Internet of Things (IoT). This topic is optional.

11.The impact that information and communication technology

has had on society and on day-to-day living. There are ethical issues
to take into account when using technology.

12. Careers and Opportunities in Information and

Communication Technology: - Explore careers that are related to
ICT. - Understanding the value of digital skills in diverse
occupations.

13. Hands-On Projects and Practical Application: Encourage

students to use what they have learned by having them participate in
projects, giving presentations, and applying what they have learned
in the real world.

14.Assessing and evaluating students' knowledge and abilities

in information and communication technology (ICT) can be done
through the use of quizzes, assignments, projects, and practical
examinations.
647 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

15. Up-to-date information on current trends and innovations

in the information and communications technology industry, as well
as a discussion of the possible impact these trends and breakthroughs
could have on society.

This topic line offers a comprehensive overview of many

technologies, including those related to computers, information
access, and communication. If you want to ensure that you give a
balance between theory and practical application, you should modify
it so that it is appropriate for the age and level of proficiency of your
students. Moreover, maintain a flexible and open attitude toward the
incorporation of new technologies and innovations as they become
available.

How teach Computer, information and communication

technologies in primary school

Students are able to improve their abilities in fundamental

computer skills such as keyboard skills, mouse use, safe internet
surfing, and software use by using lesson plans that teach computer
skills.
 Jabrayilzada Sevinj | 648

Lesson plans for computers typically begin with basic

keyboarding abilities and then advance to creative projects in which
students exhibit what they have learned.

There are simple plans, advanced plans, and more specific

plans available on the internet, and you may discover them all
depending on the age and skill level of your children.

Computer Skills Lesson Plans That Can Be Printed Out

These printable lesson plans can be of assistance to you in

getting started with teaching computer skills if you are either not yet
prepared to construct your own lesson plan from scratch or if you are
short on time.

To utilize the lesson plan that you wish to use, click on the
image of the plan, and then download and print it. You can obtain the
printed lesson plans by looking at the troubleshooting suggestions if
you are experiencing any difficulties.

An Instructional Plan for Keyboard and Mouse Skills

It is possible to utilize this straightforward lesson plan for

keyboard and mouse abilities for beginners of all ages and levels,
including toddlers and adults who are learning how to use computers.
649 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The kids are able to review the fundamental keys on the keyboard
and how to utilize a mouse by playing a fun game called Computer
Says, which is designed after the game Simon Says.

You have the option of maintaining the lesson plan in its

current form, making revisions directly on the PDF lesson plan, or
using it as a source of inspiration for your own one-of-a-kind class.

When it comes to real beginners and younger children, it is

recommended that you give three to five instructions in a set rather
than ten.

When working with older children, you can begin to

incorporate more complicated commands, such as "copy and paste
that last word," in which the students are required to determine which
keys or buttons to press.

Students who are further along in their education can begin to

use entertaining written elements with directions such as "make a
smiley face" in which they create emoticons.

Plan of Instruction for Learning to Make Use of Software

There is a wide variety of kids' computer learning software

available to choose from. When developing the lesson plan for the
 Jabrayilzada Sevinj | 650

Software Scavenger Hunt, you should select either a well-known

application such as Google Docs or a fun new program that you
would like to teach, such as Scratch. It is possible for children of any
age to acquire knowledge about software through discovery;
however, depending on the program that you select, this lesson is
most suitable for children in grades one and two and older.

In addition to computer lessons, you can use the lesson plan in

other settings, such as advanced art classes for older children who are
able to experiment with programs such as Adobe Photoshop for a
project.

Young children can acquire knowledge about software by

participating in straightforward online activities, such as interactive
coloring pages, in which they are required to determine the type of
line or filler that is produced by each tool.

During self-guided sessions or on days when there is a

replacement instructor at school, this kind of autonomous exercise is
an excellent choice.

An Instructional Plan for Responsible Internet Use

The world of YouTube stars and "fake news" can make it

challenging for students to differentiate between that which
651 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

constitutes responsible use of the internet for particular online

platforms and that which constitutes irresponsible use of the internet
online. This YouTube Yes or No lesson plan is intended toward older
children and teenagers, and its primary focus is on the ways in which
the internet may be used for positive purposes, as well as the ways in
which people can use it in the wrong way.

If you want to be sure that your younger children are not

exposed to anything that is actually improper, you should use the
YouTube Kids app.

Children of a more mature age might concentrate on many

online news providers and evaluate them to choose which one is the
most responsible.

In small groups, students will complete the task, during which

they will vote on whether or not each video is appropriate and discuss
any disparities that may arise.

Techniques of Technology That Should Be Taught

Understanding how to use a computer has become an absolute

requirement in today's world, which is dominated by technology.
You most likely have at least one computer in your home, as well as
digital audio equipment, computerized appliances, and a substantial
 Jabrayilzada Sevinj | 652

amount of other electronic devices. Children learn how to use a

computer computer by observing their parents, older siblings, and
teachers using a mouse and typing on a computer keyboard. Students
who are educated at home are not an exception.

Fundamentals of the Keyboard

There is a common practice of beginning lesson plans for

teaching computer skills with fundamental keyboard abilities. For the
vast majority of people who use computers in the United States, the
QWERTY keyboard continues to be the standard. Among the
fundamental keyboard abilities are:

How to position your hands when you are typing

How to make use of the letter codes

How to make use of the numerical keys

What are the functions of the special keys such as the space bar,
"Enter," and "Shift"?

Instructions on how to copy highlighted text using simple

keyboard shortcuts such as "Ctrl + C"

Using the arrow keys to navigate the screen in order to

move around
653 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Basic abilities using a computer mouse

For beginners, having the ability to use the mouse well is

equally essential because it is the mouse that makes it possible to use
the computer. Young pupils who are learning how to click on items
on the screen can benefit from increased eye-hand coordination by
playing a simple computer game like jacks, which is included in
many lesson plans designated for beginners. Among the skills that
are taught are:

- Instructions on how to hold and work the mouse

- What happens when you click left
- What happens when you right-click
- How to make use of a mouse pad
- Fundamentals of Computer Software Abilities

After the students have learned the fundamentals of using a

keyboard and mouse, they move on to learning how to use a variety
of software. The programs and procedures that are responsible for the
operation of a computer are referred to as computer software. The
types of software that are most frequently taught to children are those
that are used for word processing and graphic design. Scanning
devices and spreadsheets are two more apps that students might be
 Jabrayilzada Sevinj | 654

interested in learning how to utilize. Software that is frequently used

by children includes:

- Google Drive: Microsoft Office Applications

- Alternatives for Internet browsers
- Ideas for Reading Eggs Brainchild
- Utilization of the Internet That Is Both Secure and Productive

The usage of the internet is a topic that is widely discussed

among educators, and there is a plethora of online safety lesson plans
that are available to teachers and parents who homeschool their
children.

To assist you in developing a course that is centered on online

safety for children or internet safety for adolescents, you can make
use of a straightforward guide for teachers on internet safety.

It is common for students to rely on the Internet as a source of

knowledge for a variety of tasks, as well as for social connection with
other students and classmates. It is essential to incorporate lessons
that are beneficial to each student:

- In the internet, evaluate the information and the sources of

information.
- Don't reveal any private information to anyone.
655 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

- The correct way to use and cite sources found online

- Be responsible when using social media.
- Come up with your own lesson plans for teaching students
how to use computers.

You are able to make your own computer skills lesson plans by
making use of free lesson plan templates. These lesson plans might
cover any rising topic. Through this method, you will be able to
develop plans that are suitable for every educational setting, ranging
from home schooling to library programs.

There is a worldwide network of computer classes.

Skills and activities that are vital for today's student include the
ability to use the computer, solve difficulties, surf the internet in a
secure manner, and use software packages. Homeschooling parents
and teachers are fortunate in that they have a wide variety of options
and free lesson plans from which to choose in order to teach these
important skills to their children.

Computers, information, and communication technologies are

the topics covered in the contents of Lecture 10.

When pupils are introduced to the ideas of computing and

programming in elementary school, it can serve as a beneficial
 Jabrayilzada Sevinj | 656

foundation for the development of important problem-solving and

computational thinking skills. Regarding the subject matter that may
be discussed, the following is a general guideline:

Computers: An Introduction to the Subject

• Having an understanding of what a computer is and the

fundamental components that make it up (central processing unit,
display, keyboard, and mouse).

It is important to differentiate between software and hardware.

2. The fundamentals of computers include learning how to turn

a computer on and off and how to use the most fundamental
peripherals.

• Being familiar with the desktop and different icons.

• Fundamental file management, including the ability to create,

save, and organize files etc.

The third topic is operating systems, which includes an

introduction to common operating systems such as Windows,
macOS, and Linux.

• Using the interface of the operating system to navigate.

657 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

4. Internet Safety: • The most fundamental guidelines for

internet safety, such as avoiding the public disclosure of personal
information online.

• Introduction to safe and responsible web browsing.

Introducing the concepts of sequences and algorithms is the

fifth step in the programming process.

Block-based programming languages such as Scratch and

Blockly are presented in this course.

• Exercises in simple coding that would allow you to construct

animations or games.

The sixth topic is fundamental logic and problem solving,

which includes puzzles and games that encourage logical thinking.

Simple exercises in problem-solving are provided.

7. Computer Vocabulary: • An introduction to fundamental

computer-related vocabulary, including terms such as hardware,
software, keyboard, mouse, and monitor).

Understanding code as a collection of instructions is the eighth

step in the introduction to coding concepts step.
 Jabrayilzada Sevinj | 658

This includes directions for sequencing and ordering.

• Correcting easy flaws in the code.

Students should be encouraged to explore and interact with

instructional software and rudimentary coding environments as part
of the hands-on activities offered in the ninth grade.

Use coding platforms and tools that are suitable for the user's
age.

10. Creativity and Projects: • Inspire creativity by having

students work on projects such as making short stories, animations,
or games using block-based programming.

• In the realm of programming, educate yourself on the

concepts of loops and conditionals.

11. Collaborative Problem-Solving and Collaboration:

Encourage students to work together on coding projects using
collaborative problem-solving strategies.

• Inspire kids to collaborate with one another and find solutions

to problems as a group.
659 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

A fundamental understanding of hardware includes the

following: • An introduction to input and output devices, such as a
keyboard, mouse, and printer.

• Being able to comprehend storage devices such as USB disks.

13. Teaching children about responsible online behavior and

digital citizenship is an important part of the ethical and responsible
use of technology.

• Have a conversation about the significance of respecting the

labor and privacy of others when using the internet.

14. An Introduction to Robotics (optional): • For more

advanced primary school programs, you can introduce fundamental
concepts of robotics by utilizing age-appropriate kits and tools.

15. Assessment and Evaluation: • The use of straightforward

quizzes, coding exercises, and project evaluations are all effective
ways to evaluate the students' level of comprehension and progress.

Take into consideration that the precise content and curriculum

may change depending on the grade level and the resources that are
accessible. At this point in time, the major objective is to cultivate an
interest in technology, problem-solving, and computational thinking
 Jabrayilzada Sevinj | 660

among young kids, all while making learning entertaining and

accessible to them.

Technologies related to computers, information, and

communication make up the content line.

When instructing students in computer, information, and

communication technologies, it is essential to give a comprehensive
education that covers a wide range of topics related to these areas of
study. The following is a content line that addresses the most
important themes that pertain to this domain:

1. An Introduction to Computers and Information and

Communication Technology: • An understanding of the fundamental
components of a computer, including the central processing unit
(CPU), display, keyboard, and mouse.

It is important to differentiate between software and hardware.

ICT stands for information and communication technologies.

This is an introduction to they.

2. Operating Systems and Software: • Acquiring knowledge of

several operating systems (such as Windows, macOS, and Linux) and
the interfaces that they each have.
661 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Word processing, spreadsheets, and presentation software are

examples of fundamental software applications.

• The principles of the Internet, including how it operates and

its history. • Web technologies and the Internet.

The internet should be used in a sensible and secure manner.

• Exploring, searching, and analyzing information through the

use of the internet.

This course will provide an introduction to web technologies

such as HTML, URLs, and web browsers.

Having an understanding of the fundamentals of digital

citizenship is the fourth step in ensuring online safety.

• Identifying and avoiding potential dangers that can be found

online, such as cyberbullying and internet frauds!

The practices of privacy and security on the internet.

An introduction to algorithms, sequences, and logic is included

in the fifth section of the basic concepts of coding and programming.

Block-based programming languages, such as Scratch, are

utilized for the development of straightforward programs.
 Jabrayilzada Sevinj | 662

• Problem-solving through coding exercises and small projects.

Email etiquette and fundamental email communication are the

sixth set of tools for communication and collaboration.

• An introduction to several technologies for creating

collaborative projects, such as Google Workspace and Microsoft
Office 365.

• Protocol for communicating and using the internet.

Understanding data and information, fundamental data

organization and management strategies, and an introduction to
spreadsheets and databases are the first steps in the seventh step of
the data and information management course.

• Creating and modifying digital images and graphics. This is

the eighth step in the process of creating multimedia and digital
content.

• The fundamentals of producing digital audio and video.

Software for making multimedia presentations, sometimes

known as presentation software.
663 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

A brief introduction to local area networks (LAN) and the

internet is included in the ninth section on networking and
connectivity.

• The manner in which information is send over networks.

• Both wireless and cable connections are available.

The tenth topic, Emerging Technologies, is an introduction to

emerging technologies such as artificial intelligence (AI), virtual
reality (VR), and the Internet of Things (IoT). This topic is optional.

The impact that information and communication technology

has had on society and on day-to-day living. There are ethical issues
to take into account when using technology.

12. Careers and Opportunities in Information and

Communication Technology: - Explore careers that are related to
ICT. - Understanding the value of digital skills in diverse
occupations.

13. Hands-On Projects and Practical Application: Encourage

students to use what they have learned by having them participate in
projects, giving presentations, and applying what they have learned
in the real world.
 Jabrayilzada Sevinj | 664

Assessing and evaluating students' knowledge and abilities in

information and communication technology (ICT) can be done
through the use of quizzes, assignments, projects, and practical
examinations.

15. Up-to-date information on current trends and innovations

in the information and communications technology industry, as well
as a discussion of the possible impact these trends and breakthroughs
could have on society.

This topic line offers a comprehensive overview of many

technologies, including those related to computers, information
access, and communication. If you want to ensure that you give a
balance between theory and practical application, you should modify
it so that it is appropriate for the age and level of proficiency of your
students. Moreover, maintain a flexible and open attitude toward the
incorporation of new technologies and innovations as they become
available.

Content line: Informatization of society

The term "informatization of society" refers to the extensive

incorporation and utilization of information and communication
technologies (ICT) in a variety of aspects of human life and society.
665 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The following topic line provides an overview of the most important

components of informatization of society:

1. The first step in the process of informatization:

• This article will discuss the meaning of the term

"informatization" in today's culture.

• A look at the development of information technology

throughout history and how it has influenced everyday life.

2. The acronym "ICT" stands for "information and

communication technologies."

• An overview of the components of information and

communications technology (hardware, software, and networks).

• Different sorts of ICT gadgets and their functionalities.

