This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.

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Teaching Method and Flexible Tools
COMPARATIVE STUDY
SLOVENIA
This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

2. ”
1. COMPARATIVE STUDIES
1.2 General description of “computational thinking and
coding”
Computer programming is the process of developing and implementing various sets of
instructions to enable a computer to perform a certain task, solve problems and
provide human interactivity. These instructions (source codes which are written in a
programming language) are considered computer programs and help the computer to
operate smoothly.
Coding on a technical level is a type of computer programming that closely or exactly
represents what happens at the lowest (machine) level. However, when most people
talk about coding, they usually mean something at a higher, more human-readable
level which could be anything from problem-orientated languages like Java, C++ or
PHP.
Often computer programming (when referring to software) and coding are used
interchangeably and refer to more or less the same activities of writing the instructions
(recipe) for the computer to perform a specific task following a logic. However, based
on the definitions above, coding can also be seen as a specific sub-task of software
computer programming which arranges the implementation of the algorithm in the
target programming language.
Programming/ computational thinking: “to be able to define a set of instructions to
reach a given goal from a given starting point; to be able to write a concrete set of
instructions for a computer to let the computer run a certain task.” (Belgium Flanders).
Programming: “The ability to realise an algorithm in a computer programming
language, that is to interpret the steps of the algorithm as instructions in a
programming language, as a computer programme, to compile, run and debug the
programme, as well as to identify and reuse common design patterns.”

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1.2 Application of coding in the educational system of the
involved countries
Each school has to develop the description of the current situation in its
country:
Basic information In Slovenia ICTis to be involved in early education.(Primary schools).
Pupilscan chooseICT courseasan optionalpossibilitiesbeside general,
obligatory schoolsubjects.In Secondray schoolall studentshavethe
subjectcalled Infomaticswheregeneraland upgraded contentof
computerscience and iformaticsis presented.Besidethat,the pilot
projectsof using ICT on all levels of education are being held. Latest
projectwasaboutusing mobiledevices (tablets) in education system.
Links to thoseprojectsand activitiesare: http://www.zrss.si/,
http://www.cpi.si/,https://sio.si/
Strategies Lately there has been a trend of returning the contents of
algorithmic thinking into early years of education system.
Increasing interest goes for robotics and 3D modelling. However,
all the contents depend on teachers or mentors.
Links http://www.zrss.si/, http://www.cpi.si/, https://sio.si/

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2. Searching and sharing of good practices
Please, describe 5 good practices with selection of innovativetools
for students and teaching methods for teacher
2.1 (Upper) secondary education
NAME of the PROGRAM/PROJECT
Programming Nao, a humanoid robot
RESPONSIBLE INSTITUTION
Aldebaran, Paris, France
PARTNERS
teachers, students, pupils
SHORT DESCRIPTION:
A humanoid robot can be programmed in a dedicated visual programing language
Choregraphe and in several text based languages (Python, C++…)
Choregraphe automatically connects to a virtual robot if you don’t have a real one, so
you will be able to do a lot of things with Nao even if you don’t have one at all!!
You can download the trial version at
https://developer.softbankrobotics.com/us-en/downloads/nao-v5-v4
you can register as a developer and receive a free lifelong license at
https://community.ald.softbankrobotics.com/en/developerprogram

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WEBSITE
https://www.ald.softbankrobotics.com/en
https://developer.softbankrobotics.com/us-en/downloads/nao-v5-v4
https://community.ald.softbankrobotics.com/en/developerprogram
CONTACTS FOR INFORMATION
Go to the Aldebaran web page:
www.aldebaran.com
After you get all the info you can easily follow the steps at
http://doc.aldebaran.com/2-1/software/choregraphe/tutos/index.html
where there are tutorials on how to use Choregraphe.

