Research Article
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Year 2023, Volume: 12 Issue: 4, 713 - 728, 10.10.2023
https://doi.org/10.14686/buefad.1200022

Abstract

References

  • Atabay, E., & Albayrak, M. (2020). Okul öncesi dönem çocuklarına oyunlaştırma ile algoritma eğitimi verilmesi Mühendislik Bilimleri ve Tasarım Dergisi, 8(3), 856-868.
  • Baltaci, Ö. (2019). The Predictive Relationships between the Social Media Addiction and Social Anxiety, Loneliness, and Happiness. International Journal of Progressive Education, 15(4), 73-82.
  • Bayhan, P. ve Artan İ., (2007). Çocuk gelişimi ve eğitimi. İstanbul: Morpa Kültür Yayınları.
  • Bers, M. U. (2018, April). Coding, playgrounds and literacy in early childhood education: The development of KIBO robotics and ScratchJr. In 2018 IEEE global engineering education conference (EDUCON) (pp. 2094-2102). IEEE.
  • Bers, M. U. (2018). Coding and computational thinking in early childhood: The impact of ScratchJr in Europe. European Journal of STEM Education, 3(3), 8.
  • Bers, M. U. (2012). Designing digital experiences for positive youth development: From playpen to playground. OUP USA.
  • 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.
  • Bers, M.U., González-González C., & Armas–Torres M.B. (2019) Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130-145.
  • Bower, M. & Falkner, K., (2015). Computational thinking, the notional machine, pre-service teachers, and research opportunities. Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), Australia, 27-30 January, 37-46.
  • Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435-437.
  • Demetriou, A., Makris, N., Spanoudis, G., Kazi, S., Shayer, M., & Kazali, E. (2018). Mapping the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61(1), 4-42.
  • Demir, Ö., & Seferoğlu, S. S. (2017). Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme. Paper presented at the Eğitim teknolojileri okumaları içinde yeni kavramlar, farklı kullanımlar, Akademik Bilişim Konferansı.
  • Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools, 33(3), 169-186.
  • Ergin, A. Z., & Ercan, Z. G. (2022). Coding skills of preschool teacher candidates: Coding skills of teacher candidates. International Journal of Curriculum and Instruction, 14(1), 1052-1070.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
  • Gadanidis, G., Hughes, J. M., Minniti, L., & White, B. J. (2017). Computational thinking, grade 1 students and the binomial theorem. Digital Experiences in Mathematics Education, 3(2), 77-96.
  • Gedik, N., Çetin, M., ve Koca, C. (2017). Examining the experiences of preschoolers on programming via tablet computers, Mediterranean Journal of Humanities, 193-203. https://doi.org/10.13114/MJH.2017.330
  • Geist, E. (2016). Robots, Programming and Coding, Oh My!, Childhood Education, 92:4, 298-304, DOI: 10.1080/00094056.2016.1208008
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43. Harel, I. E., & Papert, S. E. (1991). Constructionism. Ablex Publishing.
  • Jirout, J. J., Zumbrunn, S., Evans, N. S., & Vitiello, V. E. (2022). Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol. Frontiers in Psychology, 13.
  • Kalelioğlu, Filiz & Keskinkılıç, Fatma (2017). Bilgisayar bilimi eğitimi için öğretim yöntemleri. Yasemin Gülbahar (Ed.), Bilgi İşlemsel Düşünmeden Programlamaya, Pegem Akademi, Ankara, 155-178.
  • Kalyenci, Z.D. (2021). Erken çocukluk döneminde kodlama becerilerinin değerlendirilmesi- test geliştirme. (Yüksek lisans tezi), Hasan Kalyoncu Üniversitesi, Gaziantep.
  • Lee, J. (2020). Coding in early childhood. Contemporary Issues in Early Childhood, 21(3), 266-269.
  • Lee, J., & Junoh, J. (2019). Implementing unplugged coding activities in early childhood classrooms. Early Childhood Education Journal, 47(6), 709-716.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17.
  • Özel, Ö. (2019). An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices [Doctoral dissertation, University of South Florida]. ProQuest Dissertations Publishing.
  • Öztürk, E., & Düdükçü, B. (2019). Bilgisayarsız kodlama etkinliklerinin okul öncesi 5-6 yaş grubu çocuklarının bilimsel süreç becerileri üzerine etkisi.
  • Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children's learning experience in constructionism-based coding activities through design-based research. Computers in Human Behavior, 99, 415-427.
  • Papert, S. (1980). " Mindstorms" Children. Computers and powerful ideas.
  • Ramazanoğlu, M. (2021). Robotik kodlama uygulamalarının ortaokul öğrencilerinin bilgisayara yönelik tutumlarına ve bilgi işlemsel düşünme becerisine yönelik öz yeterlilik algılarına etkisi. Türkiye Sosyal Araştırmalar Dergisi, 164.
  • Saxena, A., Lo, C. K., Hew, K. F., & Wong, G. K. W. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. The Asia-Pacific Education Researcher, 29(1), 55-66. https://doi.org/10.1007/s40299-019-00478-w
  • Sayın, Zehra & Seferoğlu, S. Sadi. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. XVIII. Akademik Bilişim Konferansı, 3-5 Şubat 2016, Adnan Menderes Üniversitesi, Aydın.
  • Strawhacker, A., & Bers, M. U. (2018). Promoting positive technological development in a Kindergarten makerspace: A qualitative case study. European Journal of STEM Education, 3(3), 9.
  • Strawhacker, A., Lee, M., & Bers, M. U. (2018). Teaching tools, teachers’ rules: Exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal of Technology and Design Education, 28(2), 347-376.
  • Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology Design Education, 26(1), 3-20.
  • Sullivan, A., & Bers, M. U. (2018). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology Design Education, 28(2), 325-346.
  • TUIK (2021). Turkish Statistical Institute. Retrieved March 4, 2022, from https://www.tuik.gov.tr/Home/Index.
  • Wang, L., Li, Y., & Geng, F. (2021, April 7–9). Effects of coding learning on computational thinking and creative thinking in young children: Integrating cognitive control strategies. Poster Presentation at the Biennial Meeting of the Society for Research in Child Development (Virtual Meeting).
  • Wang, L., Shi, D., Geng, F., Hao, X., Chanjuan, F., & Li, Y. (2022). Effects of cognitive control strategies on coding learning outcomes in early childhood. The Journal of Educational Research, 1-13.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. (5. Baskı). Ankara: Seçkin Yayıncılık.
  • Yildiz, M., Çiftci, E., & Karal, H. (2017). Bilişimsel düşünme ve programlama. In Hatice Frhan Odabasi, Buket Akkoyunlu & Aytekin Isman (Ed.) Eğitim teknolojileri okumaları (1st ed., s.75-86).
  • Zurnaci, B., & Turan, Z. Türkiye'de okul öncesinde kodlama eğitimine ilişkin yapılan çalışmaların incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 5(1), 258-286.