3. Transformation to the Digital Age:

• Having an understanding of the phrase "digital

transformation" and the role that it plays in the process of
modernizing various industries (such as education, healthcare, and
business).
 Jabrayilzada Sevinj | 666

• Case studies of businesses and industries that have

successfully experienced digital transformation and presented their
findings.

4. The Industrial Society in Contrast to the Information

Society:

The characteristics of an information society are compared and

contrasted with those of an industrial society.

• How information and data have become valuable resources.

5Internet and Connectivity: the Fifth Point

• The function of the internet in facilitating connections

between individuals, organizations, and states.

Access to the internet has a significant impact on both social

and economic growth.

6. Cyber-Government and Electronic Services:

• Investigating the ways in which governments make use of

information and communications technology to enhance service
delivery (e-government).
667 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Some examples of e-services are filing taxes online and

accessing government websites electronically.

7. Telemedicine and electronic health care:

Telemedicine, electronic health records (EHRs), and health

applications are all examples of how information and
communications technology is revolutionizing the healthcare
industry.

• E-healthcare present both opportunities and challenges.

8.e-Learning and online education: the eighth point

This article discusses the rise of online education and the

impact it has had on traditional learning techniques.

The educational technology tools and platforms available.

9. Analytics and Big Data [Big Data]:

• Being aware of the relevance of big data and its components.

• The use of data analytics in a variety of different industries.

10. Cybersecurity and Privacy: - The significance of

cybersecurity in a society that is increasingly reliant on various forms
 Jabrayilzada Sevinj | 668

of information technology. - Concerns regarding privacy and

methods to safeguard personal information.

11. Identifying gaps in access to information and

communication technology (ICT) resources and making efforts
to bridge the digital divide and promote digital inclusion are the
two main goals of this initiative.

12.Social media and online communities: the role of social

media in connecting individuals and affecting public discourse; the
positive and negative elements of using social media; and the role of
social media in molding public discourse.

13.Ethics and Digital Citizenship: - Ethical considerations in

a society that is becoming increasingly reliant on technology. - The
promotion of ethical digital citizenship and behavior when using the
internet.

14. Future Trends and Emerging Technologies: - An

investigation into the potential impact that emerging technologies,
such as blockchain and artificial intelligence, could have on society.
- A speculation regarding the future of information technology.

15. The Perspective of Informatization on a Global Scale: -

The manner in which various nations are adopting informatization. -
669 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

International collaboration and the global difficulties associated with

information and communication technology.

16. Informatization Projects and Case Studies: - A review

of successful informatization projects and initiatives from all over the
world to consider.

17. Assessment and Evaluation: Make use of exams, projects,

and conversations in order to evaluate the students' comprehension
of the ideas of informatization and the ramifications of those
concepts.

This content line should be adapted according to the level of

your audience, whether it is for a school curriculum or a more
advanced course. Additionally, it is important to stay up to date with
advances in the area, as the topic of informatization is one that is
rapidly growing and makes a great impact on society.

The letter "a"

The content line is a didactic group in teaching, built on the

principle of meaningful thematic unity. Unlike an academic
discipline, built on the principle of subject-disciplinary unity, the
content line makes extensive use of interdisciplinary and
interdisciplinary connections. In particular, the content line
 Jabrayilzada Sevinj | 670

“Information and Information Technologies” uses knowledge from

the field of computer science (which forms the basis of the line),
mathematics (for example, the number system), physics and
technology (for example, the principles of computer operation), etc.

Informatics is the science of information, which can be defined

as the study of the structure and properties of information, as well as
the methods of collecting, processing, and transmitting information.
The term "information" can be defined as knowledge or information
about someone or something; information that can be collected,
stored, transmitted, processed, and eventually used.

According to K. Shannon's definition, information is the

removal of uncertainty. Information is derived from the Latin word
information, which means information, explanation, or presentation.
In everyday life, information is understood to be information about
the world around us and the processes that are occurring in it. In
information theory, information does not mean any information, but
only that which completely removes or reduces the uncertainty that
existed prior to its receipt.

Because information is a reflection of the external world

through the use of signs or signals, the information value of a
671 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

communication is based on the new information that it includes (in

the sense that it helps reduce ignorance).

Information technologies are contemporary means and systems

of information exchange that enables operations for collecting,
producing, aggregating, storing, processing, and sending
information. These technologies also give operations for storing
information.

The acceleration of scientific and technological progress, based

on the introduction into production of flexible automated systems,
microprocessor tools and program control devices, robots and
machining centers, has set an important task for modern pedagogical
science - to educate and prepare the younger generation, capable of
actively participating in a qualitatively new stage of development
modern society associated with information technology.

The solution to the above problem fundamentally depends on

the technical equipment of educational institutions with electronic
computing equipment with the corresponding peripheral equipment,
training, demonstration equipment operating on the basis of new
information technologies.
 Jabrayilzada Sevinj | 672

The content line titled "Information and information

technologies" contains the following blocks and links (the latter of
which are denoted by brackets):

1. Man in the material and informational worlds (the objects

and phenomena of the material world; the flow of energy; man in the
material world; information exchange; signals, signal registration;
the idea of data etc.).

2. Reproduction and processing of data (including natural,

hardware, and software techniques of reproduction and processing of
data that are available).

3. Information (including the evolution of the notion of

information, the contemporary concept of information, the definition
of information, and the concept of the contextual method)

4.Information process (the idea of information process;

information processes in society and in computer technology) is the
fourth topic.

5.The characteristics of the information, which include its

sufficiency, dependability, completeness, redundancy, objectivity
and subjectivity, accessibility, and relevance.
673 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

6. Data and the coding of the data (data carriers, data

operations, data coding using binary code: integers and real numbers,
text data, visual data, and audio information) 5.

7. Basic data structures (linear, tabular, hierarchical; ordering

of data structures; address data).

8. An comprehension of files and the organizations of files in

general

In particular, when studying the first link of the line, which is

titled "Man in the information and material world," examples can be
provided or tasks can be proposed to find examples. The end result
of this study is that information is a phenomenon that occurs on a
daily basis in all aspects of people's lives and activities. Here is an
example of one of these tasks.

Describe some examples of the information:

In the realm of inanimate nature (for instance, in the fields of

geology and archeology);

- within the realm of biological systems (for instance, coming

from the existence of plants and animals);
 Jabrayilzada Sevinj | 674

-with regard to technological gadgets (such as television and

telegraph signals, for instance);

-in the functioning of society (for instance, in the dissemination

of historical information, advertising, the media, and human contact).

You can also provide an illustration of the loss of knowledge

and the implications that it has. Let us recall that Jules Verne's heroes
were forced to journey around the world along the 37th parallel since
the information regarding the second coordinate, which is longitude,
was lost.

Studying the content line “Information and Information

Technologies” can help solve the following problems: the formation
and application of information and communication competence of
students in the educational process; the formation of new models of
educational activities using information and communication
technologies; organizing training against the background of the
development of the game situation; formation of a system of
information resources; systematization of educational and didactic
material by topic, etc.

Teaching the content line "Information and Information

Technologies" can be done using any technique of instruction.
675 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Learning is regarded to be a pedagogical process that is related with

the assimilation of knowledge by students as a form of information.

This classification of teaching methods, which was proposed

by I.Ya. and takes as its basis the nature of educational and cognitive
activity (or the method of assimilation) of students in their
assimilation of the material that is being studied, is widely used in
the field of didactics. Lerver and M.N. Skatkin. This classification
includes five methods:

1) a method that is both illustrative and explanatory;

2) the technique of reproduction;

3) the manner in which the problem is presented; the method

of partial search, often known as heuristics;

5) The methodology of the research.

Among these techniques, there are two distinct categories:

1) reproductive, which includes processes 1 and 2, in which the

learner absorbs pre-existing information and reproduces (reproduces)
activities that he is already familiar with;
 Jabrayilzada Sevinj | 676

2) productive (methods 4 and 5) defined by the fact that the

learner acquires (subjectively) new information as a result of creative
activity; this is achieved via the use of the creative process.

Visualization is used in the explanatory and illustrative

method. It can otherwise be called information-receptive, which
reflects the activities of the teacher and student with this method. It
consists in the fact that the teacher communicates ready-made
information through various means, and the students perceive, realize
and record this information in memory.

The teacher communicates information using the spoken word

(story, lecture, explanation), the printed word (textbook, additional
aids), visual aids (pictures, diagrams, films and filmstrips, natural
objects in the classroom and during excursions), practical
demonstration of methods of activity (showing a method for solving
a problem, proving a theorem, methods for drawing up a plan,
annotations, etc.).

Students listen, watch, manipulate objects and knowledge,

read, observe, relate new information to previously learned
information, and remember. The explanatory and illustrative method
677 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

is one of the most economical ways of conveying the generalized and

systematized experience of mankind.

Students make use of a wide variety of information objects,

including but not limited to words, numerical data, sounds, still and
moving images, and hyperobjects, which are basically objects that
have associative relationships between constituents.

The content line can be mastered by students within the

framework of the class-lesson system in the topic "Computer Science
and Information Technologies," in the course of their application in
all disciplines and project activities. It can be concentrated or
distributed, depending on the student's preference.

The lack of time that teachers have to listen to the perspectives

of each student is the primary challenge that they face when
attempting to organize communicative interaction in the classroom.
As a consequence, only the students who are the most engaged in the
discussion take part in it, while the remaining students (and the
majority of them) are content with the role of passive listeners. In
order to overcome this challenge, it is now possible to leave your
answer on the site. This provides the teacher with a means of
 Jabrayilzada Sevinj | 678

organizing communicative interaction, which enables him to quickly

receive and process information from each student.

The utilization of pedagogical software (PPS), specifically

electronic textbooks and electronic interactive courses, is the method
of visualization that is considered to be the most acceptable when it
comes to the instruction of the content line related to "Information
and Information Technologies."

The introduction of a special course “Informatics” for grades

5-6 into the basic curriculum will increase children’s interest in
further study of the subject, enable students to acquire early computer
skills and allow each child to use them in their educational activities.

The purpose of the course is to develop computer literacy,

information culture, and skills for rational use of computers in
educational activities. At the end of the course, students should be
able to use the capabilities of a computer in educational activities: the
ability to work with computer devices, typing and editing essays,
creative works, etc.

Materials from the electronic interactive course "Basics of

Informatics," a collection of exercises and laboratory works from the
"Robotlandia" PMK, instructional computer games, and
679 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

methodological improvements made by the instructor are utilized in

the process of creating and delivering lessons.

The "Basics of Informatics" electronic textbook is introduced

to the students before they begin their studies.

The electronic textbook contains two “layers” - the main one

and the additional one. The main layer is aimed directly at the learner.

An additional layer is the teacher, who accompanies the student

in working on the book and helps him. As a last resort, if the student
works with the book completely independently, he can use the second
layer for additional reading and checking answers to questions in the
book.

According to the structure, the primary layer is composed of:

The reading room, which may be accessed by clicking on the

title phrase, is where the actual lesson material is located.

Definitions and important terminology pertaining to the

reading room are given in the abstract.

In order to consolidate the material that is being studied,

questions serve as the basis.
 Jabrayilzada Sevinj | 680

Collaborate with the performers and the testers on the subject

matter of the lesson during the workshop.

Automated verification of the content that has been completed

for the test class.

During each and every lesson, switch to an extra layer.

You can access an additional layer in each lesson in the book

by clicking on the title of the lesson at the beginning of the lesson or
by clicking on the button with a question mark at the end of the
lesson.

The electronic textbook is comprised of lesson chapters, and

each chapter is a single topic. In fact, studying a chapter may take
several school lessons. This is because the amount of time it takes to
study a chapter is contingent on the level of preparation of the
students, their age, the specifics of the study, and the amount of third-
party material that the teacher uses to supplement the material in the
textbook.

In most cases, the lecture will involve the following format:

1. An introduction to the topic that will be covered in the

session. Students will become familiar with new content based on the
681 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

texts that are found in the "Reading Room" and will create a brief
explanation of the new concept.

2.Workshop. After students have completed their studies of

new material, they move on to practical work. Any experience or
experiment helps to solidify new knowledge, shifting it from the
realm of the abstract and logical to the realm of the objective and
sensory. In addition, a computer workshop considerably boosts the
drive to learn.

3. The test class. Once the workshop has been completed, the
students will start working on the exam. They will continue to work
on the tasks until they earn a grade of 5 or 4. If they receive grades
of 3 or 2, then the test class will be solved once more.

4. An examination of the questions on the test.

5. Homework; the students are separated into three distinct

groups.

There is no requirement for the student to have a computer at

home in order to complete the tasks. These projects are of a
reproductive character, which means that they are only dependent on
the contents and procedures that were learned and mastered in the
classroom.
 Jabrayilzada Sevinj | 682

Option 2 includes, in addition to reproductive responsibilities,

search and research work for children who have access to a computer
while they are at home.

Option 3. Creative option. Completing activities requires

students to have intellectual initiative and contemplation;
assignments can be performed both in a notebook and on a home
computer, provided that the student sends a printout or file for
verification (if the teacher agrees to the latter).

After finishing all of the stages of the lesson, students not only
acquire new information about the subject matter, but they also
consolidate their newly acquired knowledge through practical work
and a test solution in class.

Another option for visibility through the use of information

technology is multimedia technology, which is a collection of
techniques, methods, and methods for producing, processing, storing,
and transmitting audiovisual information based on the use of CD-
ROM (compact disc read only memory) technology.

This includes CD-audio, CD-video, CD + G, CD -

information, CD - phono, CD - TV, and LV (Laser Vision).
Multimedia is a set of operating environments that are based on the
683 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

use of CD technology that enables the integration of audiovisual

information presented in a variety of formats (video, text, graphics,
animation, slides, and music) utilizing the capabilities of interactive
dialogue.

Audio information includes speech, music, sound effects. The

most important issue in this case is the information volume of the
medium. Compared to audio, video information appears to have a
significantly larger number of elements used. First of all, this
includes elements of static video, which can be divided into two
groups:

Graphics, sometimes known as drawn images a photograph.

There are a variety of drawings, interiors, surfaces, and

symbols that are in graphic mode that are included in the first group.
The second category consists of photographs and scanned images.

The capabilities of multimedia systems make it possible to

integrate any audiovisual information on the computer screen,
realizing an interactive dialogue between the user and the system. At
the same time, the system provides the ability to select, based on the
results of the analysis of user actions, the desired line of development
of the presented plot or situation.
 Jabrayilzada Sevinj | 684

The pedagogical goals of using multimedia technology are

determined by the possibility of implementing intensive forms and
methods of teaching, increasing learning motivation through the use
of modern means of processing audiovisual information, increasing
the level of emotional perception of information, and developing the
skills to implement various forms of independent information
processing activities.

The term "information" is the most fundamental idea in the

field of computer science, which is reflected in the name of the
subject itself. However, the question "What is information?" is the
most challenging one for computer scientists to answer.

There is no one answer that is definitively correct to this

question! Numerous scientific works are devoted to discussions on
the concept of information. The paradox of computer science is that,
despite the absence of a definitive answer to the fundamental
question, "What is information?", applications of computer science,
also known as information technology, are successfully developing
and significantly influencing the state of human society.

