Comparative analysis of approaches to developing universal learning actions within computer science education

Introduction. In modern society, education plays a key role in the formation of personality and the development of skills necessary for successful adaptation and self-realization. One of the key aspects of the educational process is the development of universal learning activities (UMS), which provide the opportunity for effective learning and the application of acquired knowledge in various situations. In this regard, it becomes necessary to conduct a comparative analysis of approaches to the development of UMS in order to determine the most effective methods and tools that contribute to the successful development of educational materials and the formation of independent work skills. This article examines the constructivist approach in the context of developing universal learning actions (ULA) in computer science education in schools. The main focus is on the importance of connecting learning with real-life tasks and the ability of students to influence the learning process through independent choice of research topics.

Materials and Methods. A comparative analysis of approaches to developing ULA in computer science education was conducted based on the study of theoretical works and practical examples of the application of these methods in the educational environment. The approaches are analyzed in terms of their ability to provide a holistic view of the study material and its practical application.

Results. The advantages of the constructivist approach were identified, including its focus on the practical application of knowledge and the development of the ability for independent learning. However, shortcomings such as the risk of formalizing education and difficulties in assessing competencies were also noted. The systemic-activity approach emphasizes the integrity of the study material and its connection to real life.

Discussion and Conclusions. The article discusses the conditions and aspects of each approach that contribute to the development of ULA. The importance of integrating theory with practice and the need for sufficient time for reflection and introspection in the constructivist approach are emphasized. The study highlights the importance of balancing the depth of theoretical knowledge and practical skills for effective computer science education. In the future, it is necessary to continue the study of the interaction of constructivist and system-activity approaches in education, especially in the context of the development of digital technologies and changing educational needs in the information society. It will also be useful to develop and test innovative diagnostic tools that will allow students to more accurately assess their competencies in creative and personality-oriented aspects of learning.

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