A specialized Ukrainian-Polish computer science translator for primary education: Design and implementation

Abstract

As a result of the full-scale Russian invasion of Ukraine that began on February 24, 2022, a large number of Ukrainians were forced to leave their homes and seek refuge in other countries, particularly in Poland. Many Ukrainian children found themselves in a dicult situation, continuing their education in Ukrainian schools remotely while also attending Polish schools o ine. This parallel education in two school systems and languages creates challenges for students, especially in understanding and using the specialised terminology of school subjects like computer science. To address this issue, we propose creating a specialised Ukrainian-Polish dictionary of computer science terms for primary school students. This study aims to design and implement a UkrainianPolish online dictionary of computer science terms to support the bilingual education of Ukrainian primary school students in Poland, helping overcome language barriers and terminological challenges and aiding adaptation to the new educational environment.

Keywords

• eol>Ukrainian-Polish computer science translator
• primary education
• bilingual education
• computer science terminology
• refugee education
• language barrier
• educational technology
• online translator

1. Introduction

As a result of the full-scale Russian invasion of Ukraine that began on February 24, 2022, a large number of Ukrainians were forced to leave their homes and seek refuge in other countries (as of 16.05.2024 6,483,500 people [ 1 ]). In particular, a signicant number of Ukrainian women (43.75% of all who lefi) with school-age children (31.93% aged 5 to 17 years), including primary school students, migrated to Poland.

These children found themselves in a dicult situation, continuing their education in Ukrainian schools remotely while also attending Polish schools o ine [ 2 ]. Such parallel education in two school systems and languages creates challenges for students [ 3 ], especially in understanding and using the specialised terminology of school subjects.

In particular, this applies to computer science – a subject lled with a large number of specic terms. In Ukrainian schools, computer science is studied as a separate subject from the 3rd grade [ 4 ], while in Poland – from the 1st grade [ 5 ].

All this leads to problems with understanding and communication in computer science lessons, complicates students’ learning of the material and creates psychological discomfort from uncertainty in their own knowledge. This problem is especially acute for primary school students who are just beginning to become familiar with computer science.

To solve this problem, a specialised Ukrainian-Polish dictionary of computer science terms for primary school students is proposed. Such a dictionary will help students systematise and compare the terminology of the two languages, improve their understanding of the subject, and facilitate communication in computer science lessons in Polish schools.

Moreover, to facilitate the use of the dictionary, an online translator based on it is planned, which will be a useful tool for both students and teachers. The interactivity and accessibility of the online translator will allow quick nding of the necessary terms and viewing options for their translation and interpretation.

The purpose of the study – design and implementation of a Ukrainian-Polish online translator of computer science terms for primary school students.

According to the purpose, the main objectives of the study are dened as follows: 1. To extract computer science terminology from computer science textbooks for primary school students in Poland and Ukraine for compiling a dictionary. 2. To design and implement an online translator based on the created dictionary.

Research methods: • search for computer science textbooks for primary school students in Polish and Ukrainian; • analysis of textbook content to nd terms or terminological dictionaries; • synthesis of dictionaries: a) terms in Ukrainian and Polish with full correspondence (for translation); b) terms in Ukrainian that do not have a complete equivalent in Polish (for interpretation); c) terms in Polish that do not have a complete equivalent in Ukrainian (for interpretation); • sofiware engineering methods for designing and implementing an online translator.

2. Extraction of Ukrainian and Polish computer science terminology

from primary school computer science textbooks

2.1. Analysis of educational programmes and textbooks on computer science for primary schools in Ukraine

The article [ 6 ] discusses the importance of information technology in modern society, which leads to an increase in the number of countries introducing information technology even in primary schools. In particular, it emphasises that the content of curricula ofien includes digital literacy and computer science, conrming the importance of these aspects in primary education.

According to the State Standard of Primary Education, the aim of the informatics educational eld is the formation of information and communication competence and other key competencies, the ability to solve problems using digital devices, information and communication technologies and critical thinking for development, creative self-expression, own and social well-being, skills of safe and ethical activity in the information society [ 4 ].

The purpose of computer science education in grades 1-2 is the diverse development of the child’s personality and his/her worldview orientations, the formation of information and other key competencies necessary for life and further education [ 7 ].

