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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> | <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> |
//<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>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> |
<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> | <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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{{:wiki:razred.png?nolink&400x278}} | {{ :wiki:razred.png?350x209 }} |
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<font 10.0pt/inherit;;inherit;;inherit>Picture 3. The children with their teacher Maja Mulac (in year 1980.)</font> | <font 10.0pt/inherit;;inherit;;inherit>Picture 3. The children with their teacher Maja Mulac (in year 1980.)</font> |