Research Article
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Year 2020, Volume: 2 Issue: 1, 9 - 17, 29.06.2020

Abstract

References

  • Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1), 1-4.
  • Alimisis, D. (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Proceedings of the 3rd International Conference on Robotics in Education (pp. 7-14). Prague (Czech Republic): David Obdrzálek.
  • Al-Jarrah, A. A. (2016). Collaborative Virtual Environments for Introductory Programming (CVEIP). New Mexico.
  • Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, 1-34.
  • Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework. Education Technology and Society, 19(3), 47-57.
  • Brennan, K., & Resnick, M. (2012). Using artifact-based interviews to study the development of computational thinking in interactive media design. Paper presented at annual American Educational Research Association meeting (pp. 1-25). BC, Canada: Vancouver.
  • Cavas, B., Kesercioğlu, T., Holbrook, J., Rannikmae, M., Özdoğru, E., & Gökler, F. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society. Teaching with Robotics Integrating Robotics in School Curriculum (pp. 40-50). Riva del Garda (Trento, Italy): Proceedings of 3rd International Workshop Teaching Robotics.
  • Code.org. (2017). Global Computer Science Education. From International CS Education: https://docs.google.com/document/d/1H171Mu2RKzD9Qvp38sjKu1vuXX524XqdHtUf0BFzpWI/pub Computer Science Teachers Association . (2011). Computational Thinking:Teacher Resources. From http://csta.acm.org/Curriculum/sub/CurrFiles/472.11CTTeacherResources_2ed-SPvF.pdf.
  • Çelik, Ş. B. (2019). Robotik Programlama Eğitiminin Ortaokul Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi. 1-58.
  • Ebelt, K. R. (2012). The effects of a robotics program on students skills in STEM, problem solving and teamwork. 1-54.
  • Education, G. (2019). Computational Thinking For Educators. Retrieved Ocak 4, 2019 from https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit=1
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
  • Grout, V., & Houlden, N. (2014). Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project. Procedia- Social and Behavioral Sciences, 141(25), 680-685.
  • Gülbahar, Y., Kert, S. B., & Kalelioğlu, F. (2019). Bilgi İşlemsel Düşünme Becerisine Yönelik Öz Yeterlik Algısı Ölçeği: Geçerlik ve Güvenirlik Çalışması. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 10(1), 1-29.
  • Konyaoğlu, C. (2019). Robotik Kodlama Eğitiminin Ortaokul Öğrencilerinin Problem Çözme Becerilerine Etkileri ve Öğrencilerin Robotik Kodlama Etkinliklerine İlişkin Görüşleri. 1-89.
  • Kök, A. B. (2019). Beşinci Sınıf Öğrencilerinin Grup Çalışması İle Robotik Kodlama Deneyimlerinin İncelenmesi. 1-66.
  • Kuleli, S. (2019). 8. Sınıf Öğrencilerinin Bilgi İşlemsel Düşünme Becerilerine Yönelik Özyeterlik Algılarının İncelenmesi. 1-73.
  • Mauch, E. (2001). Using Technological Innovation to Improve the Problem-Solving Skills of Middle School Students: Educators' Experiences with the LEGO Mindstorms Robotic Invention System. The Clearing House, 74(4), 211-213.
  • Prottsman, C. L. (2011). Computational Thinking and Women in Computer Science.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., . . . Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11).
  • Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. In Computers in Human Behavior (Vol. 72, pp. 678-691). doi:https://doi.org/10.1016/j.chb.2016.08.047.
  • Şimşek, E. (2018). Programlama öğretiminde robotik ve scratch uygulamalarının öğrencilerin bilgi işlemsel düşünme becerileri ve akademik başarılarına etkisi. 1-93.
  • Tağci, Ç. (2019). Kodlama Eğitiminin İlkokul Öğrencileri Üzerindeki Etkisinin İncelenmesi. 1-93.
  • Talim ve Terbiye Kurulu. (2018). Milli Eğitim Bakanlığı Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı: Ortaokul 5. ve 6. Sınıflar. Ankara.
  • Tekinarslan, E., & Çetin, İ. (2018). Bilişsel, Duyuşsal ve Sosyal Açıdan Programlama. In Kuramdan Uygulamaya Programlama Öğretimi (pp. 159-188). Ankara: Pegem Akademi Yayınları.
  • Tutulmaz, M. (2019). Bilgi-İşlemsel Düşünme Becerisinin Geliştirilmesine Yönelik Veri Görselleştirmenin Tasarlanması, Uygulanması ve Değerlendirilmesi. 1-148.
  • Üzümcü, Ö. (2019). Bilgi İşlemsel Düşünme Becerisine Yönelik Program Tasarımının Geliştirilmesi ve Etkililiğinin Değerlendirilmesi. 1-226.
  • Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The Fairy Performance Assessment: Measuring. (pp. 215-220). Proceedings of the 43rd ACM technical symposium on Computer.
  • Yolcu, V. (2018). Programlama Eğitiminde Robotik Kullanımının Akademik Başarı, Bilgi-İşlemsel Düşünme Becerisi Ve Öğrenme Transferine Etkisi. 1-119.
  • Yukselturk, E., & Altıok, S. (2016). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. 48(3). doi:https://doi.org/10.1111/bjet.12453
  • Yükseltürk, E., & Altıok, S. (2015). Bilişim Teknolojileri Öğretmen Adaylarının Bilgisayar Programlama Öğretimine Yönelik Görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 51-63.

