INNOVATIVE RESEARCH IN SCIENCE
International scientific-online conference
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DESIGNING COMPETENCY-ORIENTED PROGRAMMING TASKS
USING VISUAL PROGRAMMING ENVIRONMENTS FOR FUTURE
INFORMATICS TEACHERS
Mirsalim Elmirzayevich Mamarajabov
Professor, Doctor of Pedagogical Sciences (DSc),
Tashkent State Pedagogical University
Yanglish Egamnazarovna Djumoboyeva
Doctoral student at Gulistan State University
Alijon Normamatovicn Qudratov
Senior Lecturer, Gulistan State University
https://doi.org/10.5281/zenodo.15460917
Abstract:
This paper explores the role of visual programming
environments (VPEs) such as Scratch and Blockly in developing professional
programming competence among future informatics teachers. The study
emphasizes the integration of competency-based education principles into
programming instruction, with a focus on the design and implementation of
innovation-driven, learner-centered tasks. The methodology involves a
qualitative analysis of task design principles and a pilot implementation in
teacher education courses. Results indicate that visual programming fosters
problem-solving, logical reasoning, and pedagogical reflection among pre-
service teachers, making it a valuable tool for competency development in
informatics education. The study also discusses challenges, including the need
for curriculum alignment, instructor training, and transition to text-based
programming.
Keywords:
visual programming, teacher education, programming tasks,
competency-based learning, Scratch, Blockly, informatics teachers, project-
based learning, educational technology.
Introduction
Informatics education has evolved into a cornerstone of modern teaching,
requiring future teachers not only to possess programming skills but also to
understand pedagogical strategies for teaching these skills effectively. As digital
tools and platforms become more prevalent in classrooms, there is a growing
need to incorporate modern approaches to programming instruction in teacher
preparation programs. One such approach is the use of visual programming
environments (VPEs), which provide an intuitive, drag-and-drop interface that
simplifies coding concepts while enabling the design of creative and interactive
applications.
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International scientific-online conference
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Future informatics teachers often face barriers in mastering traditional
text-based programming due to its complexity and steep learning curve. VPEs
such as Scratch and Blockly reduce this cognitive load, allowing learners to focus
on logical structures and computational thinking rather than syntax. Moreover,
visual tools are increasingly used in primary and secondary schools, making it
essential for teachers to be proficient in both using and teaching them.
This study investigates how VPEs can be utilized to design competency-
oriented programming tasks that align with the specific learning outcomes
required for informatics educators. The goal is to develop a framework for
integrating such tasks into teacher education curricula and to examine their
effectiveness in enhancing professional competencies.
Methodology
A design-based research (DBR) methodology was employed in this study.
DBR is well-suited for educational innovation as it combines theoretical
exploration with practical application in real-world settings. The study was
conducted in three interconnected phases:
Literature Review:
A comprehensive analysis of existing literature on
visual programming, computational thinking, and competency-based education
in teacher training was performed. Key works by Papert (1980), Resnick et al.
(2009), and Grover & Pea (2013) provided foundational insights.
Task Design and Development:
Based on the literature review, a set of
ten programming tasks was developed using Scratch and Blockly. These tasks
were aligned with core programming concepts such as sequences, loops,
conditionals, and events. They also included pedagogical objectives such as
designing learning activities, assessing student code, and creating age-
appropriate instructional materials.
Pilot Implementation:
The tasks were implemented in a semester-long
course on “Teaching Programming in Schools” involving 25 pre-service
informatics teachers. Participants engaged with the tasks individually and in
collaborative groups. Data was collected through observations, reflective
journals, code analysis, and semi-structured interviews.
The criteria for evaluating competency development included technical
accuracy, creativity, collaborative problem-solving, and pedagogical application.
Results
The pilot study produced several significant findings across technical,
cognitive, and pedagogical domains:
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International scientific-online conference
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Improved Conceptual Clarity:
Students demonstrated a better grasp of
programming fundamentals. Through the use of Scratch, learners could visualize
how loops control repetition and how conditionals affect decision-making.
Blockly supported the abstraction of mathematical operations and algorithmic
thinking.
Higher Engagement and Motivation:
Tasks that involved storytelling,
game development, or animation kept learners highly engaged. They expressed
enjoyment and a sense of achievement upon completing projects. The tangible
nature of outcomes motivated continued exploration.
Development of Pedagogical Awareness:
Participants reflected on how
they would adapt these tools and tasks for different age groups. Many designed
mini-lessons and explained how they would introduce loops and conditionals to
10–12-year-old students.
Collaborative Learning and Peer Review:
Group-based tasks fostered
teamwork and collaborative troubleshooting. Students learned not only from
their own experiences but also from peer feedback and code reviews.
Enhanced Metacognitive Skills:
Learners developed self-assessment
strategies, reflecting on what worked, what didn’t, and how their understanding
evolved. This skill is crucial for reflective teaching practices.
Transferable Skills:
Participants reported greater confidence in applying
these skills to text-based programming. Several students transitioned from
Blockly to Python after grasping foundational logic in a visual format.
Discussion
The findings of this study align with broader research on competency-based
learning and the benefits of visual programming. In particular, the use of Scratch
and Blockly allowed learners to focus on the structure and logic of code rather
than syntax errors, which are common stumbling blocks in early programming
education. By designing and completing programming tasks, future teachers
developed not only computational thinking but also the ability to teach these
concepts effectively.
The integration of visual programming in teacher education provides
multiple pedagogical benefits:
Differentiated Instruction:
VPEs allow for personalized learning paths,
addressing diverse student needs.
Project-Based Assessment:
Teachers can evaluate student understanding
through completed projects, encouraging creativity and depth over rote
memorization.
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Classroom Transferability:
Since many schools already use Scratch or
similar platforms, pre-service teachers gain practical experience directly
relevant to their future classrooms.
However, several challenges emerged:
Need for Curriculum Support:
Some teacher education programs lack
structured content on visual programming.
Instructor Training:
Educators need professional development to
effectively guide learners through VPEs and design meaningful tasks.
Bridging to Text-Based Coding:
While visual programming builds
foundational skills, structured pathways are needed to transition students
toward more complex languages like Python or Java.
Conclusion
Visual programming environments like Scratch and Blockly offer an
accessible, engaging, and pedagogically effective way to develop programming
competence among future informatics teachers. Competency-oriented task
design within these platforms allows learners to integrate technical skills with
teaching strategies, fostering holistic professional development. Embedding
VPEs into the teacher training curriculum can lead to a new generation of
educators who are not only proficient in programming but also equipped to
teach it in innovative and inclusive ways. Further research should explore large-
scale implementation, long-term retention of skills, and comparative studies
with text-based approaches.
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