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2.2
NAME of the PROGRAM/PROJECT
LEGO robotics
RESPONSIBLE INSTITUTION
PARTNERS
teachers, students, pupils
SHORT DESCRIPTION:
Many students attend courses on robotics in Primary school that are not obligatory, but they are interesting
and students like them. However, we notice that technical studies in Sloevnia are not so popular and we
want to achive a higher ineters into them. So, with the courses in Primary schools students get interested in
that area. In Secondary school they develop their own ieas and try to find different solutuns to prblems by
using pre-knowledge. Students are creative, innovative and motivated to discover new ways in robotics.
WEBSITE
http://www.lego.com/en-us/mindstorms/?domainredir=mindstorms.lego.com
http://www.m-aleja.net/lego-robotika
CONTACTS FOR INFORMATION
check the above links to certain websites

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2.3
NAME of the PROGRAM/PROJECT
binary search
RESPONSIBLE INSTITUTION
PARTNERS
teachers, students, pupils
SHORT DESCRIPTION:
Binary search is one of the fundamental algorithms in computer scienceis and a fast search
algorithm with run-time complexity of Ο(log n). This search algorithm works on the
principle of divide and conquer. For this algorithm to work properly the data
collection should be in sorted form.
WEBSITE
http://www.tutorialspoint.com/data_structures_algorithms/binary_search_algorithm.htm
https://www.youtube.com/watch?v=JQhciTuD3E8
https://www.topcoder.com/community/data-science/data-science-tutorials/binary-
search/
CONTACTS FOR INFORMATION

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check the links to websites and tutoruals above
2.5
NAME of the PROGRAM/PROJECT
math - SYTEM OF LINEAREQUATIONSWITH TWO unknownnumbers
RESPONSIBLE INSTITUTION
PARTNERS
teachers, students, pupils
SHORT DESCRIPTION:
Students are usually not interested in Math or they are even afraid of it. They are not motivated in learning
it or acceot the fact that they need to understand the facts. With using coding in Math students become
more motivate, they can see the relation to computeing nad they find the solutions easier. Students find out
that Math can also be fun, creative and interesting.
WEBSITE
https://www.wolframalpha.com/
CONTACTS FOR INFORMATION
check the links to websites

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2.4
NAME of the PROGRAM/PROJECT
working with algorithms
RESPONSIBLE INSTITUTION
PARTNERS
teachers, students, pupils
SHORT DESCRIPTION:
Students are familiar with algorithms already from Primary schools, but not all of them
attended the ICT courses. So, teacher needs to give instructions to all of them. He
explains the usage of algorithms and soon all the students are aware that algorithms are
used in everyday life without us noticing it, because we consider the things for granted.
WEBSITE
http://courses.cs.vt.edu/~csonline//Algorithms/Lessons/DefinitionOfAlgorithm/index.htm
l
http://www.bbc.co.uk/guides/z3whpv4
CONTACTS FOR INFORMATION

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check the links to the websites above

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3. Questionnaire to teachers who have used the coding
Please, collect at least 5 questionnairessubmitted to teachers who
implemented computational thinkingand coding activities
Questionnaire no. 1
General information
1-Name, Surname:
Boštjan Resinovič
2- Name of the school:
Schoolcenter Celje
3- What level of education do you teach?
a) (Upper) secondary education
4. Does your school offer IT / Informatics /coding lessons?
a) Yes
5. When schools participatedinthe developmentof the code, how would you
judge the involvement of the following actors?
very
important
important not very
important
not important at all
Headteacher x
School board/council x
Teachers x
Parents x
Students x

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6. What level of educationare these lessons?
a. (Upper) secondary education
7. Please describe the contentthat youteach:
8. Are your students interested inITC/Informatics/Coding lessons?
A. Yes

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Questionnaire to teachers who have used the coding
Questionnaire no. 1
General information
1-Name, Surname:
Andrej Grilc
2- Name of the school:
Schoolcenter Celje
3- What level of educationdo you teach?
b) (Upper) secondary education
4. Does your school offer IT / Informatics / coding lessons?
b) Yes
5. Whenschools participatedinthe development of the code, how would you judge
the involvement of the following actors?
very
important
important not very
important
not important at all
Headteacher x
School board/council x
Teachers x
Parents x
Students x
6. What level of educationare these lessons?
a) (Upper) secondary education

