PEDAGOGICAL FOUNDATIONS OF USING BLOCK-BASED PROGRAMMING TO DEVELOP LOGICAL THINKING IN THE TRAINING OF COMPUTER SCIENCE TEACHERS

Abstract

This scientific article is dedicated to researching the methodological and pedagogical foundations for developing logical thinking in future computer science teachers within the context of their professional training. The relevance of the research is substantiated by the increasing demand in specialists in the field of Information and Communication Technologies (ICT) and in their systemic and critical thinking skills, which, in turn, dictates the need to enhance the quality of teacher education. The study examines the effective mechanisms and didactic conditions for forming logical thinking by applying block programming (visual environments such as Scratch, Blockly) in the training of future computer science specialists. The authors analyze the role of block programming as a didactic tool possessing high potential for the intuitive and visual assimilation of complex algorithmic and abstract concepts. It is indicated that the use of this methodology provides additional opportunities for the individualization of learning and the enhancement of students' intrinsic motivation. The results demonstrate that the purposeful use of block programming environments has a significant positive impact on the development of algorithmic and deductive thinking in future teachers, as well as strengthening their subject-specific competencies. Furthermore, this approach ensures their readiness to solve complex information tasks in their future professional activities. The proposed pedagogical foundations make a theoretical and practical contribution to the improvement of the content of informatics education in higher educational institutions. The article is intended for the scientific and pedagogical community, doctoral students, and specialists involved in the education digitalization.