Computer science educational programmes for grades 2-4 are developed in accordance with the State Standard of Primary Education and approved by the Ministry of Education and Science of Ukraine.

A request to Claude 3 regarding the comparison of typical educational programmes on computer science for grades 1-2, developed under the guidance of O. Ya. Savchenko [ 7 ] and R. B. Shyian [ 8 ], provided an opportunity to summarise their common features: • the goal is to form information competence and develop logical, algorithmic, and creative thinking in students; • attention is paid to the formation of skills to nd, process, store and present information; • they include topics about digital devices, their safety, and ethics in the information space; • they provide for the acquisition of practical skills in working with graphic and text editors.

A request to Claude 3 regarding the comparison of typical educational programmes on computer science for grades 3-4, developed under the guidance of O. Ya. Savchenko [ 9 ] and R. B. Shyian [ 10 ], provided an opportunity to summarise their common features: • the goal is to form information and communication competence, skills to work with information, use digital devices and programs; • they provide for the formation of algorithmic thinking, creation of simple programs and understanding of the principles of functioning of digital devices; • they lay the foundations for safe and ethical behaviour in the information environment.

Table 2 shows the di‌erences and features of the programmes developed under the guidance of O. Ya. Savchenko and R. B. Shyian.

Programme [ 9 ] Programme [ 10 ] The content is presented along the following content The content is presented along the following content lines: “Information. Actions with Information”, “Com- lines: “Me in the World of Information (Data. Inforputer Devices for Performing Actions with Information”, mation. Models)”, “My Digital Creativity”, “Commu“Object. Object Properties”, “Creation of Information nication and Collaboration”, “Me and Digital Devices”, Models. Changing Ready-Made Ones. Use”, “Algo-“Responsibility and Safety in the Information Society”. rithms”.

Emphasis on forming skills for creating and editing Greater emphasis on developing critical thinking and information objects evaluating information Robotics is not mentioned A review of robotics designers is mentioned The use of digital devices for orientation in space and The use of digital devices for orientation in space and time is not mentioned time is provided

To nd out the common and di‌erent computer science terminology used in the programmes [ 7, 8, 9, 10 ], all computer science terms used in them were extracted. The analysis of the extracted terms provided the opportunity to distinguish computer science terminology: • for grades 3-4, unique to the program under the guidance of R. B. Shyian: web resource, information properties, hypertext, information resource, information processes, combined tasks, network culture, logical sequence, network community, network navigation, table operations, Internet connection, plagiarism, simple algorithms, element structuring, fake, digital reputation, digital trace; • for grades 3-4, unique to the programme under the guidance of O. Ya. Savchenko: animation e‌ects, website, virtual library, directory, text bookmarks, information interaction, editing commands, critical evaluation of information, mathematical model, message carriers, organisation of digital device operation, computer memory, message, programme, project, algorithm execution environment, text reading environment, decoding symbols, encoding symbols, object components, dictionary; • for grades 3-4, common to the programme under the guidance of O. Ya. Savchenko and R. B. Shyian: browser, information object, command, computer presentations, linear algorithm, Internet, information search, search engines, presentation editing, branched algorithm, programming environment, logical sequence system, complex algorithm, information distortion, judgement, text object; • for grades 1-2, unique to the programme under the guidance of R. B. Shyian: object properties, encyclopaedia, information signs, password, PIN code, sofiware environment; • cross-cutting for grades 1-4, unique to the programme under the guidance of R. B. Shyian: information security, computer systems, modern information carriers, fact; • cross-cutting for grades 1-4 according to the programme under the guidance of R. B. Shyian, used in grades 3-4 according to the programme under the guidance of O. Ya. Savchenko: design, sequence of events, sequence ordering; • for grades 1-2, unique to the programme under the guidance of O. Ya. Savchenko: graphic information, graphic algorithm, computer programme menu; • cross-cutting for grades 1-4, unique to the programme under the guidance of O. Ya. Savchenko: copyright, geometric model, geometric tasks, information networks, tabular model form; • cross-cutting for grades 1-4 according to the programme under the guidance of O. Ya. Savchenko, used in grades 3-4 according to the programme under the guidance of R. B. Shyian: hyperlink; • for grades 1-2, common to the programme under the guidance of O. Ya. Savchenko and R. B. Shyian: information sources, information and communication technologies, computer devices, data carriers, event, text information; • cross-cutting for grades 1-4 according to the programme under the guidance of O. Ya. Savchenko, used in grades 1-2 according to the programme under the guidance of R. B. Shyian: graphic object; • cross-cutting for grades 1-4 according to the programmes under the guidance of O. Ya. Savchenko and R. B. Shyian: algorithm, Internet safety, graphic editor, information storage, computer science, information, information model, computer programmes, model, object model, object, table, text, text editor.