The need to discuss the concept of information in a school

course also has methodological reasons. According to the
685 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

fundamental principle of didactics - the principle of systematicity of

the educational course, the computer science course must have a
system-forming basis that connects it into a single whole.

According to the definition of the subject of computer science,

such a basis should be the concepts of information and information
processes. A teacher who wants to thoroughly understand the
problems discussed in modern science around the concept of
information.

In the 2000s, the proliferation of personal computers and

information and communication technologies has made it possible to
teach students how to process different kinds of information and how
to carry out different information processes. This includes the ability
to search for and transmit information through computer networks.

As a result, the content of the computer science course in

schools is undergoing a transformation. In the first educational
standard in computer science (2004), the concepts of information and
information processes became the central concepts of the curriculum.

A new generation of textbooks is currently being developed

that implement this concept. In the sample computer science program
for the Federal State Educational Standard, the concepts of
 Jabrayilzada Sevinj | 686

information and information processes continue to be the central

concepts of the course. This is reflected in the content of the course.

The problem of measuring information is directly related to the

problem of defining information, since first we need to understand
what we are going to measure, and then how to do it, what units to
use.

If you rely on a student’s vague, intuitive idea of information,

then it is impossible to give any logical definition of the amount of
information or introduce units of its measurement. The textbooks
discuss two approaches to measuring information: the content
approach and the alphabetic (volume) approach.

The first approach is based on the definition of information as

a measure of the content of a message that adds to a person’s
knowledge. The second approach, alphabetical, connects the amount
of information with the size of the text in a certain symbolic language
through which information

Informatization of society is an organized socio-economic and

scientific-technical process of creating optimal conditions for
meeting information needs and realizing the rights of citizens,
687 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

government bodies, local governments, organizations based on the

formation and use of information resources.

The material and technological basis for the informatization of

society are various types of systems based on computer equipment
and computer networks, information technology and
telecommunications.

What kind of understanding do scientists have of the

information society?

In the information society, Japanese scientists believe that the

process of computerization will provide people with access to
trustworthy sources of information, free them from the burden of
routine work, and guarantee a high level of automation of
information processing in both the industrial and social spheres. The
production of informational products, rather than material products,
should be the driving force behind the development of society. The
material product will become more information-intensive, which
means that the proportion of its value that is attributed to innovation,
design, and marketing will increase.

In the information society, not only will production be altered,

but also the entire way of life, the value system, and the significance
 Jabrayilzada Sevinj | 688

of cultural leisure in relation to material values will be elevated. In

contrast to an industrial society, in which everything is geared toward
the production and consumption of goods, in the information society,
intelligence and knowledge are produced and consumed, which
results in an increase in the proportion of mental labor. Additionally,
a person will be required to have the ability to be creative, and the
demand for knowledge will rise.

Numerous systems that are founded on computer hardware and

computer networks, information technology, and
telecommunications will serve as the foundation of the information
society in terms of both its material and technological capabilities.

It is possible to define an information society as a society in

which the majority of workers are engaged in the production, storage,
processing, and selling of information, particularly the most
advanced type of information, which is knowledge.

In the actual practice of the development of science and

technology in advanced countries at the end of the 20th century. The
picture of the information society created by theorists is gradually
taking on visible shape. It is predicted that the entire world space will
689 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

transform into a single computerized and information community of

people living in electronic apartments and cottages.

Any home is equipped with all kinds of electronic devices and

computerized devices. Human activities will be focused primarily on
information processing, while material and energy production will be
entrusted to machines.

It has already been established through the publication of a

number of factual materials that this is not a utopia but rather an
unavoidable reality that will occur in the not too distant future.

Example: A sociological study that was carried out in the

United States found that there are already 27 million workers who
are able to carry out their activities without having to leave their
homes. Furthermore, one third of all newly registered businesses are
founded on the widespread use of self-employment. In the United
States, the following individuals were classified as self-employed: in
1980, there were 5.7 million people, in 1989, there were 14.6 million
people, and in 1995, there were 20.7 million people.

A new information processing business that is founded on

computer and telecommunication information technology emerges
 Jabrayilzada Sevinj | 690

during the process of transitioning to the information society known

as the information society.

Several researchers in the field of science have highlighted the

characteristics that are unique to the information society:

It has been determined that the information crisis has been

resolved, which means that the contradiction that existed between the
information avalanche and the information hunger has been resolved.

The importance of the information is ensured in

comparison to other resources;

It is anticipated that the information economy would be the

primary mode of development;

The generation, storage, processing, and utilization of

knowledge will be automated with the assistance of the most recent
information technology and technologies; this will serve as the
foundation of contemporary society.

• the information technology industry will become all-

encompassing, encompassing all aspects of human social life;

• the formation of the information togetherness of the entire

human civilization is taking place;
691 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• it is possible for any individual to have unrestricted access to

the information resources of the entire civilization thanks to the
advancements in computer science;

• The implementation of humanistic principles of social

management and environmental impact has taken place.

Not only are there beneficial features, but there are also
potentially detrimental developments that are predicted:

• the growing impact that the media has on society to a greater

extent;

• Privacy can be compromised by information technologies,

which can affect both individuals and companies;

• there is an issue with selecting information that is of a high

quality and of trusted sources;

• The atmosphere of the information society will be challenging

for a great number of people to adjust to. There is a risk of a divide
between the "information elite" (individuals who are active in the
development of information technology) and the general public.

Countries that have a developed information industry, such as

the United States of America, Japan, England, Germany, and
 Jabrayilzada Sevinj | 692

Western European countries, are the ones that are closest to the path
that leads to the information society.

In these countries, one of the areas of government policy has

been related to investment and support for innovation in the
information industry, in the development of computer systems and
telecommunications.

The integral part that information technology plays in the

evolution of society

The process of informatization of society is described in

what way?

The activities of individuals, groups, teams and organizations

are now increasingly beginning to depend on their awareness and
ability to effectively use available information. Before taking any
action, it is necessary to carry out a lot of work on collecting and
processing information, understanding it and analyzing it.

Finding rational solutions in any area requires processing large

amounts of information, which is sometimes impossible without the
involvement of specialists.
693 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Experience with information technology and concepts that

show promise

Currently, all countries of the world are implementing the

process of informatization to one degree or another. An incorrectly
chosen informatization strategy or its insufficient dynamism and
mobility can lead to significant and sometimes dramatic changes in
all spheres of a country’s life. As you know, the first country that
began informatization was the United States.

Other industrialized countries of the world, having realized the

promise and inevitability of this direction, quickly took their bearings
and began to increase the pace of implementation of computers and
telecommunications. Currently, the entire business and political press
of the United States is full of endless discussions about the loss of
sales markets by this country in the computer, telecommunications.

When we discuss education in the information society, are we

truly talking about a subject that we are dealing with? The phrase
does not appear with its own motivation and meaning; rather, it is
connected to the rhetoric of the "information society" (IS), which is
proclaimed to be the society of the future, of the 21st century.
 Jabrayilzada Sevinj | 694

As a result of its lack of a singular meaning, it coexists with a

large number of phrases that are related to it without having distinct
boundaries, which is evidence of inadequate conceptual, theoretical,
and pedagogical growth.

In Education in the Information System, the concepts of

information, knowledge, and, to a greater extent, learning have been
fundamentally reduced to the so-called modern Information and
Communication Technologies (ICTs). These technologies, in turn,
tend to focus on the computer and the Internet, which results in the
creation of new identities and forms of inclusion and exclusion: those
who are connected to the network and those who are not connected
to the network.

For what kind of educational endeavor are these

technologies being used?

In order to have a better understanding of the

comprehensiveness and usages that Education in the IS has been
adopting, it is necessary to get a better understanding of each of its
core terms, which are "education" and "information society."

Conventionally, when people hear the word "education," they

think of a school system, formal education, and childhood. On the
695 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

other hand, learning has been less of a priority than teaching. There
has been a predominant focus on quantitative markers for access to
and termination of grades and cycles, with learning receiving a very
small amount of attention. When it comes to learning, assimilation
and repetition of knowledge are often seen as synonymous.

The infrastructure and equipment are typically given more

importance than the teaching and learning environments, the supply
point of view is given more weight than the demand point of view,
and the results are given more weight than the procedures. Education
has been separated from the economic, social, and cultural aspects of
society within a broader framework as a result of the schooling
mentality, which has contributed to the limitation of the vision and
field of education.

As far back as the history of education goes, the "modern"

information and communication technologies are essentially the final
wave of a continuum. In the field of education, educational or
instructional technology has been gaining a significant amount of
attention over the course of several decades. During the 1960s and
1970s, radio and television were utilized; during the 1980s and
1990s, school textbooks, video, and the computer were utilized as a
teaching aid; beginning in the middle of the 1990s, the computer and
 Jabrayilzada Sevinj | 696

CD-ROM have dominated the scenario; and in more recent years, the
Internet has started to replace "conventional technologies."

At the end of 1980, the United Nations Children's Fund

(UNICEF) adopted the term "Third Channel" to refer to "all the
available instruments and information, communication, and social
action channels that can be used to help transmit basic knowledge
and inform and educate the population regarding social issues."

This was done under the assumption that formal and nonformal
education were the other two educational channels (UNICEF, 1990).
The World Conference on Education for All, which took place in
Jomtien, Thailand, in 1990 and was organized by the United Nations
Educational, Scientific, and Cultural Organization (UNESCO), the
United Nations Children's Fund (UNICEF), the United Nations
Development Program (UNDP), and the World Bank, placed a great
deal of confidence on this "third channel" to achieve the six goals of
basic education for all by the year 2000. However, when the year
2000 approached and the objectives had not been accomplished, the
benchmarks were lowered and the deadlines were pushed out to the
year 2015.
697 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

"Basic education" (filling people's basic lifetime learning

needs, as stated at Jomtien) is no longer the goal for the countries in
the South; rather, the goals for these countries are now "elementary
education" (four, five, or six years of schooling). Previously
considered to be a broad channel that was shared by both old and new
technologies, the "third channel" has been eliminated from
educational aims and confined to information and communication
technologies (ICTs).

The Education in the Information Systems discourse over the

past few years has completely entered the virtual world. It has
abandoned the discussion on the fundamental learning needs of the
people and instead adopted as its central themes competitiveness and
the new skills required by the market in order to "adapt to change"
rather than impinging on it.

It is essential to pinpoint the whereabouts of the "technological

revolution" in both place and time, in addition to the proclamation of
the information age and the "information revolution." Each and every
one of them originates in rich countries, most notably the United
States, and is then transported or, more accurately, appropriated by
"developing countries" (the South).
 Jabrayilzada Sevinj | 698

They emerge in the decade of 1990, a decade that was a turning

point in the history of humanity. It was during this decade that the
neoliberal model was established in the world along with its great
paradoxes, which included the following: the technological
revolution with growing social exclusion; globalization with greater
localization; the concentration of political and economic power in
fewer hands; and the expansion and articulation (also global) of
social protest and social movements.

The old utopia of "lifelong learning" reemerges in the decade

of 1990, set up as the guiding paradigm for education, capacity-
building/training, and research systems, thus contemplating the
"school of the future" (Delors et al. 1996; European Communities
Commission, 2000). This is largely inspired by the increased life span
as well as the expansion of information and communication
technologies.

From this context and time, which is intertwined with powerful

interests and conflicts, very different visions of the information
society emerge: an IS that is understood as access to information and
communication technologies (ICTs), which aspires to reduce the
"digital divide" and achieve a world that is "connected" to the
network; and an IS "with a human face" that goes beyond ICTs and
699 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

is committed to lifelong learning and the construction of a new social

paradigm that includes economic justice, equality, and well-being for
all. Both of these perspectives can be found at the World Summit on
the Information Society (WSIS, Geneva 2003; Tunis 2005), where
they are in direct opposition to one another.

The phrases "age" and "society" are frequently used

interchangeably, while the terms "information," "communication,"
"knowledge," and "learning" are also frequently used without the
appropriate differentiations being made. In 1997, the International
Adult Literacy Survey (IALS) discussed competences for the
"knowledge society," and in 2000, it discussed competencies for the
"information age" (OECD/Statistics Canada 1997, 2000).

This is a perfect example of how the IALS communicated the

importance of these competencies. As a result of the World Summit
on Information Systems (WSIS), the term "information security" (IS)
became official. Nevertheless, the problematic nature of the name IS
remains.
 Jabrayilzada Sevinj | 700

A society based on information that has the potential to

exacerbate existing inequity

The term "education for the information society" does not have
a definition that is either completely clear or completely unique. The
fact of the matter is that it has not been included in Glossaries for
international bulletins on education or other topics that are connected.
It has not been determined whether there are any parameters or
indicators that can accurately assess its quality, relevance, and
practicality.

The Education Index, which is a component of the Human

Development Index (HDI) that is calculated by the United Nations
Development Program (UNDP), continues to be constructed from
fundamental data, which includes registration as well as the various
educational levels and alphabetization rate. Given the current state of
affairs, it is evident that these data are not sufficient to adequately
capture the profile and educational requirements of any society.

Within the context of the strong trend toward reducing

information and communication technologies (ICTs), education in
the IS is typically understood to be the use of ICTs for educational-
schooling purposes (source of content, didactic reinforcement,
701 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

individualization of teaching and learning, aid for training/capacity-

building and teaching personnel, facilitator in the teaching of
individuals with special educational needs, etc.), to use during school
hours or to broaden the field of learning outside of this area, to assist
teaching personnel or to replace it.

Today, "Education and ICTs," "Use of ICTs in Education," and

"digital literacy" are concrete ways of referring to this idea of
Education in the Information System (IS).

In point of fact, many people confuse it with electronic or

virtual education (also known as e-learning), which gives the means
more importance and displaces the school system as the center of
education and systematic learning. This, in turn, reinforces the strong
tendency that is currently occurring to privatize education.

The provision of an education that is adaptable, diverse, and

individualized, as well as one that is tailored to the requirements of
particular groups and goals, are typically considered to be constituent
qualities of the instructional system.

The supply, opportunities, and access (to the computer, to the

Internet) continue to be the primary concerns, rather than the
relevance and quality of the content and methods, the conditions of
 Jabrayilzada Sevinj | 702

production and dissemination of these contents, and, in general, the

question of what kind of information or education is being provided
and for what purpose (social impact).

In the realm of education, hardware technology is more

prevalent than software technology, and information is more
prevalent than communication, knowledge, and learning.

In spite of this, there is a tendency to view information and

communication technologies (ICTs) as tools that are capable of
transmitting information, which constitutes a passive and reactive
emphasis.

This is in contrast to an active and proactive focus, which views

the subjects not only as consumers but also as providers of
information and knowledge.

We have progressed from the first telematic networks, which

were established in the 1980s with the intention of interconnecting
schools on a national and international scale, to macro policies and
projects that propose to install computers in every school and, even
more ambitiously, to make personalized lifelong learning a reality,
among other things with the assistance of manual artifacts that are
703 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

portable and can fit in the palm of one's hand (for example, Harvard's
Handheld Devices -WHD for Ubiquous Learning Project).

