ORGANIZATION OF PROJECT ACTIVITIES OF 5-6 GRADE STUDENTS IN COMPUTER SCIENCE LESSONS: SCIENTIFIC AND THEORETICAL ANALYSIS
DOI:
https://doi.org/10.58407/visnik.232402Keywords:
education, informatics, quest-technology, web-quest, Internet, information and communication technologiesAbstract
The actuality of the theme is due to the fact that many innovative pedagogical technologies are used in the practice of teaching an adaptive computer science course, one of which is webquests today. However, modern scientists, methodologists and teachers define the pedagogical essence of this technology differently. Despite a considerable number of publications on this issue, researchers have not paid attention to the practical application of quest technologies in the study of the subject «Computer Science» by 5th – 6th grade students.
The purpose of the work is to establish the pedagogical essence of web-quests and the peculiarities of application of this innovative technology in computer science lessons.
The methodological basis on the results of scientific research by M. Kamedia, who considers this technology as interactive and project-based learning, M. Trusiuk – as a means of deepening the mathematical knowledge of future teachers. N. Rudenko, D. Shyrokov, I. Letsiuk are considering the implementation of this technology in the training of future primary school teachers, R. Melnychenko – in the training of future biology teachers, and I. Sokol – in postgraduate pedagogical education.
The scientific novelty of the article shows that web-quests are one of the varieties of the project method known in science, because web-quests are based on a project methodology that focuses students on independent activities through individual, pair, and group work, as well as on solving an important educational problem. Additionally, web-quests are considered as a type of quest technology that combines the project method, problem-based and game-based learning, which are carried out through the use of information and communication technologies on the Internet.
Conclusions. The web-quest algorithm is implemented through the technology of problembased learning. The final educational product of the web quest can appear as a completed task, various multimedia presentations, etc. It is based on game technology and has a team character.
The technology involves the use of computer programs and the capabilities of Internet information resources.