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7. Please describethe content that youteach:
8. Are your students interestedinITC/Informatics/Coding lessons?
B. Yes
3. Questionnaire to teachers who have used the coding
Questionnaire no. 1
General information
1-Name, Surname:
Matic Holobar
2- Name of the school:
Schoolcenter Celje
3- What level of educationdo you teach?
(Upper) secondary education
4. Does your school offer IT / Informatics /coding lessons?
Yes
5. Whenschools participatedinthe development of the code, how would you judge
the involvement of the following actors?
very
important
important not very
important
not important at all
Headteacher x
School board/council x
Teachers x

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Parents x
Students x
6. What level of educationare these lessons?
(Upper) secondary education
7. Please describethe content that youteach:
8. Are your students interestedinITC/Informatics/Coding lessons?
Yes
3. Questionnaire to teachers who have used the coding
Questionnaire no. 1
General information
1-Name, Surname:
Gregor Kramer
2- Name of the school:
Schoolcenter Celje
3- What level of educationdo you teach?
(Upper) secondary education
4. Does your school offer IT / Informatics / coding lessons?
c) Yes

16. ”
5. Whenschools participatedinthe development of the code, how would you
judge the involvement of the following actors?
very
important
important not very
important
not important at all
Headteacher x
School board/council x
Teachers x
Parents x
Students x
6. What level of educationare these lessons?
(Upper) secondary education
7. Please describethe content that youteach:
8. Are your students interestedinITC/Informatics/Coding lessons?
Yes
3. Questionnaire to teachers who have used the coding
Questionnaire no. 1
General information
1-Name, Surname:
Martina Omerzel

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2- Name of the school:
Schoolcenter Celje
3- What level of educationdo you teach?
(Upper) secondary education
4. Does your school offer IT / Informatics / coding lessons?
d) Yes
5. Whenschools participatedinthe development of the code, how would you judge
the involvement of the following actors?
very
important
important not very
important
not important at all
Headteacher x
School board/council x
Teachers x
Parents x
Students x
6. What level of educationare these lessons?
(Upper) secondary education
7. Please describethe content that youteach:
8. Are your students interestedinITC/Informatics/Coding lessons?
Yes

18. ”

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4. Teaching methods and resources used in IT / Informatics /
coding for:
a. (Upper) secondaryeducation
1. EXAMPLE - CHOREGRAPHE
The lesson plan is attached as PP, titled ProgrammingNao
Teacher’s role: guide, facilitator, tutor
Student’s role: active player, listener, participant, designer,
creative thinker, programmer
Assessment:create his own choregraphe
2. EXAMPLE – LEGO ROBOTOS AND CROSSROADS
The lesson plan is attached titled 2nd
example – Lego robots
Teacher’s role: guide, facilitator, tutor
Student’s role: active player, listener, participant, designer,
creative thinker, programmer
Assessment:write down a code with the problem and a solution,
it needs to work

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3. EXAMPLE – binary search
The lesson plan is attached titled – Binary search
Teacher’s role: guide, facilitator, tutor
Student’s role: active player, listener, participant, designer,
creative thinker, programmer
Assessment:does several examples with other students and puts
down a code in binary search
4. EXAMPLE – instructions for writing an algorithm
The lesson plan is attached titled – working with algorithms
Teacher’s role: guide, facilitator, tutor
Student’s role: active player, listener, participant, designer,
creative thinker, programmer
Assessment:students need to think of various chores and write
down algorithms

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5. EXAMPLE - SYSTEM OF LINEAR EQUATIONS WITH TWO
UNKNOWN NUMBERS
The lesson plan is attached titled – working with algorithms
Teacher’s role: guide, facilitator, tutor
Student’s role: active player, listener, participant, designer,
creative thinker
Assessment:students check their solution at home for homework

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