No computer science terminology was found for: • for grades 1-2 according to the programme under the guidance of R. B. Shyian, used in grades 3-4 according to the programme under the guidance of O. Ya. Savchenko; • for grades 1-2 according to the programme under the guidance of O. Ya. Savchenko, used in grades 3-4 according to the programme under the guidance of R. B. Shyian; • cross-cutting for grades 1-4 according to the programme under the guidance of R. B. Shyian, used in grades 1-2 according to the programme under the guidance of O. Ya. Savchenko.

A review of the current textbooks [ 11 ] showed that computer science education in grades 1-3 is carried out using the textbooks “I Explore the World”, and in grade 4 – using the textbooks “Computer Science”.

In the 2023-2024 academic year, the Ministry of Education and Science of Ukraine recommended the following computer science textbooks for grade 4: • according to the programme under the guidance of O. Ya. Savchenko [ 9 ]: Morze and Barna [ 12 ],

Hilberg et al. [ 13 ], Korshunova [ 14 ], Vorontsova et al. [ 15 ], Kornienko et al. [ 16 ], Vdovenko [ 17 ]. • according to the programme under the guidance of R. B. Shyian [ 10 ]: Andrusych and Stetsenko [ 18 ], Kozak [ 19 ], Lomakovska and Protsenko [ 20 ].