THE EFFECT OF ROBOTIC CODING TRAINING GIVEN IN PRIVATE SCHOOLS ON THE SELF-EFFICACY PERCEPTIONS OF STUDENTS’ COMPUTATIONAL THINKING SKILLS

Year 2020, Volume: 2 Issue: 1, 9 - 17, 29.06.2020

Abstract

This research aimed to determine the self-efficacy perceptions of computational thinking skills of the students studying in private school. In the study, a quantitative research method was adopted and the descriptive survey model was used. The study group consists of 223 students from two different private schools that continue their education in Konya in the fall semester of the 2019-2020 academic year. “The Perception Scale of Self-Efficacy for Computational Thinking Skill” adapted to Turkish by Gülbahar, Kert, and Kalelioğlu (2019) was used to gather personal information as a data collection tool, to demonstrate the demographic information form developed by the researchers and the computational thinking skills of the study group in the research.” Descriptive statistics were used to analyze the data and t-test was used for unrelated samples. In line with the data obtained from the research, it was found that there was no significant difference in the self-efficacy perception of computational thinking skill in terms of gender, having a computer at home, and having internet access, while there was a significant difference between the self-efficacy perception of computational thinking and robotic coding lesson. Besides, it was concluded that there was a significant difference among the opinions regarding robotic coding education increasing the success level in other courses.