Exploring Children’s Coding Process Through ScratchJr in Early Childhood

Year 2023, Volume: 12 Issue: 4, 713 - 728, 10.10.2023
https://doi.org/10.14686/buefad.1200022

Abstract

Technology integration has become an essential part of education, and educational technology has incorporated with coding and programming even in early childhood. Even though there is research about early childhood teachers’ perceptions about coding, there has been a lack of resources on how to explore young children’s coding process. Therefore, this study aims to explore children’s coding process through ScratchJr. This study was designed as qualitative research. Data was collected from 52 students through ScratchJr and observation form in public kindergartens in Burdur. Each child had a 30-minute session to complete the coding project. Afterward, these data were analyzed by applying content analysis and found seven themes: ‘proceed with the purpose’, 'interests towards the application’, 'usage period of application’, ‘ability to follow the instructions, ‘curiosities during the application use’, 'non-instructional activities’, ‘exploring the detail features of the application’. As a result, it has been observed that preschool children have a high interest in practice. Most children used their time sessions in full. In fact, some children wanted to extend it. Only six children wanted to finish the application much earlier than their time. In addition, the majority completed the process efficiently based on their purpose by discovering the details of the application and associating it with real life, without losing their sense of curiosity from the first instructions until the end of the process. Finally, it was revealed that some children discovered new features and exhibited their creativity in non-instructional practice.

