Araştırma Makalesi
BibTex RIS Kaynak Göster

Algoritmik Düşünme Yeterliliği ile Problem Çözme Becerisi Arasındaki İlişkinin İncelenmesi: Mesleki ve Teknik Anadolu Lisesi Örneği

Yıl 2020, Cilt: 28 Sayı: 4, 1610 - 1619, 20.07.2020
https://doi.org/10.24106/kefdergi.4179

Öz

Bu araştırma, programlama temelleri dersi almış olan Mesleki ve Teknik Anadolu Lisesi Bilgisayar Teknolojileri bölümü öğrencilerinin algoritmik düşünme yeterlilikleri ile problem çözme becerilerini saptayarak bu iki yeterlilik arasındaki ilişkiyi saptamak gerçekleştirilmiştir. Bu çalışmada, betim-sel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırma kapsamında Hepner ve Petersen (1982) tarafından geliştirilen Taylan (1990) tarafından Türkçe’ye uyarlaması yapılan problem çözme envanteri ile araştırmacılar tarafından geliştirilen algoritma bilgi testi kullanılmıştır. Geliştirilen başarı testinin ön uygulama güvenirlik katsayısı 0,70 olarak saptanmıştır. Çalışmanın örneklemini Çanakkale / Türkiye'de bulunan bir Mesleki ve Teknik Anadolu Lisesinde öğrenimlerini sürdürmekte olan Bilişim Teknolojileri alan öğrencileridir. Araştırma sonucunda; bilişim teknolojileri alan öğrencilerinin algoritmik düşünme (ortalama 100 üzerinden=51,33) ve problem çözme becerilerinin (ortalama 210 üzerinden=141,66) düşük olduğu bulunmuştur. Öğrencilerin algoritmik düşünme yeterliliklerinin programlama temelleri dersi notlarına göre farklılaştığı (X2=18,925; p<0,05), cinsiyet (U=315,50, p>0,05) ve matematik dersi notuna göre ise farklılaşmadığı (X2=5,531 p>,05) bulunmuştur. Problem çözme becerilerinin ise cinsiyet (U=248; p>0,05), matematik (X2=6,266; p>0,05) ve program-lama temelleri (X2=1,734; p>0,05) dersine göre farklılaşmadığı bulunmuştur. Algoritma başarısı ile problem çözme becerisi arasında ise pozitif yönde orta düzeyde (r=0,326) anlamlı bir ilişki olduğu bulunmuştur.

