Araştırma Makalesi
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Proje Tabanlı Öğrenme Yaklaşımının Bilgi İşlemsel Düşünme Becerilerine ve Programlama Öz Yeterlilik İnancına Etkisi

Yıl 2023, Cilt: 14 Sayı: 55, 320 - 334, 23.11.2023
https://doi.org/10.5824/ajite.2023.04.001.x

Öz

Bu araştırmanın amacı proje kullanımının, öğrencilerin programlamaya yönelik öz yeterlilik inançlarına ve bilgi işlemsel düşünme becerilerine etkisini ortaya koymaktır. Araştırmada tek grup ön test- son test deneysel desen kullanılmıştır. Araştırma 2018 yılında, İzmir ilinde bir Mesleki ve Teknik Lisesi’nde 12. sınıfta öğrenim gören 14 öğrenci ile gerçekleştirilmiştir. Araştırmada programlama öğretiminde proje kullanımı uygulaması 18 hafta sürmüştür. Araştırma verileri Altun ve Mazman (2012) tarafından geliştirilen Programlamaya İlişkin Öz Yeterlilik Ölçeği ile Korkmaz, Çakır, Özden, Oluk, Sarıoğlu (2015) tarafından geliştirilen Bilgisayarca Düşünme Beceri Düzeyleri Ölçeği ile toplanmıştır. Araştırma verilerinin analizinde parametrik olmayan testlerden Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırma sonucunda, programlama öğretiminde proje kullanımının öğrencilerin programlamaya ilişkin öz yeterliliklerini olumlu etkilediği görülürken, bilgi işlemsel düşünme becerilerinde anlamlı bir etkisinin olmadığı görülmüştür. Araştırma sonuçlarına dayalı olarak programlama öğretiminde algoritma aşamalarının kavranabilmesi için metin tabanlı programlamaya geçmeden önce blok tabanlı programlama öğretimin yapılması, oyun temalı etkinliklere yer verilmesi, öğrencilerin aktif katılımlarının sağlanması ve bilgi işlemsel düşünme becerilerinin ölçülmesinde çok boyutlu ve alternatif ölçme araçlarının kullanılması önerilmektedir.