Analysis of the table contains all the computer science terms used in the specied textbooks and programmes provided an opportunity to determine potential problems for each pair of the form “textbook – programme”, namely mandatory terms present in the programmes but absent in the textbook, and optional terms absent in the programme but present in the textbook: • • • • • – terms provided by the programme [ 9 ] but missing in the textbook by Morze and Barna [ 12 ]: algorithm, animation e‌ects, Internet safety, browser, website, hyperlink, graphic editor, directory, text bookmarks, information storage, computer science, information interaction, information model, information objects, information, command, editing command, computer presentation, computer programme, design, critical evaluation of information, linear algorithm, mathematical model, Internet, model (25); – terms not provided by the programme [ 9 ] but present in the textbook by Morze and Barna [ 12 ]: copyright, input information, hypertext, game, graphic object, data, space, sofiware, project, processor, robot, site, script, slide, smartphone, scene in “Scratch”, condition, loop, digital devices, articial intelligence (20); – terms provided by the programme [ 8 ] but missing in the textbook by Kozak [ 19 ]: algorithm, web resource, graphic editor, computer science, computer presentation, computer programme, Internet, information search, branched algorithm, programming environment, logical sequence system, information distortion, text editor, sequence ordering, fake (15); – terms not provided by the programme [ 8 ] but present in the textbook by Kozak [ 19 ]: URL address, account, browser window, game, graphic object, information sources, experience, emoticons, keywords, integrity criteria for information, integrity criteria for messages, nickname, oce sofiware package, portable storage device, plagiarism, message, mail server, le transfer protocol, processor, robot, sprite, scene in “Scratch”, le, text formatting, cyclic algorithm, digital reputation, digital data, digital devices (28); – terms provided by the programme [ 9 ] but missing in the textbook by Kornienko et al. [ 16 ]: animation e‌ects, virtual library, directory, text bookmarks, information interaction, information objects, information, editing command, computer programme, linear algorithm, mathematical model, Internet, model, object model, information search, presentation editor, branched algorithm, programming environment, logical sequence system, information distortion, table, text, text editor, sequence ordering (24); – terms not provided by the programme [ 9 ] but present in the textbook by Kornienko et al. [ 16 ]: loop algorithm, branch algorithm, antivirus programme, web page, executor, algorithm executor, command executor, input information, information sources, designer, modern user experience, collage, integrity criteria for sofiware elements, message, error, portfolio, presentation, receiver, sofiware, programming, abstracting, branched structure, slide, condition, le, fact (26); – terms provided by the programme [ 9 ] but missing in the textbook by Vdovenko [ 17 ]: animation e‌ects, Internet safety, virtual library, hyperlink, directory, text bookmarks, information storage, information interaction, information, command, computer presentation, design, critical evaluation of information, mathematical model, Internet, object model, object, sequence of events, information search, logical sequence system, complex algorithm, information distortion, table, text editor, sequence ordering (25); – terms not provided by the programme [ 9 ] but present in the textbook by Vdovenko [ 17 ]: paragraph, copyright, academic integrity, branch algorithm, audio le, web page, executor, video le, internal memory, geoboard, hypertext, graphic model, graphic object, sofiware uninstallation, information processes, encoding, computer animation, computer model, integrity criteria for animation, integrity criteria for data, integrity criteria for objects, logical sequence, positioning, project, text editing, text positioning, style, navigation page, storytelling, tester (30); – terms provided by the programme [ 8 ] but missing in the textbook by Lomakovska and Protsenko [ 20 ]: algorithm, Internet safety, browser, web resource, graphic editor, information storage, information model, information objects, computer programme, design, linear algorithm, Internet, model, object model, object, sequence of events, information search, search engine, presentation editor, branched algorithm, logical sequence system, text, fact, fake, legal responsibility (25); – terms not provided by the programme [ 8 ] but present in the textbook by Lomakovska and Protsenko [ 20 ]: paragraph, web page, executor, graphic object, chart, modern programme user experience, information gathering, information systems, service information, keywords, plagiarism, connector, le extension, system unit, scanner, slide, verbal model, ways of presenting messages, ash drive, ash storage device (20); – terms provided by the programme [ 9 ] but missing in the textbook by Vorontsova et al. [ 15 ]: animation e‌ects, Internet safety, browser, virtual library, directory, text bookmarks, information storage, computer science, information interaction, information model, information objects, information, command, editing command, computer presentation, critical evaluation of information, mathematical model, Internet, object model, sequence of events, information search, search engine, presentation editor, branched algorithm, logical sequence system, complex algorithm, table, text (28); – terms not provided by the programme [ 9 ] but present in the textbook by Vorontsova et al. [ 15 ]: RGB model, auto shape, branch algorithm, animation, clipboard, data input, data output, video editor, properties, object properties, input information, hypertext, sofiware uninstallation, information sources, range, domain, user experience, hard magnetic disk, variable, computer virus, nickname, folder, portable storage device, personal data, conrmation, event, presentation, input devices, output devices, programmer, sofiware, programming, site, text model, word processor, slide theme, title slide, improved experience of programme users, inference, fact, fake, paragraph formatting, false message, loop, font(45); – terms provided by the programme [ 9 ] but missing in the textbook by Korshunova [ 14 ]: animation e‌ects, website, hyperlink, graphic editor, directory, text bookmarks, information storage, information interaction, information model, information objects, information, command, editing command, computer presentation, computer programme, design, critical evaluation of information, linear algorithm, mathematical model, Internet, model, object model, information search, search engine, presentation editor, branched algorithm, programming environment, logical sequence system, complex algorithm, information distortion, table, text, text editor (33); – terms not provided by the programme [ 9 ] but present in the textbook by Korshunova [ 14 ]: animation, byte, bit, owchart, built-in programmes, web page, winning strategy, statement, video information, measurement, information properties, object properties, geolocation, graphic information, data, sensor, binary encoding, domain, modern programme user experience, personal information, integrity criteria for statements, integrity criteria for facts, nickname, operator, folder, personal data, icon, project, robot, fact (30); – terms provided by the programme [ 9 ] but missing in the textbook Hilberg et al. [ 13 ]: animation e‌ects, website, virtual library, graphic editor, directory, computer science, information interaction, information model, information objects, command, editing command, computer presentation, computer programme, design, critical evaluation of information, linear algorithm, mathematical model, Internet, object model, object, sequence of events, information search, search engine, presentation editor, branched algorithm, programming environment, logical sequence system, complex algorithm, information distortion, judgement, table, text, text editor, sequence ordering (34); – terms not provided by the programme [ 9 ] but present in the textbook Hilberg et al. [ 13 ]: input information, data, sofiware uninstallation, electronic document, electronic textbook, general personal data, information storage, gathering, audio information, message, information presentation, event, resource, le, cloud environment, digital society, digital devices (17); – terms provided by the programme [ 8 ] but missing in the textbook by Andrusych and Stetsenko [ 18 ]: algorithm, browser, web resource, hyperlink, information storage, computer science, information model, information objects, information, command, computer presentation, design, linear algorithm, Internet, model, object model, object, information search, search engine, presentation editor, programming environment, logical sequence system, complex algorithm, text, text editor, sequence ordering, fact, fake, legal responsibility (29); – terms not provided by the programme [ 8 ] but present in the textbook by Andrusych and Stetsenko [ 18 ]: Morse code, branch algorithm, algorithmic structures, nested branching, gadget, data, sensor, culture, Internet connection, message, event, presentation, LED, pie chart, touch screen, symbol and text information, instant messaging systems, social network, community, observation (20); Additionally, mandatory terms missing from all considered textbooks were identied: • according to the programme under the guidance of O. Ya. Savchenko [ 9 ]: animation e‌ects, directory, information interaction, mathematical model, Internet, object model, information search, logical sequence system, table; • according to the programme under the guidance of R. B. Shyian [ 10 ]: algorithm, web resource,

