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| en:start [2016/02/19 18:00] – sbabic | en:start [2016/02/19 19:37] – sbabic |
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| {{:wiki:marko_1.png?direct&333x220}}{{:wiki:lukamema.jpg?nolink&333x220}} | {{:wiki:marko_1.png?333x220 }}{{ :wiki:lukamema.jpg?nolink&333x220 }} |
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| <font 10.0pt/inherit;;inherit;;inherit>Picture 1. The toy called Mema is a small chest of drawers with nine drawers made of nine matchboxes. The drawers have different names or appear in different colours.</font> | |
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| //<font 10.0pt/inherit;;inherit;;inherit>The teacher</font> // //<font 10.0pt/inherit;;inherit;;inherit>herself did not have any specific knowledge of programming, and the method did not require any additional costs. Children learned a lot about programming,simply by discovering that in a computer there is something that is called a program being built by instructions. By playing Mema, they easily understood how important the sequence of instructions is for building a program. They quickly spotted that some instructions read numbers in RAM, others calculated results and stored them again in RAM, and while numbers were stored in variables, calculations were done by using variables or constants. Furthermore, they learned that new contents of RAM replaced the old ones, and that sometimes the result might be too big to fit into RAM (Overflow), that new contents of a variable replace the old one...</font> // | <font 10.0pt/inherit;;inherit;;inherit>Picture 1. The toy called Mema is a small chest of drawers with nine drawers made of nine matchboxes. The drawers have different names or appear in different colours.</font> |
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| | //<font 10.0pt/inherit;;inherit;;inherit>The teacher</font> // //<font 10.0pt/inherit;;inherit;;inherit>herself did not have any specific knowledge of programming, and the method did not require any additional costs. Children learned a lot about programming,simply by discovering that in a computer there is something that is called a program being built by instructions. By playing Mema, they easily understood how important the sequence of instructions is for building a program. They quickly spotted that some instructions read numbers in RAM, others calculated results and stored them again in RAM, and while numbers were stored in variables, calculations were done by using variables or constants. Furthermore, they learned that new contents of RAM replaced the old ones, and that sometimes the result might be too big to fit into RAM (Overflow), that new contents of a variable replace the old one…</font> // |
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| <font 10.0pt/inherit;;inherit;;inherit>Picture 2. The children using Mema learn how to program without a computer.</font> | <font 10.0pt/inherit;;inherit;;inherit>Picture 2. The children using Mema learn how to program without a computer.</font> |
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| Spontano su nadograđivali znanje kako se u neke varijable kumuliraju vrijednosti, da dva računala mogu biti //nekompatibilna//…. | <font 10.0pt/inherit;;inherit;;inherit>Step by step children acquired how to update a value of variable, while all Memas in a class had to have the same drawers (compatibility)…</font> |
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| Ako sam vas makar malo zaintrigirala to je odlično. Možda ću obrisati prašinu sa starih papira i igračaka i možda ću za vas ponovo oživiti priču koja me je i prije toliko godina fascinirala. Ako nisam pokušati ću sa još nečim. | <font 10.0pt/inherit;;inherit;;inherit>Should you get intrigued by Mema so far, it may start removing dust from my old papers and toys and eventually bring to life a story that years ago fascinated me. The method I am dealng with was implemented in a primary school in Rijeka (Croatia) in 1980.</font> |
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| Metodu koju spominjem pokušala sam oživiti u jednoj riječkoj školi prije više od trideset godina. | {{ :wiki:razred.png?350x209 }} |
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| [[:wiki:razred.png?350x209}}|razred.png]] | |
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| Slika 3. //Učenici s učiteljicom Majom Mulac (1980. godine).// | <font 10.0pt/inherit;;inherit;;inherit>Picture 3. The children with their teacher Maja Mulac (in year 1980.)</font> |
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| Učiteljica je bila oduševljena djeca također, iskustva sam opisala u par stručnih i znanstvenih radova i osim toga nije se dogodilo skoro ništa. Ali ipak, nakon 6-7 godina nazvao me je nastavnik koji je u spomenutoj školi držao tehnički odgoj i u sklopu toga programiranje u Basicu za osme razrede. On mi je rekao da učenici iz jednog od četiri osma razreda puno lakše savladavaju Basic, nego ostala tri. U dogovoru s tim nastavnikom provela sam istraživanje u sva četiri razreda. Rezultat je bio fantastičan! Znanje programiranja u razredu koji je po prije spomenutoj metodi radio nekoliko sati u prvom razredu bilo je statistički značajno bolje od preostala tri razreda!. Što bi tek bilo da su nastavili sa radom kontinuirano! | <font 10.0pt/inherit;;inherit;;inherit>The teacher liked the method, while the schoolchildren were interested and enthusiastic. I wrote some articles about the method, and published a teacher's handbook. However, that was all, nothing happened. But then almost out of the blue, six or seven years later , I received a telephone call from a teacher of Technical education, Mr. Damir Čović, who included some programming in Basic using Spectrum computers in the same school where the project Mema had been implemented years before. He told me that he was teaching programming in four parallel eighth classes, and that schoolchildren in one of the four classes were much better in understanding Basic than the other three. Having been informed by his schoolchildren that they had some foreknowledge, he contacted their previous school teacher who had implemented Mema and so he got in touch with me. Together we made a parallel test about programming in Basic in all four classes. The result was spectacular! The programming knowledge in the class where the schoolchildren had previously been included in teaching programming by using Mema toy were statistically significant better than in the other three classes. And that took only several hours in the first and second class. The question is : What computer skills would they have acquired, if they had been given an opportunity of continuing learning by applying this method throughout their primary school ?</font> |
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| Opet je taj rezultat bio objavljen u obliku znanstvenog rada i, pogađate, iza toga ništa. A mislim da bi iza toga moglo biti svašta i to puno toga lijepoga i dobroga. Možda sam radi toga pokušala još jednom, ovim stranicama. Na to me motivirala suradnja sa profesoricom Snježanom Babić, mojom bivšom studenticom i činjenica da se i na razini Europe javila inicijativa koja u mojem srcu nekad plamti, a nekad tinja već više od trideset godina. | <font 10.0pt/inherit;;inherit;;inherit>Again, the result was published as a scientific paper, and after that again, nothing happened. .. Now, finally I do believe this might be a fresh start for the Mema story. I do believe this is an opportunity of Mema’s revival and help our youngsters grasp techniques of programming and develop full awareness of how to use computers instead of being used, unaware of what can go wrong, i.e. to have control of what is going on, instead of being controlled. That is my deepest motive for the restart of these sites. The initiative came from my former student, Professor Snjezana Babic, who has been developing these Internet pages and from the EU initiative that encourages programming teaching. Hopefully, this time the Mema initiative will find its way to all those who need it.</font> |
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| Marina Čičin-Šain | Marina Čičin-Šain |
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| ===== Opis metode ===== | ===== The method description ===== |
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| **Na sljedećoj stranici možete pročitati**: **[[:opis_metode|OPIS METODE]].** | On the next side can find method description: [[:en:opis_metode|The method description]] |
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