diplomsko delo
Mateja Struna (Author), Irena Nančovska Šerbec (Mentor)

Abstract

V diplomskem delu smo se osredotočili na izdelavo poosebljene digitalne zgodbe v programskem okolju Scratch z naslovom Pomagaj mi. Novejša različica Scratcha omogoča poleg snemanja in vključitve zvoka v izdelke tudi vključitev video zaznavanja. Izdelavo poosebljene zgodbe v Scratchu smo predstavili učencem druge triade na izbrani osnovni šoli. Ključnega pomena za izdelavo poosebljene digitalne zgodbe je bila uporaba mikrofona za snemanje govora in kamere za video zaznavanje. Namen pristopa, ki smo ga uporabili pripoosebljenih zgodbah v Scratchu, je bil ne samo učiti otrok osnov koncepta programiranja, zanimalo nas je tudi ali ravno poosebljanje likov, ki zahteva odziv, dodatno motivira otroke. Zanimalo nas je ali ravno vključitev lastnega glasu oz. gibanja preko kamere v zgodbe v problemsko ustvarjenih situacijah, ki zahtevajo interaktivnost, pripomorejo k doseganju učnih ciljev iz programiranja in ustrezne rabe večpredstavnosti. V teoretičnem delu diplomskegadela smo se najprej dotaknili začetkov vizualnega programiranja, nato smo programe za vizualno programiranje razvrstili po kategorijah, kamor smo umestili tudi Scratch. Scratch spada med programska okolja, ki omogoča vizualno programiranje, vendar ga lahko koristno uporabimo tudi za izdelavo digitalnih zgodb. Ker je glavna tema diplomskega dela izdelovanje poosebljenih zgodb v Scratchu, smo se osredotočili tudi na moč pripovedovanja klasičnih zgodb. Pripovedovanje klasičnih zgodb smo nadgradili z uporabo tehnologije. V Scratchu smo posebno pozornost posvetili dodatku za video zaznavanje. Za izdelavo digitalne zgodbe v Scratchu je pomemben način razmišljanja, ki mu pravimo računalniško razmišljanje. Opisali smo tudi lastnosti in pomen računalniškega razmišljanja pri izdelavi digitalnih zgodb v Scratchu. V empiričnem delu smo opisali potek učnih ur ter zgodbe, ki so nastale v razredu, analizirali. Osredotočili smo se na stališča opisana v teoretičnem delu glede doseganja učnih ciljev iz programiranja in uporabe tehnologije pri pouku. Opisali smo dobre in slabe strani uporabe večpredstavnostnih elementov pri pouku, kar smo v praksi tudi preizkusili. Analizirali smo odgovore učencev na anketni vprašalnik in njihoveodzive, ki smo jih dobili z delno strukturiranim intervjujem.

Keywords

neobvezni izbirni predmet računalništvo;vizualna programska okolja;Scratch;digitalne zgodbe;video zaznavanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Struna]
UDC: 004(043.2)
COBISS: 11185225 Link will open in a new window
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Downloads: 222
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Other data

Secondary language: English
Secondary title: Involving child in personal story in Scratch
Secondary abstract: The focus in the thesis is making personal digital stories entitled Help me in the program environment Scratch. A newer version of Scratch allows not only sound recording and integration of recordings in projects, but also integration of video sensing. We presented making of personalized stories in Scratch to pupils of the second triad in the selected primary school. Using of a microphone for voice recording and camera for video sensing was crucial for making personalized digital story. The purpose of the approach that was used in personalized stories in Scratch was not only to teach children basic programming concepts, but we also wanted to know whether the personification of the characters, which requires a response, additionally motivates children. We investigate if inclusion of pupils’ voice or movements through the camera in the story in problem created situations that require interactivity contribute to the achievement of learning objectives of the programming and appropriate use of multimedia. In the theoretical part of the thesis, we first researched the beginning of visual programming, and then we sorted programs for visual programming by categories, which we also included Scratch. Scratch is one of the software environments that allows visual programming, but it can also be utilized for the production of digital stories. Since the main topic of the thesis is making personalized story in Scratch, we also focused on the power of traditional storytelling. Traditional storytelling was upgraded with the use of technology. In Scratch, we paid particular attention to the addition of video sensing. For the production of digital stories in Scratch, an important way of thinking is so-called computational thinking. We also described the characteristics and importance of computational thinking in making digital stories in Scratch. In the empirical part, we described the course of lessons and analysed their stories created in the classroom. We focused on the findings, which were described in the theoretical part, related to the use achievement of learning goals from programming and the use of multimedia elements in the classroom and practically tested good and bad ways of using technology. We analysed the students' answers of the questionnaire and wrote their thoughts collected with semi-structured interview.
Secondary keywords: computer science;računalništvo;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Matematika in računalništvo
Pages: 40 str., [15] str. pril.
ID: 9171981