Araştırma Makalesi
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Yıl 2019, Cilt: 10 Sayı: 2, 173 - 197, 16.04.2019
https://doi.org/10.30935/cet.554493

Öz

Kaynakça

  • Adleberg, B. M. (2013). Scratch programming and remix culture: Gender differences in interaction and motivation for pre-adolescents (Unpublished master’s thesis). Georgetown University, Washington, D.C.
  • Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835.
  • Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63-71.
  • Altun, A. & Mazman, S. G. (2012). Developing computer programming self-efficacy scale. Journal of Measurement and Evaluation in Education and Psychology, 3(2), 297-308.
  • Antonakos, J. L. (Ed.). (2016). Computer technology and computer programming: Research and strategies. Boca Raton, Florida: CRC Press.
  • Askar, P. & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. TOJET: The Turkish Online Journal of Educational Technology, 8(1). Retrieved on 22 October 2018 from http://files.eric.ed. gov/fulltext/ED503900.pdf
  • Aslan, U. (2014). Fostering students' learning of probability through video game programming (Unpublished master’s thesis). Bogazici University, Istanbul.
  • Atmatzidou, S. & Demetriadis, S. N. (2012, July). Evaluating the role of collaboration scripts as group guiding tools in activities of educational robotics: Conclusions from three case studies. In Advanced Learning Technologies (ICALT), 2012 IEEE 12th International Conference on (pp. 298-302). IEEE.
  • Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics? Journal of Science Education and Technology, 27(1), 70-85.
  • Bandura, A. & Wessels, S. (1997). Self-efficacy. New York: W.H. Freeman & Company.
  • Basogain, X., Olabe, M. A., Olabe, J. C., Maiz, I., & Castaño, C. (2012). Mathematics education through programming languages. In 21st annual world congress on learning disabilities (pp. 553-559). Oviedo, Spain: agapea.com.
  • Bers, M. U. (2010). The TangibleK robotics program: Applied computational thinking for young children. Early Childhood Research & Practice, 12(2), 1-20.
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145-157.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016). Developing computational thinking in compulsory education - European Commission JRC science for policy report. Luxembourg: European Union.
  • Boechler, P., Dragon, K., & Wasniewski, E. (2014). Digital literacy concepts and definitions: Implications for educational assessment and practice. International Journal of Digital Literacy and Digital Competence (IJDLDC), 5(4), 1-18.
  • Brennan, K. A. (2013). Best of both worlds: Issues of structure and agency in computational creation, in and out of school (Unpublished doctoral dissertation). Massachusetts Institute of Technology, Cambridge, MA.
  • Brennan, K. & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association (pp.1-25). Vancouver, Canada: AERA.
  • Bundy, A. (2007). Computational thinking is pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69.
  • Burke, W. Q. (2012). Coding and composition: Youth storytelling with Scratch programming (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3510989).
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2013). Scientific research methods. Ankara: Pegem Academy.
  • Byrne, P., & Lyons, G. (2001, June). The effect of student attributes on success in programming. ACM SIGCSE Bulletin, 33(3), 49-52).
  • Calder, N. (2010). Using Scratch: an integrated problem-solving approach to mathematical thinking. APMC 15 (4), 9-14.
  • Cassidy, S. & Eachus, P. (2002). Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research, 26(2), 133-153.
  • Castledine, A. R. & Chalmers, C. (2011). LEGO robotics: An authentic problem solving tool? Design and Technology Education: An International Journal, 16(3), 19-27.
  • Cegielski, C. G. & Hall, D. J. (2006). What makes a good programmer? Communications of the ACM, 49(10), 73-75.
  • Ceylan, V., K. (2015). Effect of blended learning to academic achievement (Unpublished master’s thesis). Adnan Menderes University, Aydin, Turkey.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Crews, T. & Butterfield, J. (2003). Improving the learning environment in beginning programming classes: An experiment in gender equity. Journal of Information Systems Education, 14(1), 69-76.
  • CSTA, (2010). Running on empty: The Failure to teach K–12 computer science in the digital age. Retrieved on 22 October 2018 from http://runningonempty.acm.org/fullreport2.pdf
  • Cetin, E. (2012). The effect of computer programming training on children's problem-solving skills (Unpublished master’s thesis). Gazi University, Ankara.
  • Davidson, K., Larzon, L., & Ljunggren, K. (2010). Self-efficacy in programming among STS students. Retrieved on 22 October 2018 from http://www.it.uu.se/edu/course/ homepage/datadidaktik/ht10/reports/Self-Efficacy.pdf.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process 8(31), 360-361.
  • DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.
  • Dogan, V., K. (2015). The effects of computer games development process on primary school students' critical thinking skills and algorithm achievements (Unpublished master’s thesis). Yıldız Technical University, Istanbul.
  • Durak, H. (2016). Design and development of an instructional program for teaching programming process to gifted students (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Eguchi, A. (2010). What is educational robotics? Theories behind it and practical implementation. In D. Gibson & B. Dodge (eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 4006-4014). Chesapeake, VA: AACE.
  • Einhorn, S. (2011). Microworlds, computational thinking, and 21st century learning. Logo Computer System Inc., White paper. Retrieved from on 22 October 2018 from http://www.microworlds.com/.
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Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities

Yıl 2019, Cilt: 10 Sayı: 2, 173 - 197, 16.04.2019
https://doi.org/10.30935/cet.554493

Öz

The purpose of this study was to determine
the skill levels of secondary school students regarding computational thinking,
programming self-efficacy and reflective thinking aimed at problem solving and
examine their experiences in the programming training process on robotic
activities. Toward this purpose, a 10-week application was conducted with 55
students from 6th and 7th grades who received education at a secondary school
in Western Black Sea region of Turkey during the school year of 2017-2018. The
study was conducted using the mixed model and various scales in the
quantitative dimension. On the other hand, a semi-structured interview form developed
by the researchers was applied in the qualitative dimension. As a result, it
was found out that students’ computational thinking skills, programming
self-efficacy and reflective thinking aimed at problem solving were moderate.
Students’ levels of computational thinking and programming self-efficacy were
observed to differ depending on their grade levels. In addition, a positive and
moderate relationship was found among the levels of computational thinking,
programming self-efficacy and reflective thinking aimed at problem solving.

Kaynakça

  • Adleberg, B. M. (2013). Scratch programming and remix culture: Gender differences in interaction and motivation for pre-adolescents (Unpublished master’s thesis). Georgetown University, Washington, D.C.
  • Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835.
  • Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63-71.
  • Altun, A. & Mazman, S. G. (2012). Developing computer programming self-efficacy scale. Journal of Measurement and Evaluation in Education and Psychology, 3(2), 297-308.
  • Antonakos, J. L. (Ed.). (2016). Computer technology and computer programming: Research and strategies. Boca Raton, Florida: CRC Press.
  • Askar, P. & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. TOJET: The Turkish Online Journal of Educational Technology, 8(1). Retrieved on 22 October 2018 from http://files.eric.ed. gov/fulltext/ED503900.pdf
  • Aslan, U. (2014). Fostering students' learning of probability through video game programming (Unpublished master’s thesis). Bogazici University, Istanbul.
  • Atmatzidou, S. & Demetriadis, S. N. (2012, July). Evaluating the role of collaboration scripts as group guiding tools in activities of educational robotics: Conclusions from three case studies. In Advanced Learning Technologies (ICALT), 2012 IEEE 12th International Conference on (pp. 298-302). IEEE.
  • Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics? Journal of Science Education and Technology, 27(1), 70-85.
  • Bandura, A. & Wessels, S. (1997). Self-efficacy. New York: W.H. Freeman & Company.
  • Basogain, X., Olabe, M. A., Olabe, J. C., Maiz, I., & Castaño, C. (2012). Mathematics education through programming languages. In 21st annual world congress on learning disabilities (pp. 553-559). Oviedo, Spain: agapea.com.
  • Bers, M. U. (2010). The TangibleK robotics program: Applied computational thinking for young children. Early Childhood Research & Practice, 12(2), 1-20.
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145-157.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016). Developing computational thinking in compulsory education - European Commission JRC science for policy report. Luxembourg: European Union.
  • Boechler, P., Dragon, K., & Wasniewski, E. (2014). Digital literacy concepts and definitions: Implications for educational assessment and practice. International Journal of Digital Literacy and Digital Competence (IJDLDC), 5(4), 1-18.
  • Brennan, K. A. (2013). Best of both worlds: Issues of structure and agency in computational creation, in and out of school (Unpublished doctoral dissertation). Massachusetts Institute of Technology, Cambridge, MA.
  • Brennan, K. & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association (pp.1-25). Vancouver, Canada: AERA.
  • Bundy, A. (2007). Computational thinking is pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69.
  • Burke, W. Q. (2012). Coding and composition: Youth storytelling with Scratch programming (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3510989).
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2013). Scientific research methods. Ankara: Pegem Academy.
  • Byrne, P., & Lyons, G. (2001, June). The effect of student attributes on success in programming. ACM SIGCSE Bulletin, 33(3), 49-52).
  • Calder, N. (2010). Using Scratch: an integrated problem-solving approach to mathematical thinking. APMC 15 (4), 9-14.
  • Cassidy, S. & Eachus, P. (2002). Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research, 26(2), 133-153.
  • Castledine, A. R. & Chalmers, C. (2011). LEGO robotics: An authentic problem solving tool? Design and Technology Education: An International Journal, 16(3), 19-27.
  • Cegielski, C. G. & Hall, D. J. (2006). What makes a good programmer? Communications of the ACM, 49(10), 73-75.
  • Ceylan, V., K. (2015). Effect of blended learning to academic achievement (Unpublished master’s thesis). Adnan Menderes University, Aydin, Turkey.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Crews, T. & Butterfield, J. (2003). Improving the learning environment in beginning programming classes: An experiment in gender equity. Journal of Information Systems Education, 14(1), 69-76.
  • CSTA, (2010). Running on empty: The Failure to teach K–12 computer science in the digital age. Retrieved on 22 October 2018 from http://runningonempty.acm.org/fullreport2.pdf
  • Cetin, E. (2012). The effect of computer programming training on children's problem-solving skills (Unpublished master’s thesis). Gazi University, Ankara.
  • Davidson, K., Larzon, L., & Ljunggren, K. (2010). Self-efficacy in programming among STS students. Retrieved on 22 October 2018 from http://www.it.uu.se/edu/course/ homepage/datadidaktik/ht10/reports/Self-Efficacy.pdf.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process 8(31), 360-361.
  • DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.
  • Dogan, V., K. (2015). The effects of computer games development process on primary school students' critical thinking skills and algorithm achievements (Unpublished master’s thesis). Yıldız Technical University, Istanbul.
  • Durak, H. (2016). Design and development of an instructional program for teaching programming process to gifted students (Unpublished doctoral dissertation). Gazi University, Ankara.
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  • Yildiz Durak, H. & Guyer, T. (2018). Design and development of an instructional program for teaching programming processes to gifted students using Scratch. In Curriculum Development for Gifted Education Programs (pp. 61-99). Hershey, PA: IGI Global.
  • Yildiz-Durak, H. & Guyer, T. (2019). An investigation of the opinions of gifted primary school students’ in the programming training processes [Programlama ogretim surecinde ustun yetenekli ilkokul ogrencilerinin goruslerinin incelenmesi]. Ankara University Journal of Faculty of Educational Sciences, 52(1), 107-137. DOI: 10.30964/auebfd.466922
  • Yildiz- Durak, H. & Saritepeci, M. (2018). Analysis of the relation between computational thinking skills and various variables with the structural equation model. Computers & Education, 116, 191-202.
  • Yildiz Durak, H. (2019). Modelling different variables in learning basic concepts of programming in flipped classrooms. Journal of Educational Computing Research. doi: https://doi.org/ 10.1177/0735633119827956
  • Yildiz Durak, H. (2018a). Digital story design activities used for teaching programming effect on learning of programming concepts, programming self‐efficacy, and participation and analysis of student experiences. Journal of Computer Assisted Learning. 34(6), 740-752.
  • Yildiz Durak, H. (2018b). Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables. Journal of Computer Assisted Learning. 34(6), 939-959.
  • Yildiz Durak, H. (2018c). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning. doi: https:// doi.org/10.1007/s10758-018-9391-y
Toplam 109 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Hatice Yildiz Durak 0000-0002-5689-1805