Internet, information search, logical sequence system, fake.

A quantitative summary of the obtained results is presented in table 3. Textbooks with the minimum number of missing and redundant terms are marked in yellow, and those with the next minimum number are marked in silver.

Table 3 clearly shows that according to the programme [ 9 ], the most terminologically complete textbook is the textbook by the author team led by Kornienko et al. [ 16 ], and the least redundant is the textbook by Hilberg et al. [ 13 ]. However, on average, the textbook by the author team led by Morze and Barna [ 12 ] is ahead in terms of completeness and redundancy of terms. According to the programme [ 8 ], the most terminologically complete textbook is the textbook by the author team led by Lomakovska and Protsenko [ 20 ], and the least redundant are the textbooks by Hilberg et al. [ 13 ] and Andrusych and Stetsenko [ 18 ]. However, on average, the textbook by the author team led by Lomakovska and Protsenko [ 20 ] is ahead in terms of completeness and redundancy of terms.

The expert evaluation method was used to determine textbook ratings based on terminological completeness and redundancy. Two experts were asked to evaluate them on a Likert scale from -2 (not at all important) to +2 (extremely important).

The experts’ answers to the questionnaire are given in table 4.

Question Rate the importance of the terminological completeness of the textbook (how important is it that all terms present in the programme are in the textbook?) Rate the importance of the terminological redundancy of the textbook (how important is it that the textbook has as few additional terms as possible that are absent in the programme?)

Accordingly, to determine the rating score of textbooks, it is necessary to subtract half the number of terms absent in the programme but present in the textbook from twice the number of terms present in the programme but absent in the textbook. The ranking results are presented in table 5.

2.2. Analysis of computer science curricula and textbooks in Poland

Primary education in Poland is compulsory and lasts 8 years. The obligation to attend school begins at the beginning of the school year in the calendar year in which the child turns 7 years old. Primary education is divided into two stages [ 21 ]: • initial stage (grades 1-3) – duration of 3 years; • second stage (grades 4-8) – duration of 5 years.

For each stage of primary education, there is a core curriculum that denes the compulsory subjects and expected learning outcomes [ 21 ]: • for grades 1-3, the core subjects are Polish language, mathematics, natural science, music, art, technology, computer science, physical education, and ethics. • for grades 4-8, the following subjects are added: history, social studies, biology, geography, physics, chemistry, second foreign language.

The early education curriculum is focused on [22]: • the child-student together with his/her needs, interests and abilities; • individual and group learning in cooperation and interaction; • reection, research, creativity, activity, acquisition of new skills;

• understanding of acquired knowledge, formation and improvement of skills.

