WAYS OF DEVELOPING THE SOCIAL COMPETENCE OF BASIC SECONDARY SCHOOL STUDENTS IN THE PROCESS OF LEARNING COMPUTER SCIENCE

Abstract

The article is devoted to substantiating the ways of developing the social competence of basic secondary school students in the process of learning computer science. Computer science as a school subject has considerable potential for fostering students' socially significant qualities due to the use of digital technologies and the possibility of organizing various forms of activity. The main ways of such work are identified and characterized, namely the use of discussion-based methods, the organization of project-based learning, the involvement of students in extracurricular and out-of-school computer science activities, the organization of group work, and the use of various types of didactic games. It is shown that discussion-based methods contribute to the development of listening skills, argumentation, questioning, defending one's own position, and respecting the opinions of others. It is substantiated that project-based learning enhances initiative, responsibility, the ability to plan joint activities, distribute roles, present results, and focus on socially significant problems. It has been established that participation in tournaments, competitions, Olympiads, summer schools, and other computer science events creates conditions for gaining experience in teamwork, leadership, and mutual support. It has been found that group work contributes to the development of self-confidence, cooperation skills, mutual assistance, and the ability to organize the activities of others. It is revealed that didactic games model social situations and form experience in following rules, communication, decision-making, responsible behavior, and the integrated application of digital knowledge in a practical context. It is generalized that the development of students' social competence in computer science education is multidirectional in nature and requires purposeful pedagogical design. The effectiveness of this process is ensured through a combination of discussion-based, project-based, game-based, group, and extracurricular activities, which affect the components of social competence in different ways. Experimental verification of the identified ways in the practice of teaching computer science is considered promising.