Ključne riječi
programming
computational thinking
prior knowledge
secondary school students informatičko obrazovanje
programiranje
računalno razmišljanje
predznanje
učenici srednjih škola
Kako citirati
Sažetak
Cilj ovog istraživanja bio je ispitati razinu predznanja učenika prvih razreda gimnazije iz osnova programiranja stečenog tijekom osnovnoškolskog obrazovanja te analizirati povezanost predznanja s pohađanjem izborne nastave informatike i stavovima učenika prema programiranju. U istraživanju je sudjelovalo 96 učenika opće i prirodoslovno-matematičke gimnazije. Podaci su prikupljeni online upitnikom koji je uključivao pitanja o prethodnom iskustvu učenika, skalu stavova prema programiranju te test predznanja iz osnova programiranja u programskom jeziku Python. Za analizu podataka korišteni su deskriptivni pokazatelji, Mann–Whitney U test i Spearmanova korelacijska analiza. Rezultati istraživanja pokazali su izraženu heterogenost u razini predznanja učenika pri ulasku u srednjoškolsko obrazovanje. Utvrđeno je da učenici koji su pohađali informatiku kao izborni predmet u višim razredima osnovne škole ostvaruju statistički značajno bolje rezultate na testu predznanja u odnosu na učenike koji nisu pohađali izbornu nastavu informatike. Također, rezultati su pokazali statistički značajnu povezanost između pozitivnih stavova prema programiranju i uspješnosti na testu predznanja. Najizraženije povezanosti utvrđene su kod percepcije korisnosti programiranja za budući posao te kod tvrdnji povezanih s interesom učenika za programiranje. Dobiveni rezultati upućuju na važnost kontinuiranog razvoja računalnog razmišljanja i programiranja tijekom osnovnoškolskog obrazovanja te na potrebu za prilagodbom nastave različitim razinama predznanja učenika pri ulasku u srednju školu. Također, naglašavaju važnost motivacijskih i afektivnih čimbenika u učenju programiranja.Reference
Balaban, I., Redjep, N. B., Calopa, M. K. (2018). The Analysis of Digital Maturity of Schools in Croatia. International Journal of Emerging Technologies in Learning (iJET), 13(06), 4 - 15. doi: 10.3991/ijet.v13i06.7844
Bolland, S., Strømme, T. (2025). How Introduction of Programming to the K-12 Curriculum Influences Prior Knowledge for CS1. in Proceedings of the ACM Global Computing Education Conference 2025 - Volume 1, pp. 22–28. New York, NY, USA: Association for Computing Machinery. doi: 10.1145/3736181.3747147
Corradini, I., Lodi, M., Nardelli, E. (2018). An Investigation of Italian Primary School Teachers’ View on Coding and Programming. In: Pozdniakov, S., Dagienė, V. (eds) Informatics in Schools. Fundamentals of Computer Science and Software Engineering. ISSEP 2018. Lecture Notes in Computer Science(), vol 11169. Springer, Cham. doi: 10.1007/978-3-030-02750-6_18
Černochová, M., Selcuk, H. (2022). Primary Education Student Teachers’ Perceptions of Computational Thinking Through Bebras Tasks. In: Passey, D., Leahy, D., Williams, L., Holvikivi, J., Ruohonen, M. (eds) Digital Transformation of Education and Learning - Past, Present and Future. OCCE 2021. IFIP Advances in Information and Communication Technology, vol 642. Springer, Cham. doi: 10.1007/978-3-030-97986-7_2
European Commission (2025). Guidelines for teaching informatics: practical strategies for European classrooms. Retrieved from https://data.europa.eu/doi/10.2766/3365988
European Schoolnet (2019). Computing our future: Computer programming and coding – Priorities, school curricula and initiatives across Europe. Retrieved from http://www.eun.org/resources/detail?publicationID=481
Eurydice (2019). Digital Education at School in Europe. Retrieved from https://eurydice.eacea.ec.europa.eu/publications/digital-education-school-europe
Geldreich, K., Simon, A., Starke, E. (2019). Which Perceptions Do Primary School Children Have about Programming? in Proceedings of the 14th Workshop in Primary and Secondary Computing Education, in WiPSCE ’19. New York, NY, USA: Association for Computing Machinery, Oct. 2019, pp. 1–7. doi: 10.1145/3361721.3361728
Hornik, T. (2020). Comparative Analysis of Surveys Focused on Pupils Attitudes Toward the Teaching of Programming in Schools. The European Journal of Social & Behavioural Sciences, 1. doi: 10.15405/ejsbs.270
Kjällander, S., Mannila, L., Åkerfeldt, A., Heintz, F. (2021). Elementary Students’ First Approach to Computational Thinking and Programming. Education Sciences, 11(2), 80. doi: 10.3390/educsci11020080
Margolis, J. (2010). Stuck in the Shallow End: Education, Race, and Computing. Cambridge, MA, USA: MIT Press.
Master, A., Tang, D., Forsythe, D., Alexander, T. M., Cheryan, S., Meltzoff, A. N. (2023). Gender equity and motivational readiness for computational thinking in early childhood. Early Childhood Research Quarterly, 64, 242–254. doi: 10.1016/j.ecresq.2023.03.004
Ministarstvo znanosti i obrazovanja (2018). Odluka o donošenju kurikuluma za nastavni predmet Informatike za osnovne škole i gimnazije u Republici Hrvatskoj. Retrieved from https://narodne-novine.nn.hr/clanci/sluzbeni/2018_03_22_436.html
Mladenović, M., Boljat, I., Žanko, Ž. (2018). Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level. Educ Inf Technol, 23(4), 1483–1500. doi: 10.1007/s10639-017-9673-3
Mladenović, M., Žanko, Ž., Zaharija, G. (2024). From Blocks to Text: Bridging Programming Misconceptions. Journal of Educational Computing Research, 62(5), 1082–1106. doi: 10.1177/07356331241240047
Papert, S. (1993). Mindstorms: children, computers, and powerful ideas, 2nd edition. New York, NY: Basic Books.
Perez Valdes, G. P., Boude Figueredo, O., Vargas Sanchez, A. D. (2025). Integrating computational thinking in children aged 3 to 6: challenges and opportunities in early childhood education. Front. Educ., 10. doi: 10.3389/feduc.2025.1535135
Pörn, R., Hemmi, K., Kallio-Kujala, P. (2021). Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming. LUMAT, 9(1). doi: 10.31129/LUMAT.9.1.1355
Ramalingam, V., LaBelle, D., Wiedenbeck, S. (2004). Self-efficacy and mental models in learning to program. in Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, pp. 171–175, Leeds, UK: ACM. doi: 10.1145/1007996.1008042
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., et al. (2009). Scratch: programming for all. Commun. ACM, 52(11), 60 - 67. doi: 10.1145/1592761.1592779
Vaníček, J., Pršala, J. (2025). Primary Programming: Teachers’ Attitudes and Skills in the Light of Computing Reform. CEPSJ, 15(4), 61–88. doi: 10.26529/cepsj.2110
Žanko, Ž., Mladenović, M., Krpan, D. (2022). Analysis of school students’ misconceptions about basic programming concepts. Computer Assisted Learning, 38(3), 719–730. doi: 10.1111/jcal.12643.
Žanko, Ž., Mladenović, M., Krpan, D. (2023). Mediated transfer: impact on programming misconceptions. J. Comput. Educ., 10(1), 1 - 26. doi: 10.1007/s40692-022-00225-z
Ovaj rad licenciran je pod Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2026 Array