The core curriculum of primary school denes the following tasks of general education for grades 1-3 [ 23 ]: 1) students gain basic knowledge about facts, principles, theory and practice, mainly related to topics and phenomena closely related to students’ experience; 2) students acquire skills to use their knowledge in performing tasks and solving problems; 3) students form attitudes that determine e‌ective and responsible existence in the modern world.

The curriculum for grades 4-8 [ 24 ] denes the main objectives of teaching computer science to students as: • development of logical, algorithmic and abstract thinking; • mastering programming skills and solving problems using computers and digital devices; • acquiring skills to e‌ectively use computers, digital devices and computer networks; • development of competencies of cooperation, communication and project management, including in virtual environments; • adherence to security principles, ethical norms, data protection, intellectual property and responsible attitude to the use of technologies; • application of computer science and ICT to solve problems from various elds of knowledge; • preparation for future professional activities related to the use of information technologies; • mastering the skills of creating various digital content: texts, presentations, multimedia, web pages; • development of skills in searching, analysing, and critically evaluating information and its sources; • familiarisation with the historical development of computer science and information technologies.

To extract computer science terms from Polish computer science textbooks, textbooks for 4th grade (Jochemczyk et al. [ 25 ], Koba et al. [ 26 ]), 5th grade (Ke˛ska [ 27 ]), 6th grade (Jochemczyk et al. [ 28 ]), 7th grade (Jochemczyk et al.) and 8th grade (Koba [ 29 ]) were analysed.

2.3. Extraction and systematisation of computer science terms in Ukrainian and

Polish

For institutions of general secondary education in Ukraine with Polish as the language of instruction, the Ministry of Education and Science of Ukraine recommends a Ukrainian-Polish and Polish-Ukrainian dictionary [ 30 ]. The main task of the dictionary is to help students correlate terms in their native language with terms in the Ukrainian language and vice versa, which is especially important in the current conditions [30, p. 3].

Analysis of the Ukrainian computer science terminology presented in the programmes and textbooks, the Polish computer science terminology of textbooks and the Ukrainian-Polish dictionary of computer science terminology provided an opportunity to: a) extract 48 terms present in Ukrainian computer science programmes and textbooks but absent in the dictionary proposed by the Ministry of Education and Science (table 6); b) extract 60 terms present in Polish computer science textbooks but absent in the dictionary proposed by the Ministry of Education and Science (table 7).

Continuation of table 6

No. Ukrainian / English term Proposed Polish translation 3 Геолокацiя / Geolocation Geolokalizacja 4 Геоборд / Geoboard Geoboard 5 Графiчна iнформацiя / Graphic information Informacja graczna 6 Графiчна модель / Graphic model Model graczny 7 Джерела iнформацiї / Information sources Z´ro´dła informacji 8 Дiапазон / Range Zakres 9 Довiдник / Directory Podre˛cznik 10 Досвiд користувача / User experience Dos´wiadczenie uz˙ytkownika 11 Досвiд сучасних користувачiв / Modern user ex-Dos´wiadczenie wspo´łczesnych perience uz˙ytkowniko´w 12 Досвiд сучасних користувачiв програм / Mod-Dos´wiadczenie wspo´łczesnych ern program user experience uz˙ytkowniko´w programo´w 13 Загальнi данi про особу / General personal data Ogo´lne dane osobowe 14 Звукова iнформацiя / Audio information Informacja dz´wie˛kowa 15 Збирання iнформацiї / Information gathering Gromadzenie informacji 16 Збирання / Gathering Zbieranie 17 Змiнна / Variable Zmienna 18 Iнформацiйна взаємодiя / Information interac-Interakcja informacyjna tion 19 Iнформацiя про особу / Personal information Informacje o osobie 20 Iнформацiя про послуги / Service information Informacje o usługach 21 Iнформацiйнi процеси / Information processes Procesy informacyjne 22 Кодування / Encoding Kodowanie 23 Комбiнованi задачi / Combined tasks Zadania kombinowane 24 Логiчне слiдування / Logical sequence Naste˛pstwo logiczne 25 Математична модель / Mathematical model Model matematyczny 26 Мережева спiльнота / Network community Społecznos´c´ sieciowa 27 Носiї повiдомлень / Message carriers Nos´niki komunikato´w 28 Операцiї з таблицями / Table operations Operacje na tabelach 29 Органiзацiя роботи цифрового пристрою / Or-Organizacja pracy urza˛dzenia cyfrowego ganization of digital device operation 30 Пiдключення до Iнтернету / Internet connection Poła˛czenie z internetem 31 Подання iнформацiї / Information presentation Prezentowanie informacji 32 Помилка / Error Bła˛d 33 Простi алгоритми / Simple algorithms Proste algorytmy 34 Проєкт / Project Projekt 35 Символи декодування / Decoding symbols Symbole dekodowania 36 Символи кодування / Encoding symbols Symbole kodowania 37 Складовi частини об’єктiв / Object components Składowe obiektu 38 Словник / Dictionary Słownik 39 Структурування елементiв / Structuring of ele-Strukturyzacja elemento´w ments 40 Сучаснi носiї iнформацiї / Modern information Wspo´łczesne nos´niki informacji carriers 41 Тестувальник / Tester Tester 42 Удосконалений досвiд користувачiв програм / Ulepszone dos´wiadczenie uz˙ytkownika

