Journal archive

Abstract: Computer science teachers at high school often deal with the low level of programming skills, algorithmic literacy and system thinking that many first-year students demonstrate. This article describes advantages of projective-recursive and cognitive approach to teaching computer programming. We propose update of components of the methodical system teaching programming: objectives, content, methods, process and assessment on this basis. Projective-recursive learning strategy includes the development and use electronic educational resources by students. Cognitive learning tools – concept maps and algorithmic mental maps are used. We introduce the concept «learning outcomes in programming» as a set of three integrative indicators: the algorithmic thinking level, the systems thinking level and the ability to design a computer program product. The results of applying this teaching method in actual learning process at Siberian Federal University are significant.