In point of fact, the possibility of permanent learning has never

been so close and at the same time so far away: close for the minority
of people who are able to access these and other means of learning in
the present day; very far away for the vast majority of people in the
world, for the poor, for the illiterate (more than 900 million in the
world), and for those who live on less than one dollar per day (1,200
million people who are impoverished), for those who are being
prescribed four years of elementary school, to be attended within the
boundaries of the so-called "school age" In a more concrete sense,
this is what the Millennium Development Goals (2000-2015) suggest
for education in the present day.

These are targets that have been endorsed by the World

Summit on Sustainable Development (WSIS), along with gender
equality in terms of access to elementary and secondary education.
However, there is no explicit aim for adult illiteracy.

We are then taking part in a peculiar information era, in which

the right to education is being diminished while the economic and
 Jabrayilzada Sevinj | 704

social difference between the North and the South, as well as between
the poor and the rich, is growing wider.

Discussion and introspection centered on major concepts

Within this framework, we will present a number of issues and

conundrums that are associated with the Information System (IS) and
Education in the IS. These difficulties and conundrums are of a
conceptual, political, social, ethical, and pedagogical nature.

Education in the information society is a problematic

enunciation, and it is difficult to redefine its meaning. That is because
it is imprisoned in two terms: education (when learning is desired,
learning to learn), and information (when the purpose is to transcend
data, to know, to comprehend, to learn, and to create).

- The failure to differentiate between information and

knowledge, as well as between the information system (IS) and the
knowledge system (KS), and the employment of both approaches as
if they were interchangeable, with a greater emphasis placed on
information than on communication.

The inability to differentiate between information and

education, capacity-building and training, education and learning,
and so on. Because of this lack of distinction and these
705 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

simplifications, there are attributions of information and

communication technologies (ICTs) that do not correlate, and there
are even a few systematic explorations concerning the potential of
ICTs in terms of their educational and training capabilities, as well
as their informational and communication applications.

The conventional information and communication

technologies (ICTs) and important institutions, such as the family,
the community, the education system, the mass communication
media, the library, the workplace, and so on, are being supplanted by
modern ICTs, which are now at the center of information and
communication.

- The Internet and computers as the only means of information

and communication technologies (and actual notions on information
and communication).

In addition, the term "modern" is a relative one when it comes

to classifying information and communication technologies (ICTs).
There are other technologies that are considered contemporary, and
there are others that came before them. These technologies will soon
cease to exist.
 Jabrayilzada Sevinj | 706

ICTs found themselves in a conflict between resistance and

fascination, with fascination emerging victorious. Both "owning a
computer and speaking English" have evolved into expectations and
erroneous indications of the effectiveness of a school system,
regardless of whether it is public or private, as well as in many more
educational opportunities that are not official.

- The double edge of information and communication

technologies, which serve both for the globalization of the neoliberal
model and for the globalization of protests, solidarity, and the
development of another alternative world (World Social Forum).
This presents a dilemma between the domestication of power and the
empowerment of individuals.

- The goal of "reducing the digital divide" was formed as an

objective in and of itself, without taking into consideration the
structural differences (political, economic, and social, between the
North and the South, and within each country) that support it.

Under the guise of IS rhetoric, powerful interests, as well as

financial and political gains, are at work behind the race for
information and communication technologies. In recent years, the
sector of education has evolved into a privileged market that is
707 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

contested not only by political figures but also by private businesses

and major multinational firms.

The tension that exists between the local, national, and global
levels is characterized by a strong trend of cultural global industries
and powers devouring one other. Additionally, there is a growing
lack of culture, increased homogenization, and more biased thinking.

In the process of diverting attention and resources away from

the essential conditions and structural factors that condition
educational supply and demand, great expectations have been placed
on information and communication technologies (ICTs) as artifacts
of the anticipated education revolution.

These conditions and factors include the economic model,

social policies, foreign debt, international cooperation, and the issue
of teaching personnel. As long as there are computers, a poor school
will continue to be a poor school.

Memorization, encyclopedism, learning without

comprehension, hierarchies, asymmetries, and fixed roles between
transmitters (teachers) and receivers (students) are some of the
problems that affect education and school systems in the past. The
information system (IS) and the emphasis on information contribute
 Jabrayilzada Sevinj | 708

to instead reinforce these problems rather than avoiding them. The

term "banking education" has moved beyond the confines of the
classroom and is now being taught on a worldwide basis.

- A repetition of mistakes, with a disregard for the lessons that

were learned. When it comes to the formulation and implementation
of policies and programs that are associated with information and
communication technologies (ICTs) and education, nations and
international organizations continue to make the same mistakes and
encounter the same issues.

In both the North and the South, there are two different
discourses and two different goals. It is during the full emergence of
the IS that the North adopts lifelong learning for itself and prescribes
four years of schooling for the South.

This is done with the intention of thinking globally and acting

locally. The "official aid for development" does not solve the long-
standing issue of asymmetry, inequality, and mounting foreign debt.
This is true regardless of the amount of aid provided or the conditions
attached to it.
709 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Towards achieving literacy for all

We begin by establishing that the IS is not a predetermined

reality but rather a process that is undergoing continuous change, and
that the fundamental goal is to construct societies that are capable of
learning, communities that are learning. On this path, education in
and for the information society ought to be an education that contains
the following components:

Achieves universal literacy and provides a fundamental

education that is both relevant and of high quality for the entire
population in the countries that are located in the North and the
South.

Learning is encouraged and aimed to be articulated in and

outside of the educational system, in formal, nonformal, and informal
education, in the home, in the community, in the workplace, in spaces
of production, creative, and recreation, social engagement, and other
settings.

- Makes use of all of the tools and technologies that are

available, not just information and communication technology,
within the context of an instructional and communication plan that is
integrated.
 Jabrayilzada Sevinj | 710

- Instructs students on how to search for and make use of

available information and knowledge in a selective and critical
manner; how to recognize, produce, and disseminate information and
knowledge; how to develop independent and complex thinking; how
to actively participate in social action that transforms and transcends
actual reality, which in turn is the source and process of knowledge
and learning.

The right to education is primarily viewed as a right for all

individuals to learn, learning to learn, and learning throughout one's
entire life. This right is defended and embodied in the organization's
own practices.

Intra-subject and inter-subject communication in the process

of teaching computer science in primary school, the

development

of students' logical thinking. Educational issues in the process of

teaching

computer science in elementary school.

When teaching primary school pupils computer science with

the goal of strengthening their logical thinking skills, it is necessary
711 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

to engage in communication not only within the topic category but

also between subjects. Incorporating these many modes of
communication into the instructional process can be done in the
following ways:

The Communication Within the Subject:

Intra-subject communication is a term that describes

communication that takes place within the topic itself. In this type of
communication, students investigate various ideas and abilities that
are related to the field of computer science. In the framework of the
development of logical thinking, the following are some techniques
to facilitate communication within the content of the sentence:

-Teaching pupils the principles of algorithms, including how to

break down issues into smaller stages and solve them in a methodical
manner, is the first step in teaching them algorithmic thinking. To
make it more interesting, incorporate both hands-on activities and
visual aids.

-Implementing block-based programming languages such as

Scratch or Blockly is a great way to introduce students to the
fundamentals of coding logic. In order to establish a logical flow of
 Jabrayilzada Sevinj | 712

instructions, encourage pupils to create programs by stacking code

blocks that they have created.

3. Problem-Solving Challenges: Give pupils issues that are

pertinent to the actual world and require them to come up with logical
solutions. You should encourage students to use computational
thinking to come up with ideas, plan solutions, and put those plans
into action.

4. Logical Puzzles and Games: Incorporate logic puzzles and

games (such as Sudoku and logic riddles) into your studies in order
to improve your ability to think critically and solve problems.

Encourage students to recognize and work with patterns in

data, sequences, and code by teaching them how to recognize and
work with patterns. This assists children in developing their ability
to reason deductively and inductively.

Debugging Skills: Teach students how to recognize and correct

mistakes that have been introduced into their programs. Their
analytical thinking and attention to detail can be improved through
the use of debugging training exercises.

7. Collaborative Projects: Enable students to work together on

coding projects that need them to communicate and plan together.
713 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

This will help students develop their ability to think logically via the
process of working together.

Communication Between topics:

-Inter-subject communication is the process of linking concepts

from computer science with those from other topics in order to
produce a more comprehensive educational experience.

How to incorporate communication between different subjects

is as follows:

1) Mathematical concepts: Establish a connection between

logical thinking in computer science and mathematical ideas. One
example would be to investigate the application of algorithms and
logical conditions in the field of mathematics.

2. In the field of science, demonstrate how logical reasoning

pertains to the process of scientific investigation and
experimentation. In this discussion, we will examine the role of logic
in drawing conclusions and data analysis.

3. Encourage students to document their coding work with

clear explanations and written instructions using language arts. This
 Jabrayilzada Sevinj | 714

will help students develop their communication skills and their

ability to sequence information logically.

4. History and Social Studies: Investigate the development of

computing and the various ways in which it has influenced society.
Have a conversation on the logical underpinnings of the older
computing machines.

5. Art and Creativity: In order to inspire creativity while

applying logical concepts, it is recommended to combine computer
science with art projects. One example of this would be the creation
of interactive digital artwork.

Engage in a conversation about the significance of sensors and

data collecting in the realm of sports technology, establishing a
connection between the concepts of computer science and physical
activities.

Exploring the logic that lies behind musical compositions and

the ways in which algorithms are utilized in music software and
synthesizers is the seventh topic.

8. In the area of ethics and social studies, discuss the ethical

considerations that are associated with computer science, with an
715 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

emphasis on the significance of making decisions that are both

logical and ethical when utilizing technology.

Examine the ways in which computer science and data analysis

might contribute to environmental monitoring and conservation
initiatives. This is the ninth topic in the Environmental Science
category.

10. Geography: Investigate the use of geographic information

systems (GIS) and mapping tools, putting an emphasis on the logical
reasoning that is necessary for spatial analysis.

Students are able to see how logical thinking in computer

science ties to other elements of their education and the wider world
when these courses are integrated and cross-disciplinary debates and
projects are encouraged. This makes learning more interesting and
engaging for the students.

In the process of teaching computer science to primary school

students, there are also educational considerations to consider.

The instruction of computer technology in elementary school

raises a number of pedagogical concerns that need to be appropriately
addressed by teachers and other educational institutions.
 Jabrayilzada Sevinj | 716

There is a possibility that these problems will have an effect on

the standard of education as well as the successful incorporation of
computer science into the curriculum. When it comes to teaching
computer science at the primary school level, the following are some
of the most important pedagogical issues:

1. A lack of preparedness on the part of instructors It is possible

that a significant number of primary school teachers have not
obtained extensive training in computer science ideas and
programming abilities. It is of the utmost importance to make certain
that school teachers are sufficiently prepared to teach the subject.

2. The Development of Curriculum It might be difficult to

create computer science courses that are age-appropriate and well-
structured for elementary schools. It is of the utmost importance to
make certain that the curriculum is in accordance with educational
standards and that it promotes active, hands-on learning.

3. Availability of Resources: Not all educational institutions

have access to the resources that are required, such as computers,
tablets, or software for programming. When it comes to preventing
the digital gap, it is crucial to ensure that everyone has equal access
to technology.
717 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

4) Diversity and Inclusion: It is of the utmost importance to

promote diversity and inclusion in the field of computer science. It is
important that students with disabilities, students from
underrepresented minorities, and girls feel supported and welcomed
in computer science programs.

5. Engagement and Motivation: It can be difficult to achieve

the goal of keeping young pupils interested and motivated in the field
of computer science. If you want to keep people interested in the
topic, it needs to be presented in a way that is both interesting and
suitable for their age.

6. Assessment and Evaluation: It is of the utmost importance to

devise efficient techniques for evaluating the level of comprehension
and advancement that students have in the field of computer science.
There is a possibility that conventional testing procedures are not
always appropriate for this topic.

7. The ratio of teachers to students: Elementary schools

typically have fewer resources and higher class sizes than secondary
schools. When it comes to giving individualized help and guidance
in the field of computer science, it is vital to maintain a low teacher-
student ratio. 8. Integration with Other courses: Although integrating
 Jabrayilzada Sevinj | 718

computer science with other courses can be difficult, it is essential

for offering a well-rounded education. One of the most important
aspects of interdisciplinary learning is working together with
instructors from a variety of fields.

9. Continuing Professional Development It is of the utmost

importance to provide teachers with opportunities for continued
professional development. As a result of the quick pace of change in
the field of computer science, it is essential for educators to remain
current on the most recent styles and technologies.

10. Support for Students Struggling It is necessary to identify

students who are having difficulty with computer science and it is
also essential to provide additional support for these students.
Adapting instruction to fit the specific requirements of each student
is an essential component.

11. The Involvement of Parents Although it may be difficult,

educating parents about the significance of computer science and
involving them in their child's educational path can have a substantial
impact on the success of a student.

12. Considerations of an Ethical Nature Teaching computer

science also requires having conversations with students about the
719 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

ethical and responsible use of technology, which can be difficult for

younger pupils to understand. Taking necessary action to address
ethical concerns is also vital.

13. Limited Class Time: Elementary schools typically have a

limited amount of time for each subject it teaches. Finding strategies
to properly incorporate computer technology into the curriculum
without compromising the teaching of other disciplines that are
equally important can be a tough endeavor.

In order to address these educational challenges during the

process of teaching computer science in elementary school, it is
necessary for educators, administrators, legislators, and members of
the larger community to work together.

The establishment of computer science programs that are

inclusive, well-prepared, and well-supported should be a priority for
schools in order to guarantee that students obtain a thorough
education in information technology, which is an extremely
important field.

For the purpose of providing students with a full understanding

of the subject matter and the ways in which it may be used in the real
world, it is essential to incorporate both intra-subject and inter-
 Jabrayilzada Sevinj | 720

subject communication into the teaching of computer science in

elementary school. Incorporating these many modes of
communication into the instructional process can be done in the
following ways:

Within the field of computer science, intra-subject

communication consists of:

1. Sequential Learning: For a core understanding of computer

science, begin with fundamental ideas such as algorithms and data
representation for example. Make certain that pupils have a firm
grasp on these fundamentals before moving on to more advanced
subjects.

Teaching programming principles in a step-by-step manner,

beginning with block-based languages such as Scratch, is the second
step in the programming logic process. Through the use of hands-on
coding projects, gradually introduce coding principles such as loops,
conditionals, and variables. This will provide an opportunity to
reinforce logical thinking.

3. Exercises in Problem-Solving: Give pupils coding problems

that demand them to use their logical problem-solving skills. In order
721 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

for children to solve problems on their own, you should encourage

them to come up with techniques and algorithms.

Emphasize the significance of debugging as a method for

resolving issues in the practice of debugging. Provide students with
the knowledge and skills necessary to recognize and rectify problems
in their code, hence enhancing their analytical and logical thinking
abilities.

Assigning coding projects that entail planning, designing, and

implementing solutions to real-world problems is the fifth step in the
project-based learning approach at your school.

Due to the fact that students are working on actual applications

of computer science, these projects have the potential to foster critical
thinking and logical reasoning.