Fatma Gizem Karaoglan Yilmaz Bu kişi benim 0000-0003-4963-8083

Ramazan Yilmaz Bu kişi benim 0000-0002-2041-1750

Yayımlanma Tarihi 16 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 10 Sayı: 2

Kaynak Göster

APA Durak, H. Y., Yilmaz, F. G. K., & Yilmaz, R. (2019). Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities. Contemporary Educational Technology, 10(2), 173-197. https://doi.org/10.30935/cet.554493
AMA Durak HY, Yilmaz FGK, Yilmaz R. Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities. Contemporary Educational Technology. Nisan 2019;10(2):173-197. doi:10.30935/cet.554493
Chicago Durak, Hatice Yildiz, Fatma Gizem Karaoglan Yilmaz, ve Ramazan Yilmaz. “Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted With Robotic Activities”. Contemporary Educational Technology 10, sy. 2 (Nisan 2019): 173-97. https://doi.org/10.30935/cet.554493.
EndNote Durak HY, Yilmaz FGK, Yilmaz R (01 Nisan 2019) Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities. Contemporary Educational Technology 10 2 173–197.
IEEE H. Y. Durak, F. G. K. Yilmaz, ve R. Yilmaz, “Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities”, Contemporary Educational Technology, c. 10, sy. 2, ss. 173–197, 2019, doi: 10.30935/cet.554493.
ISNAD Durak, Hatice Yildiz vd. “Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted With Robotic Activities”. Contemporary Educational Technology 10/2 (Nisan 2019), 173-197. https://doi.org/10.30935/cet.554493.
JAMA Durak HY, Yilmaz FGK, Yilmaz R. Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities. Contemporary Educational Technology. 2019;10:173–197.
MLA Durak, Hatice Yildiz vd. “Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted With Robotic Activities”. Contemporary Educational Technology, c. 10, sy. 2, 2019, ss. 173-97, doi:10.30935/cet.554493.
Vancouver Durak HY, Yilmaz FGK, Yilmaz R. Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities. Contemporary Educational Technology. 2019;10(2):173-97.