Kaynakça

  • Akçay, A., (2015). Programlama becerisi öz yeterliğinin problem çözme ve sorgulama becerileri bağlamında incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü).
  • Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1),1-4.
  • Ala-Mutka, K. (2004). Problems in learning and teaching programming-a literature study for developing visualizations in the Codewitz-Minerva project. Codewitz needs analysis, 20.
  • Balanskat, A., & Engelhardt, K. (2015). Computing our future. Computer programming and coding. Priorities, school curricula and initiatives across Europe. European Schoolnet, Brussels.
  • Bergersen, G. R. ve Gustafsson, J. E. (2011). Programming skill, knowledge, and working memory among professional software developers from an investment theory perspective. Journal of Individual Differences, 32(4), 201-209.
  • Bozkurt, F., & Çoşkun, D. (2018). 21. YY Okuryazarlığı: Öğretmen Adaylarının Medya Algılarına Genel Bir Bakış. Erciyes İletişim Dergisi, 5(4), 493-511.
  • Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2013). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom. Retrieved September, 22(6.1), 1.
  • Choi, J., Lee, Y., & Lee, E. (2017). Puzzle based algorithm learning for cultivating computational thinking. Wireless Personal Communications, 93(1), 131-145.
  • Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—A response to “Fool’s Gold”. AACE Journal, 11(1), 7-69.
  • Coull, N. J., & Duncan, I. M. (2011). Emergent requirements for supporting introductory programming. Innovation in Teaching and Learning in Information and Computer Sciences, 10(1), 78-85.
  • Crescenzi, P., Malizia, A., Verri, M. C., Díaz, P., & Aedo, I. (2012). Integrating algorithm visualization video into a first-year algorithm and data structure course. Journal of Educational Technology & Society, 15(2), 115-124.
  • Çiftci, S., Çengel, M., & Paf, M. (2018). Bilişim öğretmeni adaylarının programlama ilişkin öz-yeterliklerinin yordayıcısı olarak bilişimsel düşünme ve problem çözmeye ilişkin yansıtıcı düşünme becerileri. Kırşehir Eğitim Fakültesi Dergisi, 19(1), 321-334.
  • Doğan, U., & Kert, S. B. (2016). Bilgisayar oyunu geliştirme sürecinin, ortaokul öğrencilerinin eleştirel düşünme becerilerine ve algoritma başarılarına etkisi. Boğaziçi Üniversitesi Eğitim Dergisi, 33(2), 21-42.
  • Erümit, K. A., Karal, H., Şahin, G., Aksoy, D. A., Aksoy, A., & Benzer, A. İ. (2018). Programlama öğretimi için bir model önerisi: yedi adımda programlama. Eğitim ve Bilim, 44(197), 155-183.
  • Fesakis, G. ve Serafeim, K. (2009). Influence of the familiarization with scratch on future teachers’ opinions and attitudes about programming and ICT in education. ACM SIGCSE Bulletin, 41(3), 258- 262.
  • Futschek, G. (2006). Algorithmic thinking: the key for understanding computer science. In International conference on informatics in secondary schools-evolution and perspectives (pp. 159-168). Springer, Berlin, Heidelberg.
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43.
  • Helminen, J., & Malmi, L. (2010, October). Jype-a program visualization and programming exercise tool for Python. In Proceedings of the 5th international symposium on Software visualization (pp. 153-162). ACM.
  • International Society for Technology in Education. (2016). ISTE standards for students. Erişim Adresi http://www.iste.org/standards/standards/for-students-2016
  • Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. Mit Press.
  • Kalelioğlu, F., & Gülbahar, Y. (2014). The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective. Informatics in Education, 13(1), 33-50.
  • Kim, B., Kim, T., & Kim, J. (2013). and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution. Journal of Educational Computing Research, 49(4), 437-459.
  • Kobsiripat, W. (2015). Eff ects of the media to promote the scratch programming capabilities creativity of elementary school students. Procedia-Social and Behavioral Sciences, 174, 227- 232.
  • Korkmaz, Ö. (2012). The impact of critical thinking and logico-mathematical intelligence on algorithmic design skills. Journal of Educational Computing Research, 46(2), 173-193.
  • Korkmaz, Ö., Çakır, R., Özden, M. Y., Oluk, A., & Sarıoğlu, S. (2015). Bireylerin bilgisayarca düşünme becerilerinin farklı değişkenler açısından incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 68-87.
  • Lahtinen, E., Ala-Mutka, K. ve Jarvinen, H. (2005) A Study of Difficulties of Novice Programmers. In Acm Sigcse Bulletin, ACM, 37(3), 14-18.
  • Lai, C. S., & Lai, M. H. (2012). Using computer programming to enhance science learning for 5th graders in Taipei. In 2012 International Symposium on Computer, Consumer and Control (pp. 146-148). IEEE.
  • Lai, A. F., & Yang, S. M. (2011). The learning effect of visualized programming learning on 6 th graders' problem solving and logical reasoning abilities. In 2011 International Conference on Electrical and Control Engineering (pp. 6940-6944). IEEE.
  • Law, K. M., Lee, V. C. ve Yu, Y. T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, 55(1), 218-228.
  • Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61.
  • Maddrey, E. (2011). The Effect of Problem-Solving Instruction on the Programming Self-efficacyand Achievement of Introductory Computer Science Students. Nova Southeastern University doctoral dissertation.
  • Oluk, A., Korkmaz, Ö., & Oluk, H. (2018). Scratch’ın 5. Sınıf Öğrencilerinin Algoritma Geliştirme ve Bilgi-İşlemsel Düşünme Becerilerine Etkisi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9 (1), 54-71.
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583-602.
  • Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129-141.
  • Sanford, J. F., & Naidu, J. T. (2016). Computational thinking concepts for grade school. Contemporary Issues in Education Research, 9(1), 23-32.
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.
  • Shih, I. J. (2014). The effect of scratch programming on the seventh graders’ mathematics abilities and problem solving attitudes (Yayımlanmamış yüksek lisans tezi). Taipei University, Taiwan.
  • Trilling, B., & Fadel, C. (2009). 21st Century Skills.: Learning for Life in Our Times. John Wiley & Sons.
  • Utting, I., Cooper, S., Kölling, M., Maloney, J., & Resnick, M. (2010). Alice, greenfoot, and scratch--a discussion. ACM Transactions on Computing Education (TOCE), 10(4), 17.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Wing, J.M. (2017). Computational thinking’s influence on research and education for all. Italian Journal of Educational Technology, 25(2), 7-14.
  • Yıldız, M., Çiftçi, E., & Karal, H. (2017). Bilişimsel düşünme ve programlama. Eğitim Teknolojileri Okumaları, TOJET.
  • Yünkül, E., Durak, G., Çankaya, S., & MISIRLI, Z. A. (2017). Scratch yazılımının öğrencilerin bilgisayarca düşünme becerilerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 502-517.
  • Ziatdinov, R., & Musa, S. (2013). Rapid mental computation system as a tool for algorithmic thinking of elementary school students development. European researcher, Series A, (7), 1105-1110.