Communication Between Subjects (also known as "Across

Subjects"):

1. Mathematics: Establish a connection between computer

science and mathematics by illustrating the intersection of logical
thinking and mathematical topics that you have learned. For instance,
you may talk about the relationship between algorithms and
mathematical sequences and patterns.
 Jabrayilzada Sevinj | 722

2. In the field of science, emphasize the significance of

computer science in the process of data analysis and simulations, and
talk about how the scientific method includes the use of logical
reasoning in order to arrive at findings.

Language Arts: In order to integrate computer science with

language arts, you should have students write about the coding
projects they have successfully completed. The ability to explain
their mental processes and logical reasoning in written form is
facilitated by this information.

Explore the historical development of computers and the

impact that technology has had on society, with a particular focus on
the logical foundations of early computing machines. This is the
fourth topic in the Social Studies course.

5. Art and Creativity: Combine computer science with artistic

endeavors, such as the production of animations or interactive digital
artwork. Both creative thinking and the application of logical ideas
are stimulated by this combination.

6. Discuss the role that technology, sensors, and data

collecting play in the realm of sports technology and physical
activities. This is part of the Physical Education curriculum. Bring
723 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

attention to the rational processes that are involved in monitoring and

enhancing performance.

7. Ethics and Citizenship: Involve students in conversations

regarding ethical problems that are associated with computer science.
Encourage them to think critically about the responsible use of
technology and the implications it has for society.

8. In the field of environmental science, demonstrate how

computer science may be utilized for environmental monitoring and
data analysis, with an emphasis on the use of logical thinking in the
process of tackling environmental concerns.

In the subject of geography, you should investigate the usage

of geographic information systems (GIS) and mapping software, with
an emphasis on logical reasoning for the purpose of spatial analysis
and problem-solving.

Primary school teachers are able to provide students with a

well-rounded education that not only helps students develop their
logical thinking skills but also demonstrates the interdisciplinary
nature of computer science in the context of solving real-world
problems. This is accomplished by integrating computer science with
 Jabrayilzada Sevinj | 724

other subjects and encouraging communication both within and

between subjects.

1. The use of information and communication technology in

education increases student engagement and retention of
information: Students become more engaged in their work when
information and communication technology (ICT) is included into
the classroom. In terms of teaching the same topics in a variety of
various methods, this is due to the fact that technology offers a
variety of chances to make it more engaging and pleasant. As a result
of this greater involvement, it is believed that students will be able to
remember information in a manner that is both more effective and
more efficient.

Forms and methods of teaching computer science

A "young" subject in the school curriculum is "Computer

Science and Information and Communication Technology."
However, as a result of the quick expansion and prospects of this
field, the requirements for the goal, content, and approaches to its
instruction also altered at a rapid pace.

In addition to the computer science and information and

communication technology classes that are taught in schools today,
725 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

students have access to a broad variety of possibilities to work on a

computer. These opportunities include supplementary classes in
clubs that are dedicated to individual technologies, work in computer
clubs, and having a computer at home. In the event that such work
does not have a particular organization, this can result in unfavorable
outcomes, including the following:

The misconception that some youngsters have that they are

well-versed in computer science and are generally comfortable with
computers is something that some children develop. It has been
demonstrated via practical experience that students frequently
misinterpret the goal of the disciplines "Informatics" and "ICT,"
despite the fact that there is a level of progress in this field on the
present day. There is a significant amount of room for improvement
in both the actual degree of expertise in computer science and the
culture of presenting the results of computer work.

If the objective of the knowledge and abilities acquired in

information and communication technology (ICT) classes is easily
understood, then students may not always perceive the practical
application of the knowledge learned in computer science lessons
outside of the context of this subject. A sufficient amount of faith is
 Jabrayilzada Sevinj | 726

lacking in the notion that "Computer Science and ICT" is a "tool" that
can be utilized in any field of study;

When it comes to working on a computer, pupils of the same

age group have varying degrees of psychological preparation and
confidence in their abilities.

Knowledge of information culture is one of the variables that

contribute to successful social adaptation in modern society since the
requirements of modern society are such that it is one of the factors.
If you want to keep up with the rapid speed of technological
advancement, you will need to continually work "on yourself" and
improve yourself. In order to be able to actively work with a
computer, a person needs to have faith in the computer and be
psychologically prepared to do so.

The only way that communication with a computer may raise

the urge for obtaining knowledge, contribute to the development of
creative capacities in each individual, and contribute to the
construction of skills that allow one to freely navigate the world of
quickly evolving information technologies is through the use of this
approach.
727 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

It is the mission of a teacher of computer science and

information and communication technology (ICT) to foster the
development of individuals who are capable of thriving in an
information society.

To be successful in reaching this objective, it is important to

accomplish the following tasks:

- establishing settings that will allow for the development of

components of the information culture of the students;

— the establishment of conditions conducive to the acquisition

of the abilities of self-education and self-development;

- the incorporation of the education of information and

communication technology and computer science.

- establishing conditions for discovering students’ giftedness.

From one academic year to the next, the educational system

offers an increasing number of options for each student to construct
their own individual learning trajectory. The instructional system that
takes place in the classroom provides opportunity for the utilization
of individual forms and methods.
 Jabrayilzada Sevinj | 728

The V.G. According to Krysko, there are three categories of

training: curriculum (which includes things like lessons, lectures,
seminars, homework, and exams), unscheduled (which includes
things like team laboratory classes, consultations, conferences, clubs,
excursions, and classes in advanced and auxiliary programs), and
auxiliary (which includes group and individual lessons, alignment
groups, and tutoring).

The vast majority of contemporary publications make a

distinction between broad forms of instruction and forms of
organizing different aspects of the educational process.

There is an additional basis for classification in the field of

computer science education, and that is the presence or absence of a
computer in the learning process. As a result, the classification of
types of training that is generally accepted takes into consideration
both computer-based and non-computer-based kinds of training.

On the other hand, the current sanitary and hygienic standards

do not permit the sole use of computer-based forms of education, and
also restrict the duration of these forms of education to fifteen to
thirty minutes (variable according to the age of the pupils).
729 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The various types of general training can be broken down into

the following categories: frontal, collective, group, paired,
individual, and also with a revolving composition of pupils. It is
based on the characteristics of the features of communicative contact
between the teacher and students, as well as between the students
themselves, that the main types of teaching are divided into their
respective categories.

In the same way that it was used before the development of

computer science, frontal learning is utilized when all of the students
are working on the same material or when they are mastering the
same kind of activity.

It also entails the instructor working with the entire class at the
same pace, with activities that are similar. Despite the fact that it is
employed in the application of verbal, visual, and practical
approaches, as well as in the process of monitoring knowledge, this
classic organizational structure continues to be an important
component of computer science instruction.

According to what A.I. The ability of the student to

immediately duplicate the activity that was taught by the instructor is
 Jabrayilzada Sevinj | 730

indicative of the impact that the computer has had on the classroom,
according to Bochkin.

While this is going on, the instructor should not only be able to
manage the frontal and individual activities of students in an
organizational and programmatic manner, but they should also be
able to switch the computers of the students to the appropriate modes
(frontal or individual activities), and they should also be able to
establish a unified state of the computer environment at all RMUs
(M.V. Klarin).

The primary contact that takes place in paired learning takes

place between two students. These students can then debate the task
at hand, engage in mutual instruction, or exercise mutual control. It
should be noted that the assistance of a friend is frequently more
beneficial to a student than the assistance of a teacher.

It is E.N. You, Chelak, and N.K. The paired type of learning,

as described by Konopatov, is believed to be episodic paired
communication that takes place during the class among "teacher-
student" and "student-student" interactions.

Because there was a lack of computers, students came up with

the idea of working together on a computer in pairs. In essence, this
731 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

was something that students discovered on their own. It was later

shown that even with a significant amount of RMUs, it can be useful
at the beginning of training or when understanding a new complex
topic. This was discovered after years of observation.

On the other hand, the SanPiN application that is now available

does not propose using partnered approaches to work on a single
machine. Because of this, work in pairs should involve alternation in
today's current conditions: one student should be working at the
computer, while the other student should be working on the part of
the task that does not use the computer, and vice versa.

In order to facilitate the integration of the paired form of

learning with the collective form of learning, many forms of learning
have been devised in which students change in pairs in a specific
sequence.

The engagement of a teacher with a single student is an

example of an individual kind of education. This can take the form
of consultations, tutoring, or other similar activities.

The management of the individual actions of students in a

computer-based informatics lesson is particularly challenging
 Jabrayilzada Sevinj | 732

because the circumstances at each computer are almost entirely

different from one another.

The solution for the educator is to involve successful students

in the teaching process (even within the context of pair work), to
"autoformalize their own pedagogical experience" (A.P. Ershov)
through the use of training programs, and to make use of the software
and information resources that are readily available.

One-on-one instruction with a computer is a new form of

individual learning that has been made possible by the field of
computer science. According to what E.N. You, Chelak, and N.K. To
answer your question, Konopatov, when it comes to the teaching of
computer science, we can discuss the concept of individual learning
in conjunction with collective knowledge, which is achieved in the
form of "student and computer."

By working one-on-one with a computer (or more accurately,

with a training software), the student is able to master the information
at his own pace and select an individual path for learning
instructional content within the context of a certain lesson topic. One
of the most significant distinctions between this style of work and the
733 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

traditional autonomous form of labor is that the program is an

interactive "cast" of the author's brain and experience.

A time-limited design of a separate link in the learning process

is the form of organization that is used for training.

Individualized modes of education are given new life by the

computer. The advantage of frontal forms is maintained through the
copying of knowledge in pedagogical software, the utilization of
multimedia training courses, and the utilization of Internet resources.

This advantage includes the ability to learn from the most

qualified instructors and to make use of a variety of information
sources. The computer eliminates the inconsistency that existed
between individual learning and community education.

A teacher's ability to help students develop the skills necessary

for autonomous cognitive activity is one of the most crucial roles that
they may perform.

The term "external forms of educational organization" refers to

a particular kind of lesson, such as a lesson, lecture, seminar,
excursion, workshop, elective lesson, examination, topic and
technical innovation groups, student scientific societies, and so on.
Due to the fact that they incorporate objectives, material, methods,
 Jabrayilzada Sevinj | 734

instructional aids, and contact between the instructor and the

students, they possess an integrative function.

As an illustration. With the use of a demonstration screen, the

instructor presents a variety of instructional components that are
included in the course material.

These components include interface elements, program

fragments, diagrams, texts, and so on. In this scenario, the instructor
is the one who is working on the computer, and the students either
observe his movements or replicate them on the screen of their own
computers.

Occasionally, the instructor will transmit specialized

demonstration programs to the computers of the students, and the
students will work independently with these programs. The overall
graphic capabilities of current computers have increased, which
explains why demonstrations using a computer are becoming
increasingly important and have the ability to teach through their
teaching capacities. Schoolchildren are the primary target audience
for the demonstration, and its primary didactic function is to convey
new educational content to them.
735 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The majority of the work that is done in the computer science

classroom is laboratory work, often known as frontal work. While
simultaneously working at their respective workplaces, all of the
pupils are using the required software.

The activities that students engage in can either be synchronous

(for instance, when working with the same pedagogical software), or
they can come at a different pace or even be carried out with a
different program.

Despite the fact that the initial job is typically the same, there
is frequently a rapid "spreading" of the frontal activity that has begun.
During front-line laboratory work, it is the responsibility of the
instructor to monitor the work of the students (including over a local
network), as well as to offer them with immediate help.

It is possible for the software that is utilized to serve a variety

of didactic purposes, including but not limited to the following:
mastering new material (perhaps through the utilization of a training
program), consolidating new material (perhaps through the
utilization of a simulator program), and assessing the assimilation of
acquired knowledge or operational skills (perhaps through the
utilization of a monitoring program or computer).
 Jabrayilzada Sevinj | 736

When compared to frontal laboratory work, individual

workshop work is a more advanced form of work. Frontal laboratory
work is characterized by a variety of tasks, both in terms of
complexity and level of independence; a greater reliance on
textbooks, reference material, and possibly Internet resources; and
more difficult questions to the instructor.

During the workshop, the instructor is responsible for

monitoring the students' progress, providing them with assistance,
and, if necessary, inviting all students to discuss general issues while
paying attention to typical mistakes. This is done while taking into
consideration the hygienic requirements for organizing the work of
students in computer technology. The instructor must ensure that the
amount of time that students spend working continuously at the
computer does not exceed the recommended standards.

The term “lecture” has two meanings: it is both a form and a

method. The lecture is always frontal. It can be supported by a
computer as a means of clarity and demonstration and, if classroom
equipment allows, it is carried out in a computer lab. The teacher is
in charge. If students have notes prepared on a computer (for
example, in the form of hypertext or presentation), self-management
737 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

of cognitive activity is enhanced and the fear of not writing down

something important is eliminated.

It is also possible for students to acquire a printed copy of their

notes. At the same time, as the artificial intelligence has pointed out.
According to Bochkin, the most effective format for a summary is
one in which the most important aspects are summarized on the left
side of the page, and there is a space on the right side of the page
intended for the student to provide their feedback. The
individualization of activities and the development of mental
functions in students are both facilitated as a result of this.

Due to the fact that the seminar serves as a transitional form

between frontal and individual work, it continues to hold essential
significance in the field of computer science education. A number of
non-machine and home-machine skills and abilities are required to
be developed in a computer science course.

This is due to the fact that some of the tasks in the course do
not require such skills (for instance, solving problems on the
theoretical foundations of computer science), while others require
preliminary or subsequent discussion (project method, giving a report
or discussing it, algorithm development).
 Jabrayilzada Sevinj | 738

Working on the computer without first reviewing the

instructions is a waste of both the student's time and their abilities to
see well. In conclusion, we require a suitable method of work that
will allow us to gain a common understanding of what was done on
the computer, what occurred, and the reasons behind it in a more
tranquil setting.

The computer itself has the potential to divert attention away

from the primary purpose of the student's use of the device. There are
extreme circumstances in which it is conceivable to substitute a
targeted activity with a blind search of choices, which is not
immediately distinct from productive effort.

The capacity to create a comprehensive prediction of the

behavior of a computer based on the experience that has been
collected while working with it is a significant intellectual skill. It is
also necessary to have a seminar for activities of this nature.

The seminar also includes the implementation of collective

forms of labor, which are a means of overcoming the individualism
that is inherent in the one-on-one computer method. Due to the fact
that they are required to be addressed, role-playing games are suitable
for inclusion in the seminar.
739 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Having an understanding of what is considered to be a

consequence of the work done at the seminar is beneficial for the
student. The following is a list of the possible controlled results that
we use to decide what a student "needs to pass":

1) the final version of the algorithm's text, which is

immediately ready to be input;

2) an execution table of an algorithm that was compiled without

the use of a computer;

third, a project that involves dialogue with the software;

4) responses to questions in accordance with the rules and

regulations;

5) directions for one's own program or for the program of

another individual;

6) comments on your own program or on the program of

another individual;

7) a description of the outcomes that are anticipated from the

program;

The description of the roles and functions of the players in the

game, including any faults that were found.
 Jabrayilzada Sevinj | 740

Form of education that is based on projects. The form of the

project is based on creative activity as its foundation. Listed below
are the characteristics of the project-based learning approach:

There is an organizational stage of preparation for the project,

which includes the independent selection and development of a
solution option, the selection of software and hardware, and the
identification of information sources.

