Informatikos bakalauro studijų programos (VPU) analizė

LTStraipsnyje analizuojama Vilniaus pedagoginio universiteto (VPU) informatikos bakalauro studijų programa. Šiuo metu yra vykdoma šios programos tarptautinė ekspertizė, todėl yra aktualus ir jos vidinis vertinimas. Programa vertinama atsižvelgiant į ją sudarančių dalykų naudingumą. Buvo apklausti visų studijų formų — vakarinių, neakivaizdinių, perkvalifikavimo — informatikos bakalauro studijų programos baigiamųjų kursų studentai. Programos dalykus suskirsčius į blokus, buvo atlikta surinktų duomenų statistinė analizė ir bandyta išsiaiškinti, ar dalykų blokų vertinimai priklauso nuo studentų mokymosi motyvacijos, pasirinktos studijų formos, tarpdalykinių ryšių. [Iš leidinio]

ENThe article analyses the Informatics Bachelor's study program at Vilnius Pedagogical University (VPU). At the moment the study program is being examined by an international experts group, so its internal estimation is very urgent as well. The program is estimated according to the use of the subjects included. The graduates of Informatics of all the study modes-evening, extramural, requalification were questioned. After grouping the program subjects into blocs, a statistical analysis of the collected data was carried out to find out whether the estimation of subject blocs depends on the students motivation, the mode of studies, or connections between the subjects. The Informatics Bachelor's study program involves studies of different aspects of Informatics science as well as the preparation of Informatics teacher. As the regulation of this study program does not exist (it has just been started to prepare), it is very urgent to analyze how Informatics Bachelor degree students estimate different subjects of the study program (whether they are important or maybe it would be possible to manage without them). It is important to find out whether general and special education subjects are considered necessary. Another question is whether the future pedagogues realize the importance of pedagogical and psychological subjects in the study process and their necessity in the teacher's professional activity.The motivation problem is also very urgent: what students themselves think, whether they study with responsibility, who inspired them to choose pedagogue's profession, what motifs were decisive in choosing the Informatics study program. These are the main questions and problems arising to the formers of the Informatics study program and that are important in seeking to improve the quality of the studies and motivating the students to work according to the professional qualification acquired. The survey revealed that Informatics studies are chosen not only by young people but also by grown-up people (the average age is 33,7 years). This fact reflects the aim to develop the idea of life-long learning. The majority of students study to get a higher education diploma (56,3 % of the respondents) and just 12,6 % want to become teachers. 35,9 % think that Informatics speciality is perspective. The subjects of general university education are rather badly estimated (2,4 points out of 5 points), the subjects of basic education are better estimated (4 out of 5), special education subjects are estimated by 3,5 points out of 5 points. The estimation of mathematical subjects is quite low — 3,0 points. The program subjects of basic and special education that require synthesis and deep analysis of knowledge, i.e. that give no ready made recipes how to solve a particular problem, get a lower estimation. To deal with the problem you need to have a general understanding about the ways of solving that problem, and bearing in mind the knowledge acquired and the satisfying solution results you have to select a proper method, control the solution process, and analyze the result. [From the publication]