Investigation of the Relationship Between Algorithmic Thinking Capability and Problem Solving Skills: The Case of Vocational and Technical Anatolian High School

Yıl 2020, Cilt: 28 Sayı: 4, 1610 - 1619, 20.07.2020
https://doi.org/10.24106/kefdergi.4179

Öz

This research was carried out to determine the relationship between these two competencies by determining the algorithmic thinking skills and problem-solving skills of the Vocational and Technical Anatolian High School Computer Technologies students who have taken the programming fundamentals course. In this study, the scanning model, one of the descriptive research methods, was used. Within the scope of the research, problem-solving inventory adapted to Turkish by Taylan (1990) developed by Hepner and Petersen (1982) and algo-rithm knowledge test developed by researchers were used. The pretreatment reliability coefficient of the developed success test was found to be 0.70. The sample Canakkale / a Career in Turkey and who continue their education in the field of ICT Technical High School students. As a result of the research; It has been found that the students who take information techno-logies have low algorithmic thinking (average over 100 = 51.33) and problem-solving skills (average over 210 = 141.66). Students' algorithmic thinking competencies differ according to their programming basics course grades (X2 = 18.925, p <.05), gender (U =315.50, p>0.05) and that they do not differ according to mathematics grade (X2 = 5.531, p>.05) was found. It was found that problem solving skills did not differ according to gender (U=248, p>.05), mathematics (X2 = 6.266, p>.05) and programming-basics (X2= 1.734, p>.05). In addition, It was found that there was a moderate positive (r = .326) significant relationship between algorithm success and problem-solving skills.