– the designation of a leader (organizer, coordinator) from

among the individuals who are participating in the project, as well as
the assignment of roles;

– the existence of a stage that includes self-examination and

self-assessment (reflection on action), the safeguarding of the
outcome, and the evaluation of the level of performance;

Each of the groups has the option of either developing their

own individual project or taking part in the implementation of a
group project.

The purpose of the expedition is to accomplish three primary

objectives: to demonstrate "live" computer science in management or
production; to provide career advise for specialties related to the
741 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

utilization of computers; and to correct students' "bookish" and

speculative beliefs about actual computer science.

It is possible to go on the expedition both before and after

studying a certain course, segment, or topic. In the first scenario, one
of its objectives is to generate interest in the topic at hand; in the
second scenario, it seeks to generalize knowledge, organize it, and
establish a connection between it and real-world situations.

Preparations are required for the excursion. When compared to

tourism, the primary distinction is in the fact that excursionists
possess a higher level of technical expertise and the gained
knowledge is more precise.

In the beginning, the instructor needs to walk through the

excursion route, determine what will be displayed and how it will be
shown, and come to an agreement on who exactly will remark on the
activity. The specific, practical tasks that people engage in while
utilizing a computer while they are working are the focus of
observation that is being carried out.

It is E.V. Among the many modern types and sorts of computer

science lessons that are offered by Ogorodnikov, S.G. Grigoriev, and
others are:
 Jabrayilzada Sevinj | 742

Lessons that are similar to those taught at universities (lesson-

lecture, lesson-seminar, lesson-practical lesson, lesson-colloquium,
lesson-consultation, and lesson-test classes);

The following are examples of special purpose lessons:

-workshop lesson, independent work lesson, test lesson,

frontal laboratory lesson, excursion lesson, and transdisciplinary
lesson;

-lesson plans that are based on games, such as role-playing

lessons, competition lessons, quiz lessons, conference lessons,
meeting lessons, and project lessons;

- Lessons that are based on content structures (such as a lesson

on working with a book, a lesson based on an electronic workbook,
a lesson based on dynamic reference signals, a lesson based on
summary tables, a lesson based on dictation, and a lesson based on a
standard program structure).

Computer science instruction strategies and methods

Method is a technique, method, or course of action; a way to

attain a goal, a definite ordered activity; a series of techniques or
procedures for the practical or theoretical mastery of reality,
743 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

subordinated to addressing a specific problem. Method is derived

from the Greek word methodos, which means "research."

When it comes to defining the concept of teaching method,

there are a few different ways that can be found in the literature:

1) the manner in which the instructor and the learner engage in

the activity;

2) a collection of different works;

3) the sequence of steps that the instructor takes in order to

guide students from ignorance to knowledge;

4) the sequence of activities that teachers and students engage

in together.

A statement made by I.Ya. Learner, the teaching method is a

system of consistent and regulated actions of the instructor who,
through the use of particular means, arranges the practical and
cognitive activities of students to master social experience. This is
done in order to achieve the learning goal.

At the same time, the activity of the teacher is determined, on

the one hand, by the purpose of teaching, the laws of assimilation,
and the nature of the educational activities that schoolchildren
 Jabrayilzada Sevinj | 744

participate in, and on the other hand, it is the teacher who determines
this activity, the implementation of the laws of assimilation and
development.

Methods are ways of organizing and interconnecting activities

that teachers and students engage in with the intention of resolving a
set of issues that arise during the process of education, according to
the majority of educators. Philosophers have observed that in the
realm of social and material reality, there are no methods, but rather
just laws that are objective.

It might be said that ways are accessible within the realm of

consciousness, within the conscious action of an individual.
According to P.V. Kopnin, the approach does not immediately record
what is currently present in the objective world; rather, it records how
a person ought to behave in the process of cognition and practical
action.

One of the most important ideas that is included in the

technique as a pedagogical word is an indication of an action that is
suitable for an educational setting. The M.I. Makhmutov
differentiates between two aspects of his methods, namely the
outward and the inside.
745 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The one that is external depicts the manner in which the

instructor conducts himself, while the one that is internal reflects the
principles that he adheres to. Therefore, this idea ought to express the
unity of the internal and the external, the connection between theory
and practice, and the relationship between the actions of the
instructor and the activities of the student.

According to M.I. Makhmutov, a teaching technique is a set of

regulatory principles and regulations that are used to organize
pedagogically acceptable interaction between a teacher and pupils.
This interaction is utilized for a specific range of activities that are
associated with teaching, development, and rearing.

As a result, this definition places an emphasis on the fact that

the technique includes not only the rules of how to behave but also
the methods of behavior itself.

In addition to the concept of "teaching method," the concepts

of "teaching technique" and "methodological technique" are utilized
in both theoretical and practical aspects of pedagogical practice. It is
generally agreed upon that a method, in the sense of a means of doing
something, is comprised of techniques or specific acts undertaken
with the intention of resolving pedagogical issues.
 Jabrayilzada Sevinj | 746

The selection of different types and approaches to training

It is the most crucial component of a teacher's job to be able to

select the most appropriate instructional approach for a certain
educational setting, one that is optimal for the conditions under which
it will be implemented. Because of this, pedagogy places a particular
emphasis on them (A.N. Aleksyuk, Yu.K. Babansky, I.Ya. Lerner,
M.I. Makhmutov, and others).

When selecting and combining different instructional

approaches, you need to be sure to keep the following characteristics
in mind:

1) adherence to the goals and objectives of the training,

education, and development programs;

2) conformity with the substance of the material that is being

studied (complexity, novelty, nature, and the capability of visual
presentation of the material, among other things);

3) conformity with the actual educational capacities of the

pupils in the class, including age (both mental and physical), level of
preparedness (including training, development, education, and
degree of competency in information and communication
technologies), and characteristics of the class;
747 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

4) In accordance with the conditions that are currently in place

(including the provision of the classroom with suitable instructional
aids, the availability of printed and electronic educational materials),
as well as the prescribed amount of time for training;

5) Conditions that are ergonomic (time of the lesson according

to the schedule, quantity of students in the class, amount of time spent
working at the computer, etc.);

6) conformance with the particular features and skills of the

teachers themselves (character traits, level of mastery of one or
another method, relationship with the class, previous experience,
level of psychological, pedagogical, methodological and information
technology training).

It is always the case that the aim of the lesson is in accordance

with the potential of the means to achieve it. These means include the
substance of the lesson as well as the techniques of instruction.

However, because the approaches may vary depending on the

contents, in order to select them, it is necessary to take into
consideration all of the factors that have been given simultaneously.
In order to accomplish this, it is necessary to conduct a thorough
 Jabrayilzada Sevinj | 748

examination of the content of educational materials and to determine

the degree to which students can access them.

The format of the class can be chosen by the instructor at his or

her own discretion; groups, in pairs, or frontal instruction are all
viable options. The only thing that has to be mentioned is that in order
for students to be able to organize group work that yields positive
outcomes, they need to have the right abilities.

When selecting a frontal method of instruction, it is necessary

to take into consideration the fact that a lesson is not a monologue
delivered by the instructor or the conventional explanations and
surveys, but rather talks, discussions of new concepts, joint search
and analysis. This is the requirement for productive class activity.

While this is going on, a portion of the lesson is going to be

devoted to computer work, which will be done primarily by
individuals. It is the responsibility of the teacher to function as a
consultant in this activity, and if the student requires assistance, he
should always seek it from the teacher.
749 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Methods and formats for instructing students in computer

science

The efficient teaching of computer science requires the

utilization of a wide range of formats and approaches in order to
retain the attention of students and assist them in the development of
a solid foundation in computational thinking and problem-solving. In
the field of computer science education, the following are some of
the most frequent formats and methods:

1. Presentations Based on Lectures:

• Key concepts, theories, and algorithms can be introduced to

students through the use of traditional classroom presentation
methods. Understanding can be improved by the use of visual aids
and demonstrations.

2. Programmes that are Hands-On:

• The most important aspect of computer science education is

the focus on hands-on coding activities and projects. When it comes
to finding solutions to problems and developing software, students
actively write and debug code.
 Jabrayilzada Sevinj | 750

3. (PBL) stands for project-based learning.

• Project-based learning (PBL) is about giving students

challenging projects that are based in the real world and challenge
them to apply their coding and problem-solving skills in order to
address real-world problems. It encourages creative thinking as well
as critical analysis.

4. A Classroom That Is Flip?

• Students in a flipped classroom first examine the material

covered in the lecture outside of class (for example, through the use
of videos or texts), and then during class time, they participate in
activities such as discussions, collaborative activities, and coding
assignments.

5. Collaboration and Programming Conducted by Peers:

During the process of pair programming, two students

collaborate on a project, with one student producing code and the
other student providing input. Collaborative group projects foster
teamwork and the exchange of information among participants.
751 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

6. Auditing of the Code and Bug Fixing:

Students should be instructed on how to evaluate and debug

code, with an emphasis placed on the significance of locating and
correcting problems in their own programs.

7. The use of games:

It is possible for students to have a more interesting and

engaging experience while learning computer science by
participating in educational games, coding challenges, and coding
competitions.

8. Learning Platforms Available Online:

• Make use of online platforms and courses (such as Code.org,

Khan Academy, and Coursera) that provide a structured curriculum
for computer science and interactive coding activities.

9. Computing Environments for Visual Programming:

Before moving on to text-based languages, it is recommended

that you begin by introducing coding ideas through the use of visual
or block-based programming environments such as Scratch at the
beginning.
 Jabrayilzada Sevinj | 752

10. Scaffolding: - Scaffolded learning is a concept that

simplifies difficult concepts by breaking them down into more
digestible chunks. To begin, you should begin with the foundations,
and then gradually introduce more sophisticated concepts.

11. Applications in the Real World: - Teach computer science

through the use of real-world applications, such as the development
of websites, mobile applications, or projects involving data analysis.

12. Problem-Solving Challenges: In order to foster critical

thinking and reasoning, it is important to encourage pupils to engage
in coding challenges, riddles, and algorithmic issues.

13. In order to educate students about hardware, sensors,

and the internet of things (IoT), robotics and physical computing can
be utilized. Programmable robots and physical computing platforms
such as Arduino or Raspberry Pi can be utilized to do this.

13. In order to better prepare students for the software

development techniques that they will encounter in the real world, it
is essential to emphasize the significance of documenting code and
presenting projects in a professional manner.

15. Mentorship and Peer Teaching: Encourage students who

are farther along in their education to act as mentors and teachers to
753 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

their classmates, so enhancing their own comprehension while also

assisting others.

16. Integration Across courses: - In order to highlight the

interdisciplinary character of computer science and its relevance to
the real world, it is important to integrate computer science with other
courses such as mathematics, science, and art.

17. Assessment and Feedback: - Make use of a wide range of

assessment methods, including as quizzes, examinations, coding
assignments, and peer evaluations, in order to evaluate the level of
student comprehension and provide feedback in a timely manner.

18. sector and Guest Speakers: - Inviting professionals from

the computer science sector to share their experiences and insights
with students in order to assist them in comprehending real-world
applications and career opportunities.

In order to cater to a variety of learning styles and to engage

students in meaningful ways, effective computer science education
frequently incorporates a number of various kinds of instruction and
approaches. It is essential to modify your instructional strategy in
accordance with the requirements of your group of students as well
as the particular educational goals of the course.
 Jabrayilzada Sevinj | 754

Repetition of educational material in computer science

lessons

Repetition of educational content is a popular and effective

teaching approach, particularly in the context of computer science
classes. Repetition is an effective method for enhancing retention,
reinforcing concepts, and catering to a variety of learning styles.
Listed below are some examples of how repetition might be
incorporated into computer science training by:

1. Before beginning each new lesson, go over the following:

At the beginning of each new computer science class, a brief review
of the fundamental ideas that were covered in the prior lesson should
be performed. Students' memories are refreshed as a result, and
connections are made between new information and information they
already know.

2. Incorporate Regular Practice tasks: Include practice tasks,

coding challenges, or quizzes in each and every course. During these
tasks, you should review and expand upon topics that have been
taught in the past, so strengthening your understanding through
application.
755 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. Spiral Curriculum: Make use of a spiral curriculum

method, in which concepts are reviewed and examined in greater
depth at various phases of the learning process. In the process of
revisiting a notion, it is either investigated in greater depth or used in
a different setting each time.

4. Coding Projects: Instruct pupils to work on coding

projects that incorporate topics that they have studied in the past. As
students progress through increasingly difficult projects, they will
inevitably come across and become more familiar with prior
information.

5. Homework Assignments Be sure you provide children

homework that requires them to practice and apply the information
that they have acquired in the past. Among these activities include
the authoring of code, the resolution of difficulties, and the conduct
of research.

6. Interactive Review Sessions: In order to provide students

with the opportunity to ask questions, get their doubts clarified, and
apply what they have learned in a group context, you should organize
interactive review sessions or coding labs.
 Jabrayilzada Sevinj | 756

Allow pupils to teach and clarify concepts to their classmates

through the use of the peer teaching method. Because of this, their
comprehension is strengthened, and they are able to consolidate their
knowledge.

8. Spaced Repetition: Make use of approaches that involve

spaced repetition, in which pupils study and return content at
increasing intervals during the progression of time. Long-term
retention is improved as a result of this.

Creating visual diagrams or idea maps that explain how

different concepts in computer science are connected to one another
is the ninth step in the conceptual mapping process. Students are
better able to comprehend the wider picture and the connections
between different concepts as a result of this.

10. Integration with New information: When introduced to

new information, it is important to connect it to concepts that have
been learnt in the past. When it comes to comprehending the new
subject matter, this displays the significance and usefulness of what
was previously learned.

Throughout the entirety of the course, formative assessments

should be utilized to evaluate the level of student comprehension and
757 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

to make appropriate adjustments to the teaching methodology. It is

important to revisit and reinforce particular concepts if pupils are
having difficulty with them.

12. Coding Challenges: On a regular basis, you should present

coding challenges to your students. These challenges should require
them to employ previously learned algorithms, data structures, and
problem-solving skills in unfamiliar ways.

13. Reflective diaries: Instruct students to keep reflective

diaries in which they summarize the information that they have
acquired since the beginning of each class. A stronger retention is
achieved through the process of summary.

14. Integrating Computer Science with Other Subjects:

Demonstrate how the concepts of computer science are related to
other subjects, hence enhancing comprehension through the use of
interdisciplinary linkages.

Self-Paced Learning: Make it possible for students to learn at

their own pace by giving them the opportunity to revisit and review
previously learned content at their own leisure.

This is especially important for students who require further

practice in particular subject areas.
 Jabrayilzada Sevinj | 758

For the purpose of avoiding monotony and boredom, repetition

ought to be balanced. Additionally, it should be adapted to the
particular requirements and advancements of each individual student.

This will ensure that those students who are able to

comprehend topics quickly are suitably pushed, while those students
who require additional support get opportunities for reinforcement.

Lessons in computer science that include the repetition of

certain teaching material when developing algorithms, there are three
fundamental building components that should be utilized:

- reiteration, selection, and sequencing are all options.

759 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

What does it mean to repeat something?

