DOI: 10.7256/2454-0676.2017.3.23184

Abstract: The subject of the research is blended teaching as a form of education. The author of the article analyzes peculiarities and curriculum structure of teaching computer science to school students in blended teaching. One of the key points to be focused on when preparing such a course is a well organised system of teaching objectives. Skorobogatov introduces criteria for differentiating teaching obejctives in accordance with different cognitive difficulty levels (based on Tollingerova) and specific features of teaching situations. The author defines the obejctives of the first level that are to be achieved independently at home; general objectives of the second and third levels that are discussed when a student personally meets a teacher; and individual objectives that may be of the fourth or the fifth levels depending on a classroom teaching method chosen by a teacher (individual session, learning in pairs or in groups). The main research methods used by the author is the analysis of psychological-pedagogical, scientific methodological and special literature as well as articles and publications devoted to blended teaching and classification of teaching objectives. The author has also used the method of modelling when creating teaching objectives. The main conclusion of the research is the comparison of objectives with different cognitive levels to special features of teaching situations when teaching computer science to 7 - 11 grade students in the form of blended teaching. According to the author, this teaching activity contributes to a better knowledge in disciplines and development of such metadisciplinary competences as creative thinking, ability to self-assessment and communication ability. 

DOI: 10.7256/2454-0676.2017.2.23125

Abstract: The subject of the research is various forms of teaching process structuring. The author of the article analyzes three most famous forms of teaching process structuring, class-and-lesson system, distance learning and project-based learning, from the point of view of creating conditions for developing sustainable metadisciplinary competences of the 7th - 11th grade school students in computer programming. In cases when school uses distance learning, it is possible to recommend to use blended learning to eliminate drawbacks of forms of teaching process structuring being analyzed. The main research method used by the author is the study and analysis of psychological, pedagogical, theoretical and special literature as well as periodicals devoted to using class-and-lesson system of teaching, distance learning and blended learning. The main conclusion of the research is that blended learning can be successfully used in the process of teaching computer programming to the 7th - 11th grade school students. The blended learning approach allows to fully consider individual traits of a school student, and to fulfill the activity approach avoiding the 'distorted feedback' problem of distance learning and keeping up the interest of students in computer programming.