| Abstract | Informatika i njezini sadržaji učenja prilagođavaju se neprestanim promjenama koje se događaju u tehnološkom svijetu. Sastavljanjem kurikuluma 2018. godine, Ministarstvo znanosti i obrazovanja je napokon utkalo pravi put informatici, a važnije – programiranju, u primarno obrazovanje. Kurikulum je optimalno podijeljen na četiri domene, od kojih svaka zaokružuje po jedno područje informatike u obrazovanju. Veliko značenje dano je programiranju u nastavi. Programiranje je u današnje vrijeme neophodna vještina koju treba usvojiti, ali i cijeli život njegovati, a upravo je primarno obrazovanje odličan početak upoznavanja s tim. Uvođenjem programskog jezika Scratch, učitelji i učenici zapravo kroz igru nižu linije kodova i programiraju. U Europi i svijetu zadnjih se godina javljaju projekti o programiranju koja svaka škola može prijaviti i okušati se te na kraju svoje rezultate podijeliti s ostalim školama iz drugih država. Neki od takvih projekata su Hour of Code i Code Week. U hrvatskim školama se programira u Scratchu nakon kojeg se prelazi na Python koji je viši programski jezik, kompliciraniji, ali s razumljivom sintaksom.
Uvođenje programiranja je s dosta poteškoća pronašlo put u hrvatsko primarno obrazovanje, ali je kvalitetno i metodički ispravno opisano. Provedba sadržaja iz programiranja uvelike ovisi o učitelju informatike, njegovoj sposobnosti i edukaciji. Usporedivši uvođenje programiranja u RH s uvođenjem programiranja u stranim zemljama, uočava se kako Hrvatska ne zaostaje toliko za drugim, razvijenijim zemljama. Štoviše, programiranje opisano u hrvatskom kurikulumu kvalitetnije je provedeno nego u drugim zemljama. Iako Amerikanci slove kao možda najmoćniji i najrazvijeniji narod svijeta, nastava programiranja je vrlo siromašna u njihovim osnovnim školama. Uz Estoniju, Engleska se može pohvaliti da je među prvim zemljama koja je već od prvog razreda OŠ uvela programiranje u redovnu nastavu. Druga europska zemlja – Španjolska, zadnjih godina uvodi programiranje kao izvannastavnu aktivnost, iako postoje naznake uvođenja u redovan plan i program. Veliki problem u svim državama predstavlja učiteljski kadar koji prema svim znakovima nije dovoljno obrazovan da bi znanje i sposobnosti o programiranju prenijelo na svoje učenike. Iz godine u godinu većina država ozbiljnije gleda prema programiranju kao neizostavnoj vještini koja se zbog svoje kompleksnosti, ali i važnosti, mora uvesti već od samih početaka školovanja, a to je primarno obrazovanje. |
| Abstract (english) | Computer Science as a school subject change from year to year, that is, its learning contents adapt to the constant changes happening in the technological world. By formulating the curriculum in 2018, the Ministry of Science and Education has finally paved the right path for Computer Science, and more importantly, programming, in primary education. The curriculum is optimally divided into four domains, each encompassing a specific area of computer science in education. Programming has been given significant importance in teaching. Programming is a necessary skill to acquire in today's world, one that should be nurtured throughout life, and primary education serves as an excellent starting point for introduction to it. Through the introduction of the Scratch programming language, teachers and students actually write together lines of code and program through play. In recent years, programming projects have emerged in Europe and the world, which every school can participate in, test their skills, and share their results with other schools from different countries. Some of these projects include Hour of Code and Code Week. In Croatian schools, programming is initially taught using Scratch, followed by Python, which is a higher-level programming language, more complex, but with a comprehensible syntax.
The introduction of programming has encountered several challenges in Croatian primary education, but it has been described in a quality and methodically correct manner. The implementation of programming content largely depends on the computer science teacher, their abilities and education. When comparing the introduction of programming in Croatia to other countries, it is observed that Croatia is not lagging behind as much as other more developed countries. Furthermore, programming described in the Croatian curriculum is implemented with higher quality than in other countries. Although Americans are considered perhaps the most powerful and developed nation in the world, programming education in their elementary schools is very poor. Alongside Estonia, England can boast of being among the first countries to introduce programming into regular curriculum starting from the first grade of primary school. Another European country, Spain, has been introducing programming as an extracurricular activity in recent years, although there are indications of its potential inclusion in the regular curriculum. A significant problem in all countries is the teaching staff, who, according to all signs, are not sufficiently educated to pass on their knowledge and programming skills to their students. Year after year, most countries are taking programming more seriously as an essential skill that needs to be introduced from the very beginning of education, namely primary education, due to its complexity and importance. |