References

  • Atabay, E., & Albayrak, M. (2020). Okul öncesi dönem çocuklarına oyunlaştırma ile algoritma eğitimi verilmesi Mühendislik Bilimleri ve Tasarım Dergisi, 8(3), 856-868.
  • Baltaci, Ö. (2019). The Predictive Relationships between the Social Media Addiction and Social Anxiety, Loneliness, and Happiness. International Journal of Progressive Education, 15(4), 73-82.
  • Bayhan, P. ve Artan İ., (2007). Çocuk gelişimi ve eğitimi. İstanbul: Morpa Kültür Yayınları.
  • Bers, M. U. (2018, April). Coding, playgrounds and literacy in early childhood education: The development of KIBO robotics and ScratchJr. In 2018 IEEE global engineering education conference (EDUCON) (pp. 2094-2102). IEEE.
  • Bers, M. U. (2018). Coding and computational thinking in early childhood: The impact of ScratchJr in Europe. European Journal of STEM Education, 3(3), 8.
  • Bers, M. U. (2012). Designing digital experiences for positive youth development: From playpen to playground. OUP USA.
  • 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.
  • Bers, M.U., González-González C., & Armas–Torres M.B. (2019) Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130-145.
  • Bower, M. & Falkner, K., (2015). Computational thinking, the notional machine, pre-service teachers, and research opportunities. Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), Australia, 27-30 January, 37-46.
  • Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435-437.
  • Demetriou, A., Makris, N., Spanoudis, G., Kazi, S., Shayer, M., & Kazali, E. (2018). Mapping the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61(1), 4-42.
  • Demir, Ö., & Seferoğlu, S. S. (2017). Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme. Paper presented at the Eğitim teknolojileri okumaları içinde yeni kavramlar, farklı kullanımlar, Akademik Bilişim Konferansı.
  • Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools, 33(3), 169-186.
  • Ergin, A. Z., & Ercan, Z. G. (2022). Coding skills of preschool teacher candidates: Coding skills of teacher candidates. International Journal of Curriculum and Instruction, 14(1), 1052-1070.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
  • Gadanidis, G., Hughes, J. M., Minniti, L., & White, B. J. (2017). Computational thinking, grade 1 students and the binomial theorem. Digital Experiences in Mathematics Education, 3(2), 77-96.
  • Gedik, N., Çetin, M., ve Koca, C. (2017). Examining the experiences of preschoolers on programming via tablet computers, Mediterranean Journal of Humanities, 193-203. https://doi.org/10.13114/MJH.2017.330
  • Geist, E. (2016). Robots, Programming and Coding, Oh My!, Childhood Education, 92:4, 298-304, DOI: 10.1080/00094056.2016.1208008
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43. Harel, I. E., & Papert, S. E. (1991). Constructionism. Ablex Publishing.
  • Jirout, J. J., Zumbrunn, S., Evans, N. S., & Vitiello, V. E. (2022). Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol. Frontiers in Psychology, 13.
  • Kalelioğlu, Filiz & Keskinkılıç, Fatma (2017). Bilgisayar bilimi eğitimi için öğretim yöntemleri. Yasemin Gülbahar (Ed.), Bilgi İşlemsel Düşünmeden Programlamaya, Pegem Akademi, Ankara, 155-178.
  • Kalyenci, Z.D. (2021). Erken çocukluk döneminde kodlama becerilerinin değerlendirilmesi- test geliştirme. (Yüksek lisans tezi), Hasan Kalyoncu Üniversitesi, Gaziantep.
  • Lee, J. (2020). Coding in early childhood. Contemporary Issues in Early Childhood, 21(3), 266-269.