References

  • Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1), 1-4.
  • Alimisis, D. (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Proceedings of the 3rd International Conference on Robotics in Education (pp. 7-14). Prague (Czech Republic): David Obdrzálek.
  • Al-Jarrah, A. A. (2016). Collaborative Virtual Environments for Introductory Programming (CVEIP). New Mexico.
  • Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, 1-34.
  • Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework. Education Technology and Society, 19(3), 47-57.
  • Brennan, K., & Resnick, M. (2012). Using artifact-based interviews to study the development of computational thinking in interactive media design. Paper presented at annual American Educational Research Association meeting (pp. 1-25). BC, Canada: Vancouver.
  • Cavas, B., Kesercioğlu, T., Holbrook, J., Rannikmae, M., Özdoğru, E., & Gökler, F. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society. Teaching with Robotics Integrating Robotics in School Curriculum (pp. 40-50). Riva del Garda (Trento, Italy): Proceedings of 3rd International Workshop Teaching Robotics.
  • Code.org. (2017). Global Computer Science Education. From International CS Education: https://docs.google.com/document/d/1H171Mu2RKzD9Qvp38sjKu1vuXX524XqdHtUf0BFzpWI/pub Computer Science Teachers Association . (2011). Computational Thinking:Teacher Resources. From http://csta.acm.org/Curriculum/sub/CurrFiles/472.11CTTeacherResources_2ed-SPvF.pdf.
  • Çelik, Ş. B. (2019). Robotik Programlama Eğitiminin Ortaokul Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi. 1-58.
  • Ebelt, K. R. (2012). The effects of a robotics program on students skills in STEM, problem solving and teamwork. 1-54.
  • Education, G. (2019). Computational Thinking For Educators. Retrieved Ocak 4, 2019 from https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit=1
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
  • Grout, V., & Houlden, N. (2014). Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project. Procedia- Social and Behavioral Sciences, 141(25), 680-685.
  • Gülbahar, Y., Kert, S. B., & Kalelioğlu, F. (2019). Bilgi İşlemsel Düşünme Becerisine Yönelik Öz Yeterlik Algısı Ölçeği: Geçerlik ve Güvenirlik Çalışması. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 10(1), 1-29.
  • Konyaoğlu, C. (2019). Robotik Kodlama Eğitiminin Ortaokul Öğrencilerinin Problem Çözme Becerilerine Etkileri ve Öğrencilerin Robotik Kodlama Etkinliklerine İlişkin Görüşleri. 1-89.
  • Kök, A. B. (2019). Beşinci Sınıf Öğrencilerinin Grup Çalışması İle Robotik Kodlama Deneyimlerinin İncelenmesi. 1-66.
  • Kuleli, S. (2019). 8. Sınıf Öğrencilerinin Bilgi İşlemsel Düşünme Becerilerine Yönelik Özyeterlik Algılarının İncelenmesi. 1-73.
  • Mauch, E. (2001). Using Technological Innovation to Improve the Problem-Solving Skills of Middle School Students: Educators' Experiences with the LEGO Mindstorms Robotic Invention System. The Clearing House, 74(4), 211-213.
  • Prottsman, C. L. (2011). Computational Thinking and Women in Computer Science.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., . . . Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11).
  • Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. In Computers in Human Behavior (Vol. 72, pp. 678-691). doi:https://doi.org/10.1016/j.chb.2016.08.047.
  • Şimşek, E. (2018). Programlama öğretiminde robotik ve scratch uygulamalarının öğrencilerin bilgi işlemsel düşünme becerileri ve akademik başarılarına etkisi. 1-93.
  • Tağci, Ç. (2019). Kodlama Eğitiminin İlkokul Öğrencileri Üzerindeki Etkisinin İncelenmesi. 1-93.
  • Talim ve Terbiye Kurulu. (2018). Milli Eğitim Bakanlığı Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı: Ortaokul 5. ve 6. Sınıflar. Ankara.
  • Tekinarslan, E., & Çetin, İ. (2018). Bilişsel, Duyuşsal ve Sosyal Açıdan Programlama. In Kuramdan Uygulamaya Programlama Öğretimi (pp. 159-188). Ankara: Pegem Akademi Yayınları.
  • Tutulmaz, M. (2019). Bilgi-İşlemsel Düşünme Becerisinin Geliştirilmesine Yönelik Veri Görselleştirmenin Tasarlanması, Uygulanması ve Değerlendirilmesi. 1-148.
  • Üzümcü, Ö. (2019). Bilgi İşlemsel Düşünme Becerisine Yönelik Program Tasarımının Geliştirilmesi ve Etkililiğinin Değerlendirilmesi. 1-226.
  • Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The Fairy Performance Assessment: Measuring. (pp. 215-220). Proceedings of the 43rd ACM technical symposium on Computer.
  • Yolcu, V. (2018). Programlama Eğitiminde Robotik Kullanımının Akademik Başarı, Bilgi-İşlemsel Düşünme Becerisi Ve Öğrenme Transferine Etkisi. 1-119.
  • Yukselturk, E., & Altıok, S. (2016). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. 48(3). doi:https://doi.org/10.1111/bjet.12453
  • Yükseltürk, E., & Altıok, S. (2015). Bilişim Teknolojileri Öğretmen Adaylarının Bilgisayar Programlama Öğretimine Yönelik Görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 51-63.
There are 31 citations in total.

Details

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

Agah Tuğrul Korucu 0000-0002-8334-1526

Mine Ünüvar 0000-0001-5624-1055

Publication Date June 29, 2020
Acceptance Date May 31, 2020
Published in Issue Year 2020 Volume: 2 Issue: 1

Cite

APA Korucu, A. T., & Ünüvar, M. (2020). THE EFFECT OF ROBOTIC CODING TRAINING GIVEN IN PRIVATE SCHOOLS ON THE SELF-EFFICACY PERCEPTIONS OF STUDENTS’ COMPUTATIONAL THINKING SKILLS. Journal of Teacher Education and Lifelong Learning, 2(1), 9-17.

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