Improved user experience of programs programo´w 43 Фейк / Fake Fake news

Continuation of table 6

No. Ukrainian / English term 44 Цифрова репутацiя / Digital reputation 45 Цифрове суспiльство / Digital society 46 Цифровi данi / Digital data 47 Цифровi пристрої / Digital devices 48 Цифровий слiд / Digital trace

Proposed Polish translation Reputacja cyfrowa Społecze n´stwo cyfrowe Dane cyfrowe Urza˛dzenia cyfrowe S´lad cyfrowy

Continuation of table 7

No. Polish term Proposed Ukrainian / English translation 37 Instalator Iнсталятор / Installer 38 Jasnos´c´ obrazu Яскравiсть зображення / Image brightness 40 Kalkulator systemowy Системний калькулятор / System calculator 41 Kolumna tekstu Колонка тексту / Text column 42 Krzyz˙o´wki Кросворди / Crosswords 43 Ksztalty 3D 3D-фiгури / 3D shapes 44 Łancuszek internetowy Iнтернет-ланцюжок / Internet chain 45 Logogryfy Логогрифи / Logogriphs 46 Netykieta Мережевий етикет / Netiquette 47 Oprogramowanie demonstracyjne Демонстрацiйне програмне забезпечення /

Demo sofiware 48 Oprogramowanie licencjonowane Лiцензiйне програмне забезпечення / Licensed sofiware 49 Pamie˛c´ trwala Постiйна пам’ять / Permanent memory 50 Pisak duszka Олiвець спрайта / Sprite pen 51 Prze˛gła˛darka internetowa Iнтернет-переглядач / Internet browser 52 Scena Сцена / Scene 53 Scratch Скретч / Scratch 54 Seria danych Серiя даних / Data series 55 Skrypt zielonej agi Скрипт зеленого прапора / Green ag script 56 Sortowanie danych Сортування даних / Data sorting 57 Sterowanie obiektem Керування об’єктом / Object control 58 Tło sceny Тло сцени / Scene background 59 Tło scenyykres słupkowy Стовпчикова дiаграма / Bar chart 60 Writer Writer / Writer

3. Design and implementation of a Ukrainian-Polish online dictionary

of computer science terms for primary school students

3.1. Requirements for the online translator

The target audience of the online translator users is Ukrainian primary school students who are temporarily staying in Poland due to the military actions in Ukraine.

Usage scenarios of the translator: 1. A student enters a Ukrainian computer science term, and the translator provides a Polish translation to facilitate communication and learning in the new environment. 2. A student enters a Polish computer science term, and the translator provides a Ukrainian translation to understand the learning material.

Functional requirements for the translator: 1. The translator should have a eld for entering terms. 2. The translator should support translation from both Ukrainian to Polish and Polish to Ukrainian. 3. The translator should display the translation in a separate eld.

Non-functional requirements for the translator: 1. The translator interface should be intuitive and easy to use for students. 2. The translator should be free and available online. 3. The translator should provide a fast and accurate translation.

4. The translator should contain adapted vocabulary, taking into account the level of primary school.

3.2. Design of the online translator

Three main web development technologies were used to create the Ukrainian-Polish online translator of computer science terms: HTML, CSS, and JavaScript.

