Bilgisayar bilimi eğitimine giriş

Kert, Serhat Bahadır

doi:10.14527/9786052411117.01

Cited by 5 publications

(5 citation statements)

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“…It seems that, among many technological applications such as software, hardware and the Internet, software applications have gained prominence in computer sciences in the recent years. Kert (2017) indicated that the integration of courses on programming languages in syllabuses beginning from early years of life constitutes the most critical aspect of the new approach that emerged among computer science instructors. Bocconi et al (2016), pointed out that coding and related software are among important steps of computational thinking.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Unplugged Coding Activities on Computational Thinking Skills of Middle School Students

Tonbuloğlu¹,

Tonbuloğlu²

2019

Informatics in Education

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The purpose of the study is to examine the effect of unplugged coding activities carried out with middle school students on their computational thinking skills. This study employed nested-mixed design, which is a mixed research method; the data were supported by including the qualitative phase into an experimental study. In this frame, a group of 114 middle school students consisting of 5th graders were given coding training titled "Keşfet Project -I Discover Coding" by using unplugged coding content. The Computational Thinking Scale was applied to the students at the beginning and end of the training; the results obtained from the scale were analyzed by means of a paired t test. Finally, it was found out that unplugged coding activities had a positive effect on the improvement of computational thinking skills of the students. An examination of the subfactors revealed that there is statistically no significant change in the problem solving skill despite the positive impact observed on creativity, algorithmic thinking, collaboration and critical thinking skills. Following the analysis of observation and daily data, the findings obtained revealed that the students usually displayed high levels of motivation and class participation in unplugged coding activities, they had difficulty in concretizing certain concepts as well as subjects requiring mathematical knowledge; various teaching methods and techniques were used in classes; the students liked the activities especially due to their appealing nature and their relation to daily life; however, there were occasional problems with scheduling of activities and teamwork due to overcrowded class size; the students experienced problems in achieving outcomes such as perceiving the relationship between computer science and mathematics and analyzing the given problem, and could have difficulty in associating between computer science and mathematics or between the subjects learned and the computer lesson, and in analyzing a given problem.

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Section: Introductionmentioning

confidence: 99%

The Effect of Unplugged Coding Activities on Computational Thinking Skills of Middle School Students

Tonbuloğlu¹,

Tonbuloğlu²

2019

Informatics in Education

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“…The two most crucial components of abstraction, according to Mirolo et al (2021), are "extracting similarities" and "ignoring non-essential Bayburt Eğitim Fakültesi Dergisi, Yıl: 2024 Cilt: 19 Sayı: 42 features." Similarly, explaining a problem by removing superfluous content and generating patterns is a fundamental abstraction skill (Kert, 2020). Abstraction, according to Shute, Sun, and Asbell-Clarke (2017), has been separated into three subcategories.…”

Section: Abstractionmentioning

confidence: 99%

Integrating Computational Thinking into Mathematics Education: Its Effects On Achievement, Motivation, And Learning Strategies

Top,

Arabacıoglu

2024

Bayburt Eğitim Fakültesi Dergisi

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This study aimed to explore the impact of mathematics instruction supplemented with CT activities on mathematics achievement, motivation, and learning techniques. A quasi-experimental research design involving a pretest-posttest control group was used for the present study. Research was carried out in a Turkish middle school with sixth-grade pupils in a mathematics class. The courses were provided via CT tasks to the experimental group. CT tasks were performed using a scratch-block-based coding tool. The results showed that the experimental group had much higher mathematical performance than the control group. Furthermore, substantial differences were discovered in favor of the experimental group in the motivation scale sub-dimension of learning control belief and the learning methods scale sub-dimension of time and study environment. The results of this research show that mathematics instruction supplemented with CT activities is effective in enhancing students' mathematical achievement. This helps students to organize their study time and environment effectively. This also reinforces the belief that learning objectives provide successful outcomes. Thus, computer laboratories should be considered essential alternatives for mathematical instruction.

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“…In computer science education, it is aimed to reveal the characteristics of the learners as a designer, developer, and active participant. Concrete products and software-based content development activities allow learners to develop their creativity (Kert, 2018a;Romero et al, 2017). Learners can involve in the creative thinking process by producing content utilizing digital tools individually or in teams (Romero, Laferriere & Power, 2016).…”

Section: Creative Thinking (Ct)mentioning

confidence: 99%

“…The most general objective of the information age is to educate individuals who can use technology individually or as a group and think correctly to solve the problems they face (Gulbahar, 2018). Beyond professional expectations, computer science education appears as an educational process in which individuals' thinking styles and production skills are shaped to achieve this goal (Kert, 2018a). International Society for Technology in Education [ISTE] (ISTE, 2016) has included computational thinking, creative thinking, design thinking, and creative problem-solving skills through cooperative participation as standards for learning the competencies targeted in computer science education.…”

Section: Introductionmentioning

confidence: 99%

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Avcu¹,

Er²

2020

INT J EDUC METHODOL

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This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. "Computational Thinking Scale (CTS)", "Torrance Creative Thinking Test (TCTT-Figural)" and "Computer Programming Self-Efficacy Scale (CPSES)" were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

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Bilgisayar bilimi eğitimine giriş

Cited by 5 publications

References 0 publications

The Effect of Unplugged Coding Activities on Computational Thinking Skills of Middle School Students

The Effect of Unplugged Coding Activities on Computational Thinking Skills of Middle School Students

Integrating Computational Thinking into Mathematics Education: Its Effects On Achievement, Motivation, And Learning Strategies

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

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