  • Lee, J., & Junoh, J. (2019). Implementing unplugged coding activities in early childhood classrooms. Early Childhood Education Journal, 47(6), 709-716.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17.
  • Özel, Ö. (2019). An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices [Doctoral dissertation, University of South Florida]. ProQuest Dissertations Publishing.
  • Öztürk, E., & Düdükçü, B. (2019). Bilgisayarsız kodlama etkinliklerinin okul öncesi 5-6 yaş grubu çocuklarının bilimsel süreç becerileri üzerine etkisi.
  • Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children's learning experience in constructionism-based coding activities through design-based research. Computers in Human Behavior, 99, 415-427.
  • Papert, S. (1980). " Mindstorms" Children. Computers and powerful ideas.
  • Ramazanoğlu, M. (2021). Robotik kodlama uygulamalarının ortaokul öğrencilerinin bilgisayara yönelik tutumlarına ve bilgi işlemsel düşünme becerisine yönelik öz yeterlilik algılarına etkisi. Türkiye Sosyal Araştırmalar Dergisi, 164.
  • Saxena, A., Lo, C. K., Hew, K. F., & Wong, G. K. W. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. The Asia-Pacific Education Researcher, 29(1), 55-66. https://doi.org/10.1007/s40299-019-00478-w
  • Sayın, Zehra & Seferoğlu, S. Sadi. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. XVIII. Akademik Bilişim Konferansı, 3-5 Şubat 2016, Adnan Menderes Üniversitesi, Aydın.
  • Strawhacker, A., & Bers, M. U. (2018). Promoting positive technological development in a Kindergarten makerspace: A qualitative case study. European Journal of STEM Education, 3(3), 9.
  • Strawhacker, A., Lee, M., & Bers, M. U. (2018). Teaching tools, teachers’ rules: Exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal of Technology and Design Education, 28(2), 347-376.
  • Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology Design Education, 26(1), 3-20.
  • Sullivan, A., & Bers, M. U. (2018). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology Design Education, 28(2), 325-346.
  • TUIK (2021). Turkish Statistical Institute. Retrieved March 4, 2022, from https://www.tuik.gov.tr/Home/Index.
  • Wang, L., Li, Y., & Geng, F. (2021, April 7–9). Effects of coding learning on computational thinking and creative thinking in young children: Integrating cognitive control strategies. Poster Presentation at the Biennial Meeting of the Society for Research in Child Development (Virtual Meeting).
  • Wang, L., Shi, D., Geng, F., Hao, X., Chanjuan, F., & Li, Y. (2022). Effects of cognitive control strategies on coding learning outcomes in early childhood. The Journal of Educational Research, 1-13.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. (5. Baskı). Ankara: Seçkin Yayıncılık.
  • Yildiz, M., Çiftci, E., & Karal, H. (2017). Bilişimsel düşünme ve programlama. In Hatice Frhan Odabasi, Buket Akkoyunlu & Aytekin Isman (Ed.) Eğitim teknolojileri okumaları (1st ed., s.75-86).
  • Zurnaci, B., & Turan, Z. Türkiye'de okul öncesinde kodlama eğitimine ilişkin yapılan çalışmaların incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 5(1), 258-286.
There are 43 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Özge Özel 0000-0003-4992-483X

Early Pub Date October 4, 2023
Publication Date October 10, 2023
Published in Issue Year 2023 Volume: 12 Issue: 4

Cite

APA Özel, Ö. (2023). Exploring Children’s Coding Process Through ScratchJr in Early Childhood. Bartın University Journal of Faculty of Education, 12(4), 713-728. https://doi.org/10.14686/buefad.1200022

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