{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-Z5BK8CB8/6c77fa81-2c44-4a5c-a69e-c24851f6583d/PDF","dcterms:extent":"2756 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-Z5BK8CB8/33296fd0-164a-4766-a34f-40ac9def24bb/TEXT","dcterms:extent":"26 KB"}],"edm:TimeSpan":{"@rdf:about":"2025-2025","edm:begin":{"@xml:lang":"en","#text":"2025"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-Z5BK8CB8","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-5L0SRALH"},{"@xml:lang":"sl","#text":"Revija inovativna pedagogika"}],"dcterms:issued":"2025","dc:creator":"Krevel, Mojca","dc:format":[{"@xml:lang":"sl","#text":"letnik:1"},{"@xml:lang":"sl","#text":"številka:3"},{"@xml:lang":"sl","#text":"str. 612-624"}],"dc:identifier":["DOI:10.63069/w4nn7p98","COBISSID_HOST:236578819","ISSN:3024-031X","URN:URN:NBN:SI:doc-Z5BK8CB8"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Vzgojno-izobraževalni zavod Antona Martina Slomška"},"dc:subject":[{"@xml:lang":"en","#text":"computational thinking"},{"@xml:lang":"en","#text":"creativity"},{"@xml:lang":"sl","#text":"Glasba"},{"@xml:lang":"sl","#text":"Informacijsko-komunikacijska tehnologija"},{"@xml:lang":"sl","#text":"Osnovnošolsko izobraževanje"},{"@xml:lang":"sl","#text":"programiranje"},{"@xml:lang":"en","#text":"programming"},{"@xml:lang":"sl","#text":"računalniško mišljenje"},{"@xml:lang":"sl","#text":"Scratch (programski jezik)"},{"@xml:lang":"sl","#text":"ustvarjanje"}],"dcterms:temporal":{"@rdf:resource":"2025-2025"},"dc:title":{"@xml:lang":"sl","#text":"Razvijanje računalniškega mišljenja skozi glasbene dejavnosti v osnovni šoli|"},"dc:description":[{"@xml:lang":"sl","#text":"According to many experts, computational thinking is one of the key competencies of the 21st century. It defines a way of thinking that enables strategic planning, the creation of new ideas, and effective problem-solving. In schools, pupils develop them by integrating fundamental computer science content into lessons. Computational thinking can be effectively developed through musical activities, as musical composition involves algorithmic and abstract thinking, which are essential components of computational thinking. This article describes the efficiency of learning musical notation, rhythmic values, and musical symbols through programming. With a case study based on observation and analysis of pupils’ work, we discovered that programming is an effective method for learning and reinforcing music theory knowledge, and it strongly motivates pupils to participate in lessons actively. The findings are supported by survey results in which pupils expressed enthusiasm for programming and positively evaluated their achievements. The paper aims to encourage music educators to incorporate activities that promote computational thinking into their teaching"},{"@xml:lang":"sl","#text":"Po mnenju mnogih strokovnjakov računalniško mišljenje predstavlja eno ključnih veščin 21. stoletja. Ta veščina določa način razmišljanja, ki omogoča strateško načrtovanje, kreiranje novih idej in učinkovito reševanje problemov. V šoli ga pri učencih razvijamo z vključevanjem temeljnih vsebin RIN pri pouku. Računalniško mišljenje se lahko učinkovito razvija tudi skozi glasbene dejavnosti, saj pristop glasbenega komponiranja vključuje algoritmično in abstraktno mišljenje, ki sta sestavni del računalniškega mišljenja. V prispevku opišemo, kako učinkovito je učenje tonske abecede, ritmičnih vrednosti in glasbenih simbolov s pomočjo programiranja. S študijo primera z opazovanjem in analizo izdelkov smo ugotovili, da je programiranje učinkovita metoda za učenje in utrjevanje glasbeno teoretičnega znanja in da učence močno motivira za aktivno sodelovanje pri pouku. Ugotovitve potrjujejo tudi rezultati ankete, v kateri učenci izrazijo navdušenje za programiranje in pozitivno ovrednotijo svoje rezultate. S prispevkom želimo spodbuditi predvsem učitelje glasbene umetnosti, da v svoj pouk vključijo aktivnosti, ki spodbujajo računalniško mišljenje"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-Z5BK8CB8","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-Z5BK8CB8"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-Z5BK8CB8/6c77fa81-2c44-4a5c-a69e-c24851f6583d/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Vzgojno-izobraževalni zavod Antona Martina Slomška"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-Z5BK8CB8/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-Z5BK8CB8"}}}}