DEVELOPING STUDENTS’ ALGORITHMIC THINKING IN THE PROCESS OF TEACHING INFORMATICS
- Authors
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Adilova S. N.
Independent Researcher, Republic of Uzbekistan
Author
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- Keywords:
- Algorithmic thinking, informatics education, problem-solving, computational reasoning, programming instruction, logical analysis, digital pedagogy, abstraction, decomposition, educational technology.
- Abstract
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This article examines the pedagogical foundations of developing students’ algorithmic thinking in the process of teaching informatics in higher pedagogical education. Algorithmic thinking is interpreted as an integrative cognitive ability that enables learners to analyze a problem, identify its essential components, establish logical sequences, construct step-by-step solutions, and evaluate the efficiency of the obtained result. In the context of informatics education, the formation of this type of thinking is associated not only with mastering programming elements, but also with developing reasoning, abstraction, decomposition, modeling, and structured decision-making. The study is focused on the educational conditions, instructional methods, and didactic tools that support the gradual development of algorithmic competence among students preparing for professional activity in the field of IT and informatics. Special attention is given to problem-based learning, practical tasks, visual modeling, digital environments, and interactive forms of instruction that stimulate independent analytical activity. The article also considers the relationship between algorithmic thinking and broader educational outcomes, including academic autonomy, problem-solving readiness, and professional adaptability. The findings indicate that systematic integration of algorithmic tasks into the content of informatics courses increases students’ logical consistency, operational accuracy, and ability to transfer computational approaches to new academic and practical situations.
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- Published
- 2026-04-08
- Issue
- Vol. 2 No. 4 (2026)
- Section
- Articles
- License
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This work is licensed under a Creative Commons Attribution 4.0 International License.
