INTERACTIVE PLATFORMS FOR LEARNING PROGRAMMING: HOW STUDENTS IN GRADES 6–11 PERCEIVE AND USE ONLINE RESOURCES

Abstract

The article deals with the study of the level of awareness of students of complete general secondary education institutions about various interactive online platforms designed to learn programming. The relevance of the study is due to the growing role of programming in the modern world and the recognition of online platforms as a promising tool for learning it. The purpose of the article is to analyse students' familiarity with existing specialised learning environments and their experience of their practical application.

The study provides a thorough review of the theoretical foundations of using interactive online platforms in the context of programming education, examines their didactic advantages, classifications, and potential for increasing students' interest. The key stage of the work is the analysis of the results of an empirical study conducted among a representative sample of 260 students of different age groups (grades 6-11). The empirical data clearly indicate that a significant number of students are not aware of the wide range of opportunities and diversity of modern interactive online platforms for learning programming. In addition, limited practical experience of using these tools by students has been revealed, despite their familiarity with certain basic programming languages, such as the visual-oriented Scratch environment and the text-oriented Python language, which are often studied as part of the school curriculum.

The article substantiates the need to intensify efforts aimed at familiarizing students with the advantages and capabilities of interactive online resources for learning programming and encouraging them to interact with these tools in practice. Prospects for further research have been identified in relation to the development of methodological recommendations for the effective implementation of online platforms in the school educational process and studying their impact on students' motivation and academic achievement