The Development of Algorithmic Thinking when Teaching Basic Programming in C++

The purpose of the study is to develop, theoretically substantiate, and experimentally test a teaching methodology aimed at effectively developing algorithmic thinking in schoolchildren during the process of mastering the basics of programming in the C++ language. The relevance of this paper is due to the need to improve existing approaches to teaching programming, taking into account the current requirements for the quality of training specialists in the field of information technology.
Materials and methods. To achieve the stated research goal, a set of complementary methods was used to ensure a comprehensive study of the problem and the development of effective recommendations. Both theoretical and empirical approaches were applied. Among the theoretical methods, special attention was paid to analyzing existing scientific literature on the development of algorithmic thinking, specifying the initial data, identifying general patterns, and conducting a comparative analysis of known approaches. The most important stages were the processes of deduction and meaningful interpretation of the obtained results. The empirical component of the study included a questionnaire survey of students of a general education institution, followed by testing the level of formation of algorithmic thinking. This allowed for an objective assessment of the respondents’ level of preparedness and the identification of key factors affecting the success of mastering the basic concepts of programming.
Results. The article presents a methodology aimed at the purposeful development of algorithmic thinking in the conditions of the educational environment. The structure of the methodology is a clearly organized set of interrelated components, including: the principles of creating an effective educational process; the goals and objectives of the course aimed at the formation of the necessary skills and abilities; learning strategies that provide for an optimal combination of traditional and innovative formats of presenting the material, the specified content of the educational material focused on solving typical and non-standard tasks, organizational forms of conducting classes that promote the active involvement of students in the learning process. Special attention was paid to identifying criteria for assessing the levels of algorithmic thinking development and creating a specialized set of tasks aimed at the consistent formation of each individual element of the mental structure. The set of tasks was designed to gradually increase the complexity of the problems being solved, ensuring a progressive movement from simple examples to solving complex problem situations.
Conclusion. The implemented pedagogical experiment has shown the effectiveness of the proposed methodology. Students trained according to the developed course demonstrated significant progress in developing algorithmic thinking, which was expressed in improving the ability to solve practical problems, increasing the level of independence, and a more creative approach to the implementation of projects. The practical significance of the research lies in the possibility for widespread dissemination of experience in the educational environment, providing an effective tool for training qualified computer science teachers and improving the additional education program for the gifted children, interested in programming. The developed approach can significantly improve the quality of professional training for information technology specialists, facilitating the integration of the latest scientific and practical achievements into the educational process.

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