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master's thesis
Poučavanje algoritma sortiranja bez računala
2022. urn:nbn:hr:166:262389
Medak, Lucija
University of Split
Faculty of Science
Department of Informatics

Cite this document

Medak, L. (2022). Poučavanje algoritma sortiranja bez računala (Master's thesis). Split: University of Split, Faculty of Science. Retrieved from https://urn.nsk.hr/urn:nbn:hr:166:262389

Medak, Lucija. "Poučavanje algoritma sortiranja bez računala." Master's thesis, University of Split, Faculty of Science, 2022. https://urn.nsk.hr/urn:nbn:hr:166:262389

Medak, Lucija. "Poučavanje algoritma sortiranja bez računala." Master's thesis, University of Split, Faculty of Science, 2022. https://urn.nsk.hr/urn:nbn:hr:166:262389

Medak, L. (2022). 'Poučavanje algoritma sortiranja bez računala', Master's thesis, University of Split, Faculty of Science, accessed 22 April 2024, https://urn.nsk.hr/urn:nbn:hr:166:262389

Medak L. Poučavanje algoritma sortiranja bez računala [Master's thesis]. Split: University of Split, Faculty of Science; 2022 [cited 2024 April 22] Available at: https://urn.nsk.hr/urn:nbn:hr:166:262389

L. Medak, "Poučavanje algoritma sortiranja bez računala", Master's thesis, University of Split, Faculty of Science, Split, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:166:262389

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Metadata
TitlePoučavanje algoritma sortiranja bez računala
Title (english)Teaching sort algorithm using CS unplugged activities
AuthorLucija Medak
MentorMonika Mladenović (mentor)
Committee memberMonika Mladenović (predsjednik povjerenstva)
Committee memberDivna Krpan (član povjerenstva)
Committee memberGoran Zaharija (član povjerenstva)
GranterUniversity of Split
Faculty of Science
(Department of Informatics)
Split
Defense date and country2022-09-23, Croatia
Scientific / art field,
discipline and subdiscipline		TECHNICAL SCIENCES
Computing
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract
Algoritamska vizualizacija u podučavanju bi se trebala koristiti kao poticaj za aktivnu konstrukciju znanja učenika, umjesto da služi kao sredstvo pasivnog prijenosa znanja. U skladu s navedenim provedeno je istraživanje, opisano u ovome radu, u svrhu utvrđivanja utjecaja aktivnosti podučavanja Informatike bez računala (engl. Computer Science Unplugged) na usvajanje algoritma bubble sort kao jedne od metoda podučavanja koja potiče aktivno korištenje vizualizacije. Istraživanje je provedeno u obliku kvazi-eksperimenta u osnovnim i srednjim školama grada Splita. Sudionici su podijeljeni u dvije skupine, eksperimentalnu (CS aktivnost podučavanja) i kontrolnu (klasičan način podučavanja). U sklopu istraživanja sudionici su rješavali predtest, međutest i posttest čijom se analizom došlo do sljedećih rezultata: primjena CS aktivnosti ne utječe značajno na neposredni učinak učenika u usvajanju algoritma bubble sort, no utječe pozitivno na retenciju istoga, i to statistički značajno kod učenika osnovnih škola, dok kod učenica nema tako velik utjecaj.
Abstract (english)
Algorithm visualization (AV) technology should be a stimulating teaching tool for the active construction of students' knowledge, rather than being an instrument for the passive transfer of teacher’s knowledge. With that in mind, the research described in this paper was conducted to determine whether Computer Science (CS) Unplugged, as one of the teaching methods that encourages students' active use of visualization, has an impact on learning bubble sort. The research was conducted in the form of a quasi-experiment in primary and secondary schools in the city of Split. The participants were divided into two groups, experimental (CS Unplugged teaching method) and control (classic teaching method). As part of the research, the participants took a pre-test, a mid-test, and a post-test. Analysis of those tests led to the following results: CS Unplugged does not significantly affect the immediate students' knowledge of bubble sort, but it has a positive effect on the retention of the same, and that effect is statistically significant among primary school students.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:166:262389
Study programmeTitle: Computer Science; specializations in: major in teaching
Course: major in teaching
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije informatike (magistar/magistra edukacije informatike)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Embargo expiration date: 2023-03-01
Terms of useLicence In copyright icon
Created on2022-12-19 09:48:11