Loops are another term that could be used to allude to

repetition. The process of looping or continuously repeating sections
of a computer program is referred to as repetition in the field of
computer programming.

There are a few distinct varieties of one loop. One of the most
fundamental is the process of repeating a set of instructions a certain
number of times. Until a particular condition is satisfied, another kind
of loop will continue to repeat itself indefinitely.

For instance, the following are some of the processes that could
make up a very straightforward algorithm for eating morning cereal:

Dental hygiene is an example of repetition in practice.

The process of cleaning teeth can be simplified by developing

an algorithm. Take for example an individual who has ten upper
teeth. A representation of the algorithm would look something like
this in order to guarantee that each and every one of the upper teeth
is cleaned:

Consider the following alternative:

 Jabrayilzada Sevinj | 760

It is much easier to understand the second algorithm. However,

in order for this algorithm to function properly, we will also need to
incorporate a condition.

When instructions are repeated, a condition is a scenario that is

checked to ensure that it is satisfactory. This particular criterion will
be to determine whether or not the total number of teeth that have
been cleaned is equal to ten.

The instructions are repeated if the condition is found to be

"False," which indicates that the number of teeth that have been
cleaned is less than 10. In the event that the criterion is 'True' (that is,
the maximum number of teeth that have been cleaned is 10), then
there will be no more repetition.

What is the significance of repetition?

It is possible to simplify algorithms by the use of repetition,

which simply states that certain stages will be repeated unless they
are informed otherwise. Because of this, the process of building
algorithms is sped up and simplified because they do not need to
include a large number of steps that are not necessary.

Aims of the Session:

761 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• Determine the most effective ways to assist students in the

development of their computational thinking skills

• Investigate the three strands of the curriculum and think about

the types of activities that are appropriate for each of them

• Instructing students in the sequence, repetition, and selection

programming concepts, also known as the "Big 3."

• Investigate the vast array of materials, assistance, and

continuing professional development opportunities that are made
accessible by the National Centre for Computing Education (NCCE).

Why do we use that? For this reason, it is essential that we

provide our students with a high-quality education in computing.

Why should one teach computer science?

There are twelve million people who lack the skills necessary
to flourish in the digital world.

• According to the United Kingdom Digital Strategy, the

United Kingdom will require around 1.2 million new digitally skilled
individuals by the year 2022 in order to meet the future skills
requirements.
 Jabrayilzada Sevinj | 762

• According to the UK Digital Strategy, the economy of the

United Kingdom loses 63 billion pounds of GDP every year as a
result of a lack of digital skills, which hinders growth and hampers
prospects for employment.

• we aim to encourage young people to be positive, digital

citizens.

• additionally, ‘there is a national scarcity in computer science

professors that justifies schools hiring from abroad’ (Home Office
Migration Advisory's Committee [MAC]).

The transition from information and communications

technology to computing: why?

The way that computing education is now being taught in many

schools across the United Kingdom is extremely unsatisfactory.

Many students are not inspired by what they are taught and gain
nothing more than fundamental digital literacy skills such as how to
use a word processor or a database.

This is despite the fact that existing curricula for information

and communication technology (ICT) are expansive and provide
763 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

teachers with the opportunity to inspire students and assist them in

developing an interest in computing.

Principal alterations :

:• The name was changed to "Computing" in September of

2014.

• a stronger emphasis on computer science

• higher expectations - children are expected to accomplish

more than simply "do," but also "understand" the material

• much more and more difficult computer science objectives •

new vocabulary: algorithms, debugging, and variables
 Jabrayilzada Sevinj | 764

1. Students should be taught to comprehend what algorithms

are, how they are implemented as programs on digital devices, and
the fact that programs are executed by following instructions that are
clear and unambiguous.

2. Create and troubleshoot basic computer programs

3. Make use of rational thought in order to forecast the behavior

of straightforward programs

4. Make strategic use of technology in order to generate,

organize, store, or manipulate digital content and retrieve it when
necessary

5. acknowledge prevalent use of information technology

outside of the classroom

6. make use of technology in a manner that is both safe and

respectful, while maintaining the confidentiality of personal
information; identify the resources available to them for assistance
and support in the event that they have concerns over material or
contact on the internet or other online technologies.

1. Students should be taught to comprehend what algorithms

are, how they are implemented as programs on digital devices, and
765 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

the fact that programs are executed by following instructions that are
clear and unambiguous.

2. Create and troubleshoot basic computer programs

3. Make use of rational thought in order to forecast the behavior

of straightforward programs

4. Make strategic use of technology in order to generate,

organize, store, or manipulate digital content and retrieve it when
necessary

5. acknowledge prevalent use of information technology

outside of the classroom

6. make use of technology in a manner that is both safe and

respectful, while maintaining the confidentiality of personal
information; identify the resources available to them for assistance
and support in the event that they have concerns over material or
contact on the internet or other online technologies.

Testing and assessing students'

knowledge in informatics classes

In informatics lessons, it is essential to test and evaluate the

students' knowledge in order to determine how well they comprehend
 Jabrayilzada Sevinj | 766

the material, to pinpoint the areas in which they require development,

and to evaluate how far they have come. For the purpose of testing
and evaluating students in informatics classes, the following are some
of the numerous approaches and strategies:

1. Written Exams:

It is possible for students to demonstrate their theoretical

understanding of informatics topics, algorithms, data structures, and
programming languages through the use of traditional written
examinations. There should be essay questions, short response
questions, and multiple-choice questions included.

2. Practical Coding Assessments:

It is recommended that students be given programming

assignments or coding exercises to complete in order to assess their
capacity to apply coding ideas and problem-solving skills. Conduct
an analysis of their code to determine whether it is accurate, effective,
and follows industry standards.
767 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. Projects and Assignments:

• The ability of students to design software applications, work

on challenges that are representative of the real world, and apply
informatics ideas in actual scenarios can be evaluated through the use
of long-term coding projects or assignments.

4. Code Reviews:

Code reviews should be conducted, in which students either

show and explain their code to the class or submit it for evaluation
by both their peers and the teacher. Evaluate the approach to coding,
the effectiveness, and the logical soundness.

5. Quizzes and In-Class Assessments:

• In order to test the students' comprehension of particular

subjects or ideas that have been taught in recent classes, they should
be given brief quizzes or assessments in the classroom.
 Jabrayilzada Sevinj | 768

6. Online Coding Platforms:

Codecademy, LeetCode, and HackerRank are examples of

online platforms that provide automated code evaluation. You should
make use of these services. In the case of coding challenges and
exercises, these platforms offer instant feedback.

7. Group Projects and Presentations:

• Allocate group projects that call for cooperation and

teamwork from those involved. Consider both the overall project and
the contributions made by each individual. It is recommended that
students present their efforts to the audience.

8. Problem-Solving Challenges:

The students should be presented with difficult problem-

solving tasks that need them to apply their understanding of
informatics and computational thinking in order to come up with
solutions.
769 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

9. Oral Examinations:

Students are required to demonstrate their comprehension of

informatics principles, algorithms, and problem-solving approaches
through the use of oral tests or interviews.

1. Practical Skills Tests:

Hands-on examinations or simulations are used to evaluate

students' practical skills, such as database design, data analysis, or
system administration. These assessments are designed to evaluate
students' skill sets in a practical setting.

11. Research Papers and Reports:. Assignments of Research

Papers and Reports: Make sure to assign research papers or reports
on particular informatics domains. Assess students based on their
capacity to carry out research, evaluate information, and present the
results of their investigations.

12. Peer Assessment Assessing Peers: - Include a component

known as peer evaluation, in which students evaluate the work that
their classmates have produced. This not only improves their capacity
to critically analyze informatics projects and code, but it also
motivates themselves to engage in self-reflection.
 Jabrayilzada Sevinj | 770

13. Portfolios:. Request that students develop portfolios that

highlight their most successful coding projects, assignments, and
thoughts on their journey of learning in informatics. Portfolios should
be created by students.

14. Online Quizzes and Interactive Tools Use online quiz

platforms and interactive tools such as Kahoot! to test your
knowledge and develop your skills. to develop interactive exams and
quizzes that encourage students to participate in their own learning.

15. Self-Assessment and Reflection: Self-Evaluation and

Reflection: - Instruct students to constantly evaluate their own
knowledge and abilities in the field of informatics. Ask them to write
down their goals for improvement and to evaluate how far they have
come.

16. Final Examinations: - Conclude the course with a

comprehensive final test that covers the whole curriculum. - This
examination should be taken at the end of the course. There may be
a combination of written, coding, and practical questions included in
this segment.

17. Rubrics and Assessment Criteria Formulation of explicit

Rubrics and Evaluation Criteria: - Formulate explicit rubrics and
771 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

evaluation criteria in order to guarantee uniformity and openness in

the grading process.

It is absolutely necessary to ensure that the evaluations that are

designed for informatics classes are aligned with the learning
objectives and the results of the course.

Additionally, it is important to provide students with timely and

constructive feedback in order to assist them in understanding their
areas of strength and areas in which they may grow in the field of
informatics.

Types and forms of knowledge control in computer

science lessons
The improvement of testing and assessment of the learning
outcomes of schoolchildren is one of the primary paths that should
be pursued in order to increase the effectiveness of the educational
process in the field of computer science.

The actions of a teacher that involve testing and evaluation are

an essential component of all pedagogical work and a significant
contributor to the enhancement of the quality of instruction. It is
common for them to restrict themselves to conducting an oral survey
 Jabrayilzada Sevinj | 772

of kids in order to control their knowledge. During this survey, the

text of the textbook is merely repeated.

In order to conduct a more thorough quality check, it is

necessary to make use of a wide variety of knowledge control
methods.

Different kinds and methods of controlling knowledge:

1. Students are able to prepare themselves to master new

material, generalize and systematize what they have learned, and
practice skills successfully in executing basic processes through the
use of dictation, which is a form of written knowledge testing. There
is a list of questions that can be found in the dictation.

• a directive given by the instructor at a predetermined interval

of time;

• be shown in slides, one after the other;

• be laid down in the form of tables to which a collection of

answers is attached.

Pronunciation: "Information and the processes involved in

information."
773 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Option 1
1. Where is the focus of research in the field of computer
science lie?

2) What exactly is information?

3. Do some writing down of a historical fact that you are aware

of.

4. Make a note of a mathematical rule that you are familiar

with.

5. Describe the "completeness" quality that this information

possesses.

If you were to get the following message, "2x2=4," would you

find it informative? Provide an explanation for the response.

7. Please provide an example of a worker in the information

field.

8.With the assistance of which organ does a person acquire the

majority of the information that they obtain?

9. If a person has access to information, what activities do they

take with it?
 Jabrayilzada Sevinj | 774

10. Who is the source of information that a person can obtain?

11. What kind of medium does a person use to communicate

information?

12. Provide some examples of information media from the past.

13. Identify the various technical forms of communication that

are utilized in the process of information exchange.

14. Which instruments were utilized in the past by individuals

in order to enhance the processing of information?

15: Please provide an illustration of how information is

transferred in living nature.

Option 2
1. What is the subject matter of computer science?

Identify the three primary components that make up the world

that we live in.

3. Please name a fact about physics that you are familiar with.

4. Please name a rule on the Russian language that you are

familiar with.
775 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

5. Which characteristics of information are you familiar with?

6. Give an example of a message that is delivered at the

appropriate moment.

7. What factors determining whether the communication you

receive will be informative for you are the following?

8. Please provide an example of the information activities they

engage in.

9.The use of one's senses allows for the acquisition of a variety

of metaphorical knowledge, each of which is described below.

10.What information processing methods are you familiar

with?

11. To whom is it possible for a person to provide information?

12.Give some examples of contemporary forms of information

media.

13.In the context of a telephone conversation, what exactly is a

telephone line?

14. What is the actual outcome of the processing of

information?
 Jabrayilzada Sevinj | 776

15. What exactly is a device that can process information in a

universal manner?

Working on one's own. It is important that the system of

independent work:

• make certain that the required information and abilities are

obtained and evaluated as necessary;

• be reflective of all of the fundamental ideas that are provided

for by the program;

• come up with instructional strategies;

• encourage students to find appropriate techniques on their

own;

• make sure that the same questions are asked in a variety of

different configurations.

Work that is composed independently and is carried out in a

methodical manner and is organized in an appropriate manner plays
a significant part in the development of a student's capacity for
independent thought.

One can categorize autonomous work into two distinct sorts,

based on the purpose for which it is performed:
777 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

• educational (the objective is to determine the degree to which

the fundamental ideas are firmly grasped, the manner in which they
are interconnected, the degree to which pupils comprehend the
hierarchy of these ideas, and the degree to which they are able to
distinguish between basic and non-essential characteristics);

• controlling, with the objective being to evaluate the pupils'

capacity to put the knowledge they have gained into practice;

Working alone on an educational project entitled "Algorithms,

their types, properties, and recording methods."

Option 3
1. It is necessary to develop a definition of an algorithm.

2. How do you make sense of the following terms:

a) "a limited collection of activities"; "from the class of the

same type" (b) does it mean? Provide examples to illustrate your
point.

3. enumerate the characteristics of the algorithm.

4. Give an explanation of the fundamental nature of any

property of the algorithm that you choose.
 Jabrayilzada Sevinj | 778

5. Describe the many kinds of algorithms.

Option 4
1. Describe the fundamental nature of the quality known as
"certainty."

2. Describe the characteristics that make up the "unambiguity"

feature.

3. Please explain the fundamental nature of the "effectiveness"

characteristic.

4. Please explain the fundamental nature of the "mass"

characteristic.

5. Describe the fundamental nature of the property known as

"finiteness."

Option 5
1. What are some ways that you may demonstrate that the
sequence of events that was suggested to you is an algorithm?

2. Demonstrate that the Pythagorean theorem can be thought of

as an algorithm when it is applied in practice.
779 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

3. Is it possible to classify the well-known occurrence known

as the "water cycle in nature" as an algorithm? Give an explanation.

4. Is it possible that this series of events may be classified as an

algorithm?

The key is yours. It should be inserted into the keyhole. Make

two turns in the opposite direction of the clock. Do away with the
key. Turn the door open.

5. In one of the Russian fairy tales, the hero is given the

following command: "Go there, I don't know where, bring that, I
don't know what." Is it possible that a series of activities may be
called an algorithm? Using the characteristics of the algorithm,
provide an explanation for your answer.

Option 6
1. Create definitions of the following algorithms:

a) linear, and

(b) branching out.

This is a cyclical pattern.

 Jabrayilzada Sevinj | 780

2. Illustrate a specific problem that could be handled by

employing an algorithm by providing the following example:

a) linear, and

(b) branching out.

This is a cyclical pattern.

3. Provide a list of the several ways that algorithms can be

written.

The algorithm for solving the problem should be written down

in the form of a block diagram, which is as follows: y = √a + 2b.

Five. In step 4, determine the type of algorithm that will be

used.

Algorithms, their types, attributes, and recording methods are

the topics that will be monitored for independent work.

The first choice

1. Compose a written declaration of the algorithm's definition.

The words in the definition that are most representative of the
algorithm's primary characteristics should be highlighted.
781 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

2. Please explain the fundamental nature of the "uniqueness"

characteristic. Can you tell me what happens if this property is
broken?

