Programlama Eğitiminde Scratch’in Kullanılması: Öğretmen Adaylarının Tutum ve Algıları

Arslan, Kürşat; Akçelik, Melike

doi:10.32960/uead.455502

Cited by 6 publications

(2 citation statements)

References 18 publications

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“…Öğrencilerin kendilerine olan güvenlerini ve performanslarını gösteren öz yeterliliklerini (Bandura, 1977) ve programlama öğrenimlerine etkisi olan tutumlarını belirlemek, çevrimiçi öğrenme ortamlarında programlama faaliyetlerinin yürütüle bilirliğine yönelik ipuçları sunabilir. Öğrencilerin programlamaya yönelik tutum ve öz yeterlilikleri, genellikle yüz yüze öğrenme ortamlarında tarama araştırmalarıyla ortaya konulmaktadır (Arslan & Akçelik, 2019;Gunbatar & Karalar, 2018;Mazman & Altun, 2013). Ayrıca yüz yüze öğrenme ortamlarında öğrencilerin programlamaya yönelik öz yeterlilik ve tutumları; cinsiyet (Çoban vd., 2020;Gunbatar & Karalar, 2018;Korkmaz vd., 2019;Özyurt & Özyurt, 2015;Yağcı, 2016;), mezun olunan lise türü (Yağcı, 2016) ve sınıf düzeyi (Çoban vd., 2020;Özyurt & Özyurt, 2015;Yağcı, 2016) gibi demografik özellikleri çerçevesinde incelenmiştir.…”

Section: Introductionunclassified

“…In studies conducted with different methods, students' self-efficacy and attitudes towards programming were examined within the framework of different demographic characteristics, and the effects of these variables were tried to be revealed. While students' attitudes and self-efficacy towards programming are generally revealed through researches conducted in face-to-face learning environments (Arslan & Akçelik, 2019;Gunbatar & Karalar, 2018;Mazman & Altun, 2013), researches conducted in online environments are quite limited.…”

Section: Introductionmentioning

confidence: 99%

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Çevrimiçi Eş Zamanlı Olarak Yürütülen Programlama Eğitiminin Ön Lisans Öğrencilerinin Programlamaya Yönelik Tutumlarına ve Öz Yeterliliklerine Etkisi

Kılıç

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This research aimed to examine the attitudes and self efficacy of the associate degree students of programming carried out synchronous in the online learning environment. The participants consisted of 30 associate degree students studying in the second year of computer programming. Quantitative data of the study were collected with attitude and self-efficacy perception scales. Qualitative data were collected with a semi-structured opinion form. After the research, students' attitudes and self-efficacy towards programming increased significantly. Students' attitudes and self-efficacy towards programming did not differ according to gender, type of high school graduated and experience variables. Students stated that the factors that positively affect their attitudes and self-efficacy are factors such as recording online synchronous courses in the system, uploading various course documents to the system, and the absence of factors affecting classroom management. Among the negative factors, they stated that there are factors such as the lack of opportunity to make individual applications in the course and the lack of instant feedback outside the course.

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Section: Introductionunclassified

Section: Introductionmentioning

confidence: 99%

Çevrimiçi Eş Zamanlı Olarak Yürütülen Programlama Eğitiminin Ön Lisans Öğrencilerinin Programlamaya Yönelik Tutumlarına ve Öz Yeterliliklerine Etkisi

Kılıç

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Ortaokul Öğrencilerinin Blok Temelli Programlamaya ve Bilgi İşlemsel Düşünme Becerilerine Yönelik Öz-Yeterlik Algıları

ÖZTUZCU>

Öztürk

MISIRLI>

2022

Eğitimde Kuram Ve Uygulama

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This study examined secondary school students’ self-efficacy perceptions related to block-based programming and computational thinking skills. 256 secondary school students comprised the study’s sample, and a correlational research design was utilised in the study. The study’s data collection tools consisted of a personal data form, Self-Efficacy Perception Related to Block-Based Programming scale, and Self-Efficacy Perception for Computational Thinking Skills scale. As a consequence of the research, researchers concluded that students’ self-efficacy perceptions related to block-based programming and computational thinking skills was moderate and that these two variables had a moderate and statistically significant positive relationship.

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Uzaktan Eği̇ti̇m Süreci̇nde Scratch Programi Destekli̇ Öğreti̇mi̇n Akademi̇k Başari İle Öğrenmedeki̇ Eri̇şi̇ Ve Kalicilik Düzeyleri̇ne Etki̇si̇

ŞAHBAZ¹,

Arseven²

2022

E-International Journal of Educational Research

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The purpose of this study is to reveal the effect of robotic coding-based Scratch programme supported teaching employed in the distance education process on students' academic achievement, attainment, and retention of learning levels. The study used "pretest-posttest control group design", a quasi-experimental design under experimental research method. The study group consists of 7th grade students attending Ali Elmacı Middle School in Yahyalı district of Kayseri province (Turkey) in the 2020-2021 academic year. The study group is made up of 56 students in total, 28 being in the experimental group and 28 in the control group. Knowledge of the "Simple Past Tense" subject of the "Biographies" unit contained in the 7th grade English curriculum of the Turkish Ministry of National Education (MEB) was taught to the experimental group through the robotic coding-based Scratch programme while the control group was exposed to the activities covered in a structured classroom environment within the framework of the current curriculum. The experiment conducted through distance education took a total of 8 class hours in 4 weeks. The achievement test prepared by the researcher as a data collection tool, with its validity and reliability ensured, was administered to determine the experimental and control group students' achievement, attainment, and retention levels. The study used dependent and independent samples t-tests in order to compare the mean achievement, attainment, and retention test scores of the experimental and control groups. The study found that the mean posttest achievement score of the experimental group students experiencing the robotic coding-based Scratch programme was significantly higher than their mean pretest achievement score, and the mean posttest achievement score of the control group students exposed to the activities in the textbook in a structured classroom environment was also significantly higher than their mean pretest achievement score. However, the increase in the control group was lower than that in the experimental group. Further, the experimental group was determined to have significantly higher mean attainment and retention scores than the students in the control group. The results are interpreted based on the literature.

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Programlama Eğitiminde Scratch’in Kullanılması: Öğretmen Adaylarının Tutum ve Algıları

Cited by 6 publications

References 18 publications

Çevrimiçi Eş Zamanlı Olarak Yürütülen Programlama Eğitiminin Ön Lisans Öğrencilerinin Programlamaya Yönelik Tutumlarına ve Öz Yeterliliklerine Etkisi

Çevrimiçi Eş Zamanlı Olarak Yürütülen Programlama Eğitiminin Ön Lisans Öğrencilerinin Programlamaya Yönelik Tutumlarına ve Öz Yeterliliklerine Etkisi

Ortaokul Öğrencilerinin Blok Temelli Programlamaya ve Bilgi İşlemsel Düşünme Becerilerine Yönelik Öz-Yeterlik Algıları

Uzaktan Eği̇ti̇m Süreci̇nde Scratch Programi Destekli̇ Öğreti̇mi̇n Akademi̇k Başari İle Öğrenmedeki̇ Eri̇şi̇ Ve Kalicilik Düzeyleri̇ne Etki̇si̇

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