Kaynakça

  • Akçay, A., (2015). Programlama becerisi öz yeterliğinin problem çözme ve sorgulama becerileri bağlamında incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü).
  • Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1),1-4.
  • Ala-Mutka, K. (2004). Problems in learning and teaching programming-a literature study for developing visualizations in the Codewitz-Minerva project. Codewitz needs analysis, 20.
  • Balanskat, A., & Engelhardt, K. (2015). Computing our future. Computer programming and coding. Priorities, school curricula and initiatives across Europe. European Schoolnet, Brussels.
  • Bergersen, G. R. ve Gustafsson, J. E. (2011). Programming skill, knowledge, and working memory among professional software developers from an investment theory perspective. Journal of Individual Differences, 32(4), 201-209.
  • Bozkurt, F., & Çoşkun, D. (2018). 21. YY Okuryazarlığı: Öğretmen Adaylarının Medya Algılarına Genel Bir Bakış. Erciyes İletişim Dergisi, 5(4), 493-511.
  • Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2013). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom. Retrieved September, 22(6.1), 1.
  • Choi, J., Lee, Y., & Lee, E. (2017). Puzzle based algorithm learning for cultivating computational thinking. Wireless Personal Communications, 93(1), 131-145.
  • Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—A response to “Fool’s Gold”. AACE Journal, 11(1), 7-69.
  • Coull, N. J., & Duncan, I. M. (2011). Emergent requirements for supporting introductory programming. Innovation in Teaching and Learning in Information and Computer Sciences, 10(1), 78-85.
  • Crescenzi, P., Malizia, A., Verri, M. C., Díaz, P., & Aedo, I. (2012). Integrating algorithm visualization video into a first-year algorithm and data structure course. Journal of Educational Technology & Society, 15(2), 115-124.
  • Çiftci, S., Çengel, M., & Paf, M. (2018). Bilişim öğretmeni adaylarının programlama ilişkin öz-yeterliklerinin yordayıcısı olarak bilişimsel düşünme ve problem çözmeye ilişkin yansıtıcı düşünme becerileri. Kırşehir Eğitim Fakültesi Dergisi, 19(1), 321-334.
  • Doğan, U., & Kert, S. B. (2016). Bilgisayar oyunu geliştirme sürecinin, ortaokul öğrencilerinin eleştirel düşünme becerilerine ve algoritma başarılarına etkisi. Boğaziçi Üniversitesi Eğitim Dergisi, 33(2), 21-42.
  • Erümit, K. A., Karal, H., Şahin, G., Aksoy, D. A., Aksoy, A., & Benzer, A. İ. (2018). Programlama öğretimi için bir model önerisi: yedi adımda programlama. Eğitim ve Bilim, 44(197), 155-183.
  • Fesakis, G. ve Serafeim, K. (2009). Influence of the familiarization with scratch on future teachers’ opinions and attitudes about programming and ICT in education. ACM SIGCSE Bulletin, 41(3), 258- 262.
  • Futschek, G. (2006). Algorithmic thinking: the key for understanding computer science. In International conference on informatics in secondary schools-evolution and perspectives (pp. 159-168). Springer, Berlin, Heidelberg.
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43.
  • Helminen, J., & Malmi, L. (2010, October). Jype-a program visualization and programming exercise tool for Python. In Proceedings of the 5th international symposium on Software visualization (pp. 153-162). ACM.
  • International Society for Technology in Education. (2016). ISTE standards for students. Erişim Adresi http://www.iste.org/standards/standards/for-students-2016
  • Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. Mit Press.
  • Kalelioğlu, F., & Gülbahar, Y. (2014). The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective. Informatics in Education, 13(1), 33-50.
  • Kim, B., Kim, T., & Kim, J. (2013). and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution. Journal of Educational Computing Research, 49(4), 437-459.
  • Kobsiripat, W. (2015). Eff ects of the media to promote the scratch programming capabilities creativity of elementary school students. Procedia-Social and Behavioral Sciences, 174, 227- 232.
  • Korkmaz, Ö. (2012). The impact of critical thinking and logico-mathematical intelligence on algorithmic design skills. Journal of Educational Computing Research, 46(2), 173-193.
  • Korkmaz, Ö., Çakır, R., Özden, M. Y., Oluk, A., & Sarıoğlu, S. (2015). Bireylerin bilgisayarca düşünme becerilerinin farklı değişkenler açısından incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 68-87.
  • Lahtinen, E., Ala-Mutka, K. ve Jarvinen, H. (2005) A Study of Difficulties of Novice Programmers. In Acm Sigcse Bulletin, ACM, 37(3), 14-18.
  • Lai, C. S., & Lai, M. H. (2012). Using computer programming to enhance science learning for 5th graders in Taipei. In 2012 International Symposium on Computer, Consumer and Control (pp. 146-148). IEEE.
  • Lai, A. F., & Yang, S. M. (2011). The learning effect of visualized programming learning on 6 th graders' problem solving and logical reasoning abilities. In 2011 International Conference on Electrical and Control Engineering (pp. 6940-6944). IEEE.
  • Law, K. M., Lee, V. C. ve Yu, Y. T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, 55(1), 218-228.
  • Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61.
  • Maddrey, E. (2011). The Effect of Problem-Solving Instruction on the Programming Self-efficacyand Achievement of Introductory Computer Science Students. Nova Southeastern University doctoral dissertation.
  • Oluk, A., Korkmaz, Ö., & Oluk, H. (2018). Scratch’ın 5. Sınıf Öğrencilerinin Algoritma Geliştirme ve Bilgi-İşlemsel Düşünme Becerilerine Etkisi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9 (1), 54-71.
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583-602.
  • Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129-141.
  • Sanford, J. F., & Naidu, J. T. (2016). Computational thinking concepts for grade school. Contemporary Issues in Education Research, 9(1), 23-32.
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.
  • Shih, I. J. (2014). The effect of scratch programming on the seventh graders’ mathematics abilities and problem solving attitudes (Yayımlanmamış yüksek lisans tezi). Taipei University, Taiwan.
  • Trilling, B., & Fadel, C. (2009). 21st Century Skills.: Learning for Life in Our Times. John Wiley & Sons.
  • Utting, I., Cooper, S., Kölling, M., Maloney, J., & Resnick, M. (2010). Alice, greenfoot, and scratch--a discussion. ACM Transactions on Computing Education (TOCE), 10(4), 17.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Wing, J.M. (2017). Computational thinking’s influence on research and education for all. Italian Journal of Educational Technology, 25(2), 7-14.
  • Yıldız, M., Çiftçi, E., & Karal, H. (2017). Bilişimsel düşünme ve programlama. Eğitim Teknolojileri Okumaları, TOJET.
  • Yünkül, E., Durak, G., Çankaya, S., & MISIRLI, Z. A. (2017). Scratch yazılımının öğrencilerin bilgisayarca düşünme becerilerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 502-517.
  • Ziatdinov, R., & Musa, S. (2013). Rapid mental computation system as a tool for algorithmic thinking of elementary school students development. European researcher, Series A, (7), 1105-1110.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Ümit Demir

Hakan Cevahir Bu kişi benim

Yayımlanma Tarihi 20 Temmuz 2020
Kabul Tarihi 18 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 28 Sayı: 4

Kaynak Göster

APA Demir, Ü., & Cevahir, H. (2020). Algoritmik Düşünme Yeterliliği ile Problem Çözme Becerisi Arasındaki İlişkinin İncelenmesi: Mesleki ve Teknik Anadolu Lisesi Örneği. Kastamonu Education Journal, 28(4), 1610-1619. https://doi.org/10.24106/kefdergi.4179