HTML was used to structure and present the content of the index.html le, which contains the HTML markup of the main page of the online translator, including the header, elds for entering a term and displaying the translation, translation buttons, and a selection of the translation direction (gure 1).

The styles.css le is responsible for styling and formatting the page elements, such as colours, fonts, placement, and layout.

To ensure the convenience and clarity of the interface for the target audience of primary school students, the following aspects were considered: • simplicity and minimalism – the interface has only the necessary elements to perform the main function of translating terms, without extra details and distractions. • clear names and hints – all interface elements have clear and understandable names, and text elds contain hints to facilitate understanding of their purpose; • contrasting colours and readable fonts – to ensure readability and highlight important elements, contrasting colours and clear fonts with appropriate sizes were chosen; • responsive design – the interface adapts to di‌erent screen sizes and devices (computers, tablets, smartphones), ensuring convenient use in any environment.

The script.js le implements the functionality of term translation and interaction with the dictionary.json database, in which Ukrainian terms are used as keys and their Polish translations as corresponding values.

3.3. Implementation of the online translator

Visual Studio Code was used for development, and the Google Chrome web browser was used for testing and debugging.

Since the online translator is a client-side web application, developing a server part and API was not necessary.

The translation logic is implemented in the script.js le (https://github.com/Oleksandra121/kwalikacyjna). The key function is translateTerm(), which is called when the “Translate” button is clicked. This function performs the following steps: 1. Retrieves the entered term and translation direction from the corresponding elds. 2. Loads the term dictionary dictionary.json using an asynchronous fetch request. 3. Check the availability of a translation for the entered term in the dictionary (gure 2). 4. Displays the translation or a message about the absence of a translation in the text eld.

3.4. Testing the online translator

For testing, the online translator was deployed on GitHub Pages at the URL: https://oleksandra121. github.io/kwalikacyjna/.

Afier completing the development, the online translator was tested to ensure correct operation and compliance with the requirements. Testing was conducted in di‌erent web browsers (Chrome, Firefox) and on di‌erent devices (computers, tablets, smartphones).

The following aspects were checked: • correct display of the interface on di‌erent devices and screen sizes (gure 3); • correct functioning of the translation direction selection; • correct translation of terms in both directions (Ukrainian-Polish and Polish-Ukrainian); • display of appropriate messages in case of the absence of a translation.

The developed Ukrainian-Polish online translator of computer science terms was compared with Google Translate [31] (table 8).

4. Conclusion

As a result of the research, a study of computer science terminology in computer science textbooks and curricula for primary schools in Ukraine and Poland was conducted. Based on this, a Ukrainian-Polish online translator of computer science terms for primary school students was designed and implemented.

The analysis of computer science curricula and textbooks for primary schools in Ukraine and Poland provided an opportunity to identify common and distinctive features in teaching the subject and investigate the terminological completeness and redundancy of Ukrainian textbooks relative to the curricula.

Extracting computer science terms from textbooks and comparing them with the Ukrainian-Polish dictionary recommended by the Ministry of Education and Science identied 48 Ukrainian and 60 Polish terms as missing in the dictionary. Their translation into Polish and Ukrainian, respectively, was proposed.

Based on the conducted research, an online translator of computer science terms in Ukrainian and Polish was designed and implemented. The application interface was developed taking into account the needs of the target audience – Ukrainian primary school students in Poland. The translator is free, available online, provides fast and accurate translation, and contains adapted vocabulary.

Testing the online translator conrmed its correct operation on di‌erent devices and browsers, and comparing it with Google Translator showed its competitive advantages in specializing in computer science terminology and the ability to expand the dictionary.

The obtained results can be used to further improve educational and methodological support for computer science and the development of Ukrainian-Polish educational cooperation. The online translator can become a useful tool for Ukrainian students in Poland, helping them overcome language barriers and adapt to the new educational environment.

Declaration on Generative AI

The authors have not employed any generative AI tools.

ukrainsko-polskyy-ta-polsko-ukrainskyy-slovnyk/slovn-ua-pol-10kl-1.pdf. [31] Google Translate, 2024. URL: https://translate.google.com/?hl=en&tab=TT&sl=pl&tl=uk&op= translate.

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