Blok tabanlı uygulamaların bilgisayarca düşünme becerileri üzerine etkisinin incelenmesi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı dünyadaki tüm öğrencilere kazandırılması temel bir ihtiyaç olan Bilgisayarca Düşünme Becerileri (BDB)'ni herkese ulaştırmayı hedefleyen blok tabanlı uygulama (code.org) üzerinden Türkiye'deki ortaokul öğrencileri Bilgisayarca Düşünme (BD)'nin hangi alt becerilerini nasıl ve ne şekilde öğreniyor/hangi alt becerilerin ne kadarını öğreniyor sorularına cevap aramaktır. Bu sebeple araştırmanın evreni, Türkiye'de 2021-2022 eğitim öğretim yılında ortaokulda okuyan 5. ve 6. sınıf öğrencileri olmuştur. Çalışma karma yöntemlerden sıralı dönüşümsel model ile tasarlanmış Bilgisayarca Düşünme Beceri Düzeyleri Ölçeği (BDBDÖ), BDB gözlem ve görüşme formları kullanılmıştır. Öğrencilerin yaşına uygun seçilen altı code.org ders uygulaması öğrencilere bireysel olarak uzaktan eğitim ile uygulanmıştır. Dersler kayıt altına alınarak gözlemlenmiş ve ders sonlarında görüşme yapılmıştır. Öğrencilere, uygulamadan önce ve sonra olmak üzere BDBDÖ iki defa verilmiş veriler karşılaştırılmıştır. Bireysel ders uygulamasından dolayı, karma yöntemler uygunluk örneklemine göre seçilen yedi gönüllü öğrenci ile çalışılmıştır. Öğrencilerin derslerde sergilediği BDB; BDBDÖ'ne, bireysel olarak tamamladıkları ders sürelerine, öğrencilerin her ders için BDB'ne, BDBDÖ düzeylerine göre her derste göstermiş oldukları BD alt becerilerine ve öğrencilerin bireysel olarak ilerlemelerine göre betimsel olarak incelenmiştir. Çalışmadan elde edile verilere göre; BDBDÖ ön ve son test sonuçları arasında anlamlı bir farklılığın olmadığı, BDBDÖ düzeylerine göre öğrencilerin derslerde gösterdiği BDB'nde de orta ve yüksek düzey öğrenciler arasında anlamlı bir farklılığın olmadığı sonucuna varılmıştır. Öğrencilerin derslerde göstermiş oldukları BDB'nin bireysel olarak farklılıklar gösterdiği görülmüş ve detaylı olarak incelenmiştir.
The aim of this study is to answer the questions of how do secondary school students in Turkey learn which sub-skills of Computational Thinking (CT), that are basic needs for all students in the world, through the block-based application (code.org), which aims to bring Computational Thinking Skills (CTS), and how many of the skills do they learn. For this reason, the target population of the study is the 5th and 6th grade students studying in secondary school during the 2021-2022 academic year in Turkey. Designed with a sequential transformational model; Computational Thinking Skill Levels Scale (CTSLS), CTS observation and interview forms were used in the study. Six code.org course applications selected according to the age of the students were applied to the students individually via distance education. The lessons were observed while being recorded and interviews were held at the end of the lesson. CTSLS given twice, before and after the application to the students were compared. Due to the individual course application, it was studied with seven volunteer students, who were chosen according to the mixed methods suitability sample. CTS exhibited by the students in the lessons were analyzed descriptively according to CTSLS, course durations individually completed, CTS for each course, CT sub-skills they showed in each lesson according to their CTSLS levels and their individual progress. According to the data obtained from the study; it is concluded that there is no significant difference between pre- and post-test results of CTSLS, and there is no significant difference between the middle and high-level students in the computational thinking skills among their CTSLS levels. it was observed that the CTS of the students in the lessons showed individual differences and were examined in detail.
The aim of this study is to answer the questions of how do secondary school students in Turkey learn which sub-skills of Computational Thinking (CT), that are basic needs for all students in the world, through the block-based application (code.org), which aims to bring Computational Thinking Skills (CTS), and how many of the skills do they learn. For this reason, the target population of the study is the 5th and 6th grade students studying in secondary school during the 2021-2022 academic year in Turkey. Designed with a sequential transformational model; Computational Thinking Skill Levels Scale (CTSLS), CTS observation and interview forms were used in the study. Six code.org course applications selected according to the age of the students were applied to the students individually via distance education. The lessons were observed while being recorded and interviews were held at the end of the lesson. CTSLS given twice, before and after the application to the students were compared. Due to the individual course application, it was studied with seven volunteer students, who were chosen according to the mixed methods suitability sample. CTS exhibited by the students in the lessons were analyzed descriptively according to CTSLS, course durations individually completed, CTS for each course, CT sub-skills they showed in each lesson according to their CTSLS levels and their individual progress. According to the data obtained from the study; it is concluded that there is no significant difference between pre- and post-test results of CTSLS, and there is no significant difference between the middle and high-level students in the computational thinking skills among their CTSLS levels. it was observed that the CTS of the students in the lessons showed individual differences and were examined in detail.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
