{"?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-H7IVBIZA/975ef53a-19f3-41d1-9fd4-c37290cddb45/PDF","dcterms:extent":"5423 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-H7IVBIZA/b68c6f01-4e53-463e-948a-734925eab605/TEXT","dcterms:extent":"18 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-H7IVBIZA","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":"Cesarec, Anja","dc:format":[{"@xml:lang":"sl","#text":"letnik:1"},{"@xml:lang":"sl","#text":"številka:3"},{"@xml:lang":"sl","#text":"str. 494-502"}],"dc:identifier":["DOI:10.63069/bd2fp540","COBISSID_HOST:234669571","ISSN:3024-031X","URN:URN:NBN:SI:doc-H7IVBIZA"],"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":"sl","#text":"LEGO (igrače)"},{"@xml:lang":"en","#text":"LEGO bricks"},{"@xml:lang":"sl","#text":"lego gradniki"},{"@xml:lang":"sl","#text":"orientacija v prostoru"},{"@xml:lang":"sl","#text":"Predšolska vzgoja"},{"@xml:lang":"sl","#text":"Predšolsko učenje in poučevanje"},{"@xml:lang":"sl","#text":"prostorski odnosi"},{"@xml:lang":"sl","#text":"računalniško mišljenje"},{"@xml:lang":"sl","#text":"Računalništvo"},{"@xml:lang":"en","#text":"spatial orientation"},{"@xml:lang":"en","#text":"spatial relations"}],"dcterms:temporal":{"@rdf:resource":"2025-2025"},"dc:title":{"@xml:lang":"sl","#text":"Z lego gradniki razvijamo računalniško mišljenje pri predšolskih otrocih|"},"dc:description":[{"@xml:lang":"sl","#text":"Preschool children used LEGO bricks to develop computational thinking through various play-based activities without using a computer. Through play, children acquired key skills, such as problemsolving, logical thinking, and sequencing skills. The use of LEGO bricks has proved highly motivating for the children, as they have been involved in the activities for a more extended period of time. First, they familiarized themselves with the expressions used to describe the positioning of an object and learned how to orient themselves in space. The children developed computational thinking through various activities, introducing the concepts of sequences, instruction following, and pattern recognition. We found that, with or without LEGO bricks children unknowingly acquire computational thinking skills through play. In addition, children noticeably progressed and obtained computational skills at a different pace, i.e., the amount of time required to acquire the skill differed. In this case, repetitive tasks based on supportive feedback and encouragement are crucial for the child to finish a task successfully"},{"@xml:lang":"sl","#text":"Predšolske otroke smo motivirali z LEGO gradniki, kjer so skozi igro z različnimi dejavnostmi brez računalnika razvijali računalniško mišljenje. Namen prispevka je raziskati povezavo med igro z lego gradniki ter razvijanjem računalniškega in matematičnega mišljenja pri predšolskih otrocih. Cilj prispevka je predstavili različne primere strukturno načrtovanih dejavnosti, ki lahko prispevajo k razvijanju računalniškega in matematičnega mišljenja. Otroci so med igro pridobivali ključne veščine, kot so reševanje problemov, načrtovanje zaporedja korakov in logično razmišljanje. Uporaba LEGO gradnikov je bila za otroke izjemno motivacijska, saj so ob dejavnostih vztrajali dalj časa. Najprej so osvajali izraze za opisovanje položaja predmetov in se učili orientacije v prostoru. Nato so v različnih dejavnostih razvijali računalniško mišljenje s koncepti zaporedja, sledenja navodilom in prepoznavanja vzorcev. Podatki so bili pridobljeni preko nestrukturiranega opazovanja z udeležbo. Pri opazovanju otrok smo ugotovili, da skozi igro z in brez lego gradnikov, nevede pridobijo veščine računalniškega mišljenja. Opazili smo, da otroci potrebujejo različno količino časa za usvajanje veščin in njihov napredek. Pri čemer so pomembne večkratne ponovitve s pozitivnimi spodbudami, da pridejo skozi proces do pravilnega zaključka"}],"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-H7IVBIZA","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-H7IVBIZA"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-H7IVBIZA/975ef53a-19f3-41d1-9fd4-c37290cddb45/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-H7IVBIZA/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-H7IVBIZA"}}}}