Computer simulation, teaching, information processing, algorithmic thinking.

Models and simulators are one of the forms of digital technology, which supports the learning process. A model enables learning through discovering and the construction of hypotheses. The hypotheses can be subsequently verified due to the possibility of working with simulators and observing the behaviour of modelled objects and their mutual relationships. As a result, the acquired knowledge can be accommodated into the learning structure of an individual. The paper demonstrates the possibilities of constructivist instruction in the field of astronomy aimed at the relative movements of the Sun and the Earth. The simulation of a planetarium in the environment of the Stellarium computer program enables the creation of didactic situations in which students learn about their na?ve pre-concepts. In the Stellarium environment, students can observe and verify these pre-concepts from various points of view ? as inhabitants of the individual planets of the Solar System or as outside observers. The rooted knowledge (pre-concepts) and the inability to approach it from different points of view need to be overcome through a conscious activity and consistent observation in the Stellarium environment. Experiments and various measurements can be conducted in the environment, which leads to the acquisition of data that can be used for further processing and verification of the established hypotheses. In order for the reconstructed and newly created pre-concepts to be real and true. Observation of the movements of celestial bodies helps develop students? spatial imagination. Moreover, working in the virtual planetarium environment contributes to the development of an algorithmic approach to problem solving.