3. Identify the individual who is responsible for the following

tasks:

a) preparing a cake;

b) tailoring clothing.

4. In order to solve an issue, what characteristics define a

comprehensive set of initial data?

5. When it comes to solving the problem, it is necessary to

determine and record a comprehensive collection of initial facts.
"Determine the area of the circle."

Choice no 2

1. Compose a written record of the function of the program.

What is the difference between an algorithm and a program? Provide
an illustration that illustrates how this distinction can be seen.

2. Please explain the fundamental nature of the "effectiveness"

characteristic. Can you tell me what happens if this property is
broken?
 Jabrayilzada Sevinj | 782

3. Identify the individual who is responsible for the following

tasks:

a)The repair of shoes;

b) the process of filling teeth.

4. In order to solve an issue, what characteristics define a

comprehensive set of initial data?

5. Determine and record a comprehensive collection of initial

facts in order to solve the problem: "Calculate the leg of a right
triangle with the following information."

Choice No. 3

1. Using Heron's formula, develop an algorithm that can

calculate the area of a triangle. The algorithm should be written in
the form of a block diagram. Get a better understanding of the
algorithm.

2. The algorithm for solving the following problem should be

written down in the form of a block diagram. The problem is as
follows: "If the coordinates of the ends of the segment are known,
determine whether the point C(x,y) belongs to the segment AB."
783 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Choice number four

1. Establish a method for determining the area and hypotenuse

of a right triangle by developing an algorithm (the algorithm should
be written in the form of a block diagram). Get a better understanding
of the algorithm.

2. In the style of a block diagram, write down the algorithm that

will be used to solve the following problem: "Square the smaller of
the two numbers that are given, and reduce the larger number by two
times." Determine the total of the numbers if they are equal to one
another.

3. Exam - the examination is comprised of a series of smaller

assignments that, when taken as a whole, include a wide variety of
questions drawn from the many chapters of the computer science
textbook as well as the overall course material.

There are three different sorts of tests, each of which is

provided in two different versions:

Filling in the blanks of "ellipses" in such a way that a true

statement is obtained is the starting point for the first category of
examinations. Instead of using ellipses, students are required to
 Jabrayilzada Sevinj | 784

indicate one or two words that they believe are missing from the
sentence. This is the only restriction placed on them.

When it comes to the second category of examinations,

students are required to determine if each of the proposed claims is
true or false. Not only are students required to provide a simple "yes"
or "no" response, but they must also demonstrate the ability to reason,
make suitable conclusions, and differentiate between a mathematical
language that is correctly stated and one that is incorrectly
formulated;

The third category of examinations provides the candidate with

a selection of multiple answers, including true and incorrect answers,
as well as an answer that involves refusing to carry out the duties
assigned to them.

Because it is important for students to be able to easily see the

set of responses, the number of answers is restricted to the three that
are considered to be the most crucial.

"Computer and information" is the type of test.

1. An information-processing device is referred to as

To begin, RAM;
785 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

B) memory that is external;

C) the keyboard;

D) the processor;

2. One type of device that can be used for

(A) the processing of information;

B) The act of reading and writing down information;

C) the storage of information pertaining to operations;

D) storing information for an extended period of time;

3. In order to save the term "INFORMATION" in the memory

of the computer, you need to

1. In bytes, ten

2. twenty bytes;

3. (one byte)

4. 9 bytes in total.

5. To complete the sentence, replace the ellipsis with the

following: "Magnetic disks are devices for..."
 Jabrayilzada Sevinj | 786

a) data storage for an extended period of time;

b) inserting data and information;
c) the output of information;
d) exchange of information between persons.
e) Among the addressable parts of RAM,

The smallest one is

1. A byte;

2. italics;

3. the kilobyte;

4. record.

1. It is possible to receive information about the mastery of the

same content several times through the use of test work, which is a
written test of students' knowledge and skills that must be carried out
at various stages of mastering the material that has been studied. In
order to accomplish this goal, it is recommended to carry out a variety
of control tasks, which may be broken down into two categories:

2.During the time that students are studying the subject matter,
verification tests are designed to assess whether or not they have
mastered a specific section of the course;
787 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

The last point of repetition that occurs at the end of the school
year is the final examinations. The tasks that are assigned to review
fundamental theoretical topics are an essential component of these
efforts.

4.In addition to serving educational, educational, and

developmental purposes, the work that is done for tests is an essential
component of the learning process.

5.. Testing is one of the most effective methods for

consolidating information on the subject matter that has been covered
with the highest success.

Open the tests. The students are made aware with the list of
questions and tasks that are required to be completed on the subject
before they begin studying the content. In addition, they are given
additional questions and chores to do.

The student can choose the level of the test on their own and
solve the problems that have been presented to them. Only in the
event that the student has finished all of the tasks that were presented
will the test be declared passed.

It is sometimes recommended to perform closed tests when

studying certain portions, but it is also important to take into
 Jabrayilzada Sevinj | 788

consideration the features of the study group while doing so. As a

result of this, students are not initially presented with questions and
tasks pertaining to the subject matter; rather, they are given them
during the examination.

In this scenario, it is feasible to make use of instruction cards

in the event that the student is unable to complete the work; however,
this will be recorded in the grade, or the student will be required to
complete an additional task.

Thematic examinations are administered at the conclusion of a

subject or course, and they are required to be differentiated or as
multi-level, multiple-choice examinations.

Take a look at "Command files."

1.The following question should be written into a batch file:

"Do you want to know the formatting options (yes - Y, no -
N)?Furthermore, if the response is "yes" (Y), it will provide the
parameters that have been given, and if it is not, it will say goodbye
to you.

2.The following question should be written into a batch file:

"Do you want to learn how to work with the program ARJ.EXE (yes
- Y, no - N)?" If you answer "yes" (Y), the file will provide you with
789 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

the information that you requested, and if you do not answer "yes," it
will say farewell to you.

3.The following question should be written into a batch file:

"What kind of floppy disk do you have (360 KB or 1.2 MB)?"This
floppy disk is formatted, and a message that corresponds to it was
presented on the screen before the formatting process began.

4.The names of files that have an EXE extension and are placed
in a subdirectory of the root directory of drive F should be printed out
using a batch file that you have written. One of the parameters that is
supplied is the name of the subdirectory.

1.To display a message that indicates the presence of a

particular file in a directory, you should write a batch file that
displays the message. The search location and the name of the file
are both parameters that are supplied.

2Make a text file residing on the disk. Create a command file

that takes the newly produced text file and copies it to a floppy disk.
The command file should also inquire as to whether or not there is a
file on the floppy disk with the same name. This will serve as
confirmation that the copy has been finished. As a parameter, the
name of the text file that is being used is supplied.
 Jabrayilzada Sevinj | 790

3Through the use of the FOR command, you can create a batch
file that shows the contents of the NU directory that is stored on the
C drive within the NC directory. Once this is complete, the following
inquiry will appear: "Are you interested in printing the contents of
this directory on a printer?" In the event that the response is
affirmative, the contents of the directory will be printed.

4.Create a batch file that, in the event that a specific file

is present, produces the following message: "Are you certain that you
wish to delete the file that is named \filename\? Upon confirmation,
the file will be removed from view. Whenever there is no file of this
kind, a message that corresponds to the situation is displayed. There
is an argument that specifies the complete name of the file.

In the context of computer science classes, various

methods of tracking student activity

Let us place a particular emphasis on testing as a different kind

of control. A well-designed exam can serve not only as a method of
controlling one's knowledge but also as a means of reviewing and
enhancing one's understanding of the information that has been
taught. It is vital to provide exams to students on a consistent basis
791 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

throughout the academic year in order to use tests as the ultimate

control.

The utilization of tests as a means of providing a description

of the conclusions reached by activities is an efficient educational
tool. When it comes to this particular instance, we are discussing the
notion of transparency in education.

To what extent does this approach prove to be effective?

Due to the fact that they were given examinations at the

beginning of the subject matter, students are already focused on
achieving a satisfactory result.

Computers can be used as a necessary technical tool in

computer science, where all of the essential tests are pre-installed and
students can test themselves at any moment without any anxiety
whatsoever. If it is relatively difficult to transmit didactic materials
during each session in other courses, then it is possible to utilize
computers as a necessary technical tool in computer science.

After going through each topic (lesson), you can use tests that
consist of five questions to evaluate your knowledge. For periodic
monitoring, a test consisting of ten to fifteen questions is utilized. In
 Jabrayilzada Sevinj | 792

addition, a test consisting of twenty to thirty questions is required to

be used for the final control.

It must be utilized for the purpose of ultimate control while

evaluating. For a test consisting of five questions, the evaluation
makes use of the following scale:

a perfect score of five stars;

"4" is the score for one mistake;

a score of "3" for two mistakes;

The score is a "2" for three faults.

For a list of thirty questions:

Score a "5" for 25-30 responses that are correct;

Score of "4" for 19-24 answers that are correct;

with a score of "3" for 13-18 correct answers;

score of "2" if there are fewer than 12 correct answers.

These criteria are usual for secondary schools, which are places
where students are given the opportunity to study academic material
within the context of a fundamental plan. In the case of gymnasium
793 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

classes, lyceum classes, and classes that focus on the in-depth study
of computer science, these criteria are not appropriate; the
prerequisites for students attending educational institutions of this
nature ought to be far more stringent.

Using the criteria that are outlined in the examinations that are
part of the Unified State Examination, it is possible to compute them.

The objective evaluation of students' knowledge through oral

questioning and the completion of practical tasks is the aspect of
control that presents the greatest quantity of challenges. Let's take
into consideration the aspects that are affecting the evaluation:

-an extremely serious error in which the semantic meaning of

a term or definition is utterly corrupted;

The error comes from phrases that are not accurate, which
indicates that the thing in question is not represented in a clear
manner;

A flaw is a misunderstanding about an object that does not have

a significant impact on the knowledge that is considered to be
specified by the training program.
 Jabrayilzada Sevinj | 794

Inaccuracies in oral and written discourse that do not lead to a

distortion in the meaning of the answer or decision, inadvertent typos,
and other similar errors are considered to be small errors.

In this context, the mandatory minimum content of computer

science and information technology serves as the benchmark against
which the students' ability to absorb information is evaluated.

To demand from pupils definitions that are not covered in the

computer science course that they are taking at school is to put the
student in a position where they are subject to problems that are
related with the infringement of their rights ("Education Law").

On the basis of the standards (five-point system) that have been

established in every subject area, a grade is assigned:

If the answer is perfect or if there are one to two minor errors,

the score will be a five.

"4" – if there are one to two deficiencies as well;

"3" – from one to two major faults, numerous deficiencies, and

a few minor inaccuracies;

"2" - a lack of familiarity with the fundamental program

information;
795 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

One - the reluctance to carry out educational responsibilities

In the context of computer science classes, various methods of

tracking student activity

Current, periodic, final, and self-control are the different types

of control that are taught in computer science classes.

Techniques for evaluating students' levels of comprehension in

computer science classes:

Oral examination, written examination, testing, and practical

work are the traditional forms of examination.

Essay, vocabulary dictation, and project are examples of non-

traditional assignments.

Various forms of control include tests, tests, autonomous work,

and so on.

You are able to test the students' knowledge in general as well

as in the system by administering a "test" that is both oral and written
at the conclusion of each lesson. Before pupils can begin working on
a personal computer, they must first pass the test. The men are driven
by this as their primary source of motivation.
 Jabrayilzada Sevinj | 796

Your computer science classes might be more organized if you

provide homework to your students. Over the course of the school
year, I administer one or two home examinations to each student, in
addition to assignments that require them to review previously
learned material and to consolidate their knowledge.

Diversifying the work that is done in the lesson can be

accomplished through the use of a variety of independent activities.
The "solution by analogy" method is utilized at the initial phase of
the knowledge building process, particularly in classes that are
considered to be poor.

The ability to behave in a manner that is consistent with a

model is not something that can be acquired on its own; rather, it is
something that requires specialized methods from the instructor. In
particular, it is essential to carry out a classification of information
that guarantees the gradual development of such skills, particularly
when it comes to the process of problem-solving.

Errors in the planned programs are something that the children

particularly enjoy correcting. Through the use of this self-study
method, you will be able to test your understanding of programming
language operators in a way that is laid back and simple.
797 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

Determining the outcome of potentially executing an

algorithm or program is a more difficult process that takes a large
amount of knowledge. Developing children's logical and abstract
ways of thinking can be accomplished through the use of this
strategy, which involves drawing up an algorithm for the purpose of
solving your problem.

An entire outburst of reasoning is triggered when an idea is

proposed for the purpose of solving a problem for evaluation, which
ultimately leads to the desired outcome. In the event that it suddenly
did not work out for one, then the situation can be remedied by
working together in a timely manner.

You are able to test your knowledge and skills in working on a

personal computer by solving a task specifically designed to evaluate
your intellect and speed.Both "theoretically" and independently,
students are required to complete assignments and tests on their own
computers. Students get the opportunity to increase their computer
literacy through a variety of laboratory activities.

In the field of computer science, the targeted learning

objectives are described in the form of particular requirements for the
 Jabrayilzada Sevinj | 798

knowledge and abilities of students. These requirements make it

possible to employ examinations as a form of control.

One example of the information that can be obtained with their

assistance is information regarding the amount of assimilation of
knowledge elements, as well as information regarding the growth of
students' talents and skills in applying knowledge in a variety of
scenarios.

When it comes to organizing the autonomous work of students

in the self-control mode, test assignments are just as handy to employ
as they are when it comes to repeating instructional material.

Tests offer the ability to conduct an objective evaluation of the

students' knowledge and abilities by utilizing results that are
consistent across the board for all students.

Students' understanding of the keyboard layout and their ability

to type material swiftly, as well as their ability to use editing keys
and their knowledge of programming language operators and
instructions, can all be tested simultaneously through the use of
computer dictation.

In order to prevent the students from becoming exhausted and

to ensure that the teachings are not monotonous, it is essential to
799 | TEACHING METHODS OF COMPUTER SCIENCE IN PRIMARY SCHOOL

implement a variety of management methods within the classroom.

In order to achieve this objective, I build the majority of my courses
in this manner. One example of this is the open lesson that I have
developed on the subject of "Strings."

There is such a large number of didactic material that has been

amassed for each subject and for each type of control that it enables
you to personalize assignments for students to the greatest extent
feasible. It is possible to determine which students have not mastered
the program material, which students have mastered it at a minimum
level, which students have full and confident knowledge and skills in
accordance with the requirements of the program, and which students
have not only fully mastered the necessary knowledge, but can also
apply it in new situations, and who have skills that are at a higher
level than those provided by the program. These types of control
strategies make it possible to determine which students have
mastered the program material.
 Jabrayilzada Sevinj | 800

References

1. Guide to Teaching Computer Science: An Activity-Based

Approach Orit Hazzan, Tami Lapidot, Noa Ragonis Springer, 2015
2. Computer Science Unplugged . . . off-line activities and
games for all ages Tim Bell Ian H. Witten Mike Fellows 1998
3. TEACHING OF COMPUTER SCIENCE Dr. P. Annaraja
2015

ISBN: 978-625-367-759-6