DESIGNING COMPETENCY-ORIENTED PROGRAMMING TASKS USING VISUAL PROGRAMMING ENVIRONMENTS FOR FUTURE INFORMATICS TEACHERS
DOI:
https://doi.org/10.5281/zenodo.15460917Keywords:
visual programming, teacher education, programming tasks, competency-based learning, Scratch, Blockly, informatics teachers, project-based learning, educational technology.Abstract
This paper explores the role of visual programming environments (VPEs) such as Scratch and Blockly in developing professional programming competence among future informatics teachers. The study emphasizes the integration of competency-based education principles into programming instruction, with a focus on the design and implementation of innovation-driven, learner-centered tasks. The methodology involves a qualitative analysis of task design principles and a pilot implementation in teacher education courses. Results indicate that visual programming fosters problem-solving, logical reasoning, and pedagogical reflection among pre-service teachers, making it a valuable tool for competency development in informatics education. The study also discusses challenges, including the need for curriculum alignment, instructor training, and transition to text-based programming.
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