VISUAL MODELING OF FLOWCHARTS IN THE PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHERS

Abstract

The development of algorithmic thinking as a key component of professional training for future computer science teachers is fundamental to their subsequent successful mastery of programming and effective teaching of this discipline. Although the algorithmic approach forms the basis of software development and requires skills in problem analysis, structured thinking, and solution logic visualization, modern university education often demonstrates a fragmented approach to its development. This results in learning being reduced to mechanical exercise solving or syntax memorization without a deep understanding of algorithm design principles. The article explores the pedagogical potential of constructing flowcharts as a tool for developing algorithmic thinking in the process of professional training of future computer science teachers. Special attention is given to defining the pedagogical conditions under which visual modeling of algorithms contributes to the meaningful formation of students’ logical-structural thinking, as well as to analyzing digital environments suitable for implementing such an approach in the educational process. It is argued that the flowchart serves as an intermediate link between the verbal description of a problem and its programming implementation, allowing students not only to formalize the algorithm but also to develop the ability to explain it in a pedagogical context. As a result of the study, three groups of conditions for the effective application of flowcharts are identified: cognitive-methodological, organizational-technological, and professionally-oriented. A comparative analysis of the functionality of digital tools (Flowgorithm, Visual Paradigm Online, diagrams.net, Blockly, EduBlocks) is conducted, based on which recommendations for their appropriate use at different stages of learning algorithms are formulated. The necessity of combining technical mastery of environments with the development of students’ pedagogical reflection is emphasized, which makes it possible to form methodological readiness for teaching the fundamentals of algorithmization in school informatics.