The development of computational thinking of students in the process of learning programming


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Authors

  • M.U. Mukasheva National Academy of Education named after Y. Altynsarin
  • A.K. Shaukenbaeva Aktobe Regional State University named after K. Zhubanov
  • A.A. Umirzakova L.N. Gumilyov Eurasian National University
  • A.T. Rakhmetolla L.N. Gumilyov Eurasian National University

Keywords:

computing, computational thinking, programming, teaching programming, information processes, skills of the 21st century

Abstract

The article contains the results of a study of the phenomenon of computational thinking as a new interdisciplinary direction in science. The article also discusses scientific and methodological approaches to the substantiation of the modern concept of «computational thinking» and prerequisites for its development in the process of teaching programming.
The developed hypothetical (preliminary, experimental) model of the semantic influence of programming on the development of computational thinking will  contribute to a systematic and comprehensive study of numerous
aspects of the development of computational thinking. The semantic impact of programming on the development of computational thinking implies that with continuous learning to program, a high level of abstraction and logic,
multiple repetition of experimental verification actions (automatism), visual presentation of results, work with the elimination of syntactic and logical errors and much more have a significant impact on the development of students’
mental abilities.

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Published

16.04.2024

How to Cite

Mukasheva М. ., Shaukenbaeva А. ., Umirzakova А., & Rakhmetolla А. . (2024). The development of computational thinking of students in the process of learning programming. Bulletin of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series., 129(4), 55–65. Retrieved from https://bulpedps.enu.kz/index.php/main/article/view/1882

Issue

Vol. 129 No. 4 (2019)

Section

Pedagogy

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.