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ORIGINAL PAPER
Non-formal education as a form of supporting the development of programming skills in primary school students
1
University of Rzeszów
Submission date: 2024-03-01
Final revision date: 2024-10-16
Acceptance date: 2024-12-07
Publication date: 2024-12-29
JoMS 2024;60(6):917-927
KEYWORDS
TOPICS
ABSTRACT
Objectives:
The main goal of the article is to analyze the role of non-formal education in the context of teaching programming to primary school students in non-formal educational settings, considering current technological developments and the need for adaptation in educational approaches.
Material and methods:
The text employs descriptive and analytical approaches, examining the characteristics and benefits of non-formal education in programming. The author utilizes theoretical and practical examples to illustrate the issues of non-formal education and the development of programming skills among primary school students.
Results:
The conclusions highlight the advantages of non-formal education in teaching programming to primary school students, such as flexibility, individualization, and emphasis on practical skill development. The article emphasizes that through various forms of non-formal education, such as workshops, e-learning courses, webinars, and experiences in virtual reality, there is an opportunity to teach programming to primary school students in engaging and interactive ways.
Conclusions:
The article underscores the promising future of non-formal education in programming for primary school students, driven by technological advancements and growing interest in non-traditional educational approaches. It discusses potential tools, platforms, and methodologies that can improve programming education in non-formal settings, leading to greater accessibility and effectiveness.
The main goal of the article is to analyze the role of non-formal education in the context of teaching programming to primary school students in non-formal educational settings, considering current technological developments and the need for adaptation in educational approaches.
Material and methods:
The text employs descriptive and analytical approaches, examining the characteristics and benefits of non-formal education in programming. The author utilizes theoretical and practical examples to illustrate the issues of non-formal education and the development of programming skills among primary school students.
Results:
The conclusions highlight the advantages of non-formal education in teaching programming to primary school students, such as flexibility, individualization, and emphasis on practical skill development. The article emphasizes that through various forms of non-formal education, such as workshops, e-learning courses, webinars, and experiences in virtual reality, there is an opportunity to teach programming to primary school students in engaging and interactive ways.
Conclusions:
The article underscores the promising future of non-formal education in programming for primary school students, driven by technological advancements and growing interest in non-traditional educational approaches. It discusses potential tools, platforms, and methodologies that can improve programming education in non-formal settings, leading to greater accessibility and effectiveness.
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| eISSN: | 2391-789X |
| ISSN: | 1734-2031 |
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