Kaynakça

  • Akçay, A., Çoklar, A. N. (2016). A proposal for the development of cognitive skills: Programming education. In: A. İşman, H. F. Odabaşı, B. Akkoyunlu (Eds.), Educational technology readings (pp.121-140). TOJET- The Turkish Online Journal of Educational Technology.
  • Akpınar, Y., Altun, A. (2014). The need for programming education in information society schools. İlköğretim Online, 13(1), 1-4.
  • Ali, A. M., Tumian, A., Seman, M. S. A. (2017, July). A conceptual approach for understanding computer programming skills development. Proceeding of Research and Innovation in Information Systems (ICRIIS) 2017, Malaysia, pp. 1-5.
  • https://doi.org/10.1109/ICRIIS.2017.8002526 
  • Altun, A., Mazman, S. G. (2012). Validity and reliability study of the Turkish form of the perception of self-efficacy for programming scale. Journal of Measurement and Evaluation in Education and Psychology, 3(2), 297-308.
  • Arabacıoğlu, C., Bülbül, H., & Filiz, A. (2007, January-February). A new approach in computer programming teaching. Academic İnformation'07 - IX. Proceedings of Academic İnformation Conference, Turkey- Kütahya, pp.193-197.
  • Aşkar, P., Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1).
  • Azar, A. (2012). Self-efficacy beliefs of prospective secondary science and mathematics teachers. International Journal of Management Economics and Business, 6(12), 235-252.
  • Barut, E., Kuzu, A. (2017). Comparison of Turkey and England information technologies curricula in terms of objectives, learning outcomes, activities, measurement, and evaluation processes. Trakya University Journal of Faculty of Education, 7(2), 721-745.
  • Brennan, K., Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 Annual Meeting of The American Educational Research Association, Vancouver, Canada, Vol. 1, p. 25.
  • Cevahir, H., Özdemir, M. (2017). Teacher opinions and solution suggestions for the difficulties encountered in programming teaching. 11th International Computer and Instructional Technology Symposium Proceedings, Turkey- Malatya, pp. 24-26.
  • Churches, A. (2008). Bloom's taxonomy blooms digitally. Tech & Learning, 1, 1-6.
  • Coşar, M. (2013). The effects of computer programming studies in a problem-based learning environment on academic achievement, critical thinking tendency and attitude towards computers. [Unpublished Doctoral Dissertation]. Gazi University.
  • Çakallıoğlu, S. N. (2008). The effect of science teaching based on project-based learning approach on academic achievement and attitude. [Unpublished master’s thesis]. Çukurova University.
  • Çatlak, Ş., Tekdal, M., Baz, F. Ç. (2015). The status of teaching programming with Scratch software: A document review study. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25
  • Davidson, K., Larzon, L., & Ljunggren, K. (2010). Self-efficacy in programming among STS students. Retrieved from http://www.it.uu.se/edu/course/homepage/datadidaktik/ht10/reports/Self-Efficacy.pdf.
  • Denner, J., Werner, L. (2011, April 8-12). Measuring computational thinking in middle school using game programming. Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f629baf5301d843c9f1d448edca901d0632dd278
  • Feldhusen, J. F., & Kolloff, M. B. (1988). A three-stage model for gifted education. Gifted Child Today Magazine, 11(1), 14-20. https://doi.org/10.1177/107621758801100104
  • Gezgin, D. M., Adnan, M. (2016). Investigation of mechanical engineering and econometrics students' self-efficacy perceptions about programming. Journal of Ahi Evran University Kırşehir Faculty of Education, 17(2), 509-525.
  • Grover, S. (2015, April 15-20). Systems of assessments" for deeper learning of computational thinking in K-12. In Proceedings of the 2015 Annual Meeting of The American Educational Research Association (AERA), Chicago, Illinois. https://www.sri.com/wp-content/uploads/2022/04/aera2015-_systems_of_assessments_for_deeper_learning_of_computational_thinking_in_k-12.pdf
  • Güneş, F. (2010). Innovations coming with constructivist approach in education.  Journal of Education Review. 6(16), 3-10
  • Jegede, P. O. (2009, August). Predictors of java programming self-efficacy among engineering students in a Nigerian university. International Journal of Computer Science and Information Security, IJCSIS, USA. Vol. 4, No. 1&2, https://doi.org/10.48550/arXiv.0909.0074
  • Kert, S. B., Yeni, S., Şahiner, A. (2017, May 24-26). Investigation of sub-skills associated with computational thinking. International Computer and Instructional Technologies Symposium Full Textbook, Malatya, Turkey. 726-738.
  • Korkmaz, Ö., Çakır, R., Özden, M. Y., Oluk, A. & Sarıoğlu, S. (2015). Investigation of individuals' computer thinking skills in terms of different variables. Ondokuz Mayıs University Journal of Education Faculty, 34 (2), 68-87.
  • Retrieved from https://dergipark.org.tr/tr/pub/omuefd/issue/20284/215276.
  • Kutlu, N., Gökdere, M. (2013). Enriching project-based learning: The three-stage Purdue model. Journal of Dicle University Ziya Gökalp Faculty of Education, 20(2013), 293-311.
  • 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.
  • Mazman, S. G., Altun, A. (2013). The effect of the Programming-I courses on the self-efficacy perceptions of the students of the Department of ITIT on programming. Journal of Instructional Technologies & Teacher Education, 2(3), 24-29
  • Nash, J. (2017). Turn coders into computational thinkers | ISTE. ISTE. https://www.iste.org/explore/Innovator-solutions/Turn-coders-into- computational thinkers
  • Porter, R., Calder, P. (2004, January). Patterns in learning to program: an experiment? In Proceedings of the Sixth Australasian Conference on Computing Education, Australian Computer Society, Inc., 30, 241-246.
  • 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), 60-67.
  • Saracaloğlu, A. S., Akamca, G. Ö., Yeşildere, S. (2006). The place of project-based learning in primary education. Turkish Journal of Educational Sciences, 4(3), 241-260.
  • Sayın, Z., Seferoğlu, S. S. (2016, February 3-5). Coding education as a new 21st century skill and the impact of coding on education policies. Academic İnformation Conference, Aydın, Turkey. https://yunus.hacettepe.edu.tr/~sadi/yayayin/AB16_Sayin-Seferoglu_Kodlama.pdf
  • Ülküdür, M. A., Bacanak, A. (2016). Comparison of project-based learning activities and game-based learning activities in preparation (development) dimension. Bayburt Education Faculty Journal, 8(1), 21-43.
  • Wiedenbeck, S. (2005, October). Factors affecting the success of non-majors in learning to program. In Proceedings of The First International Workshop on Computing Education Research (ICER'05), 13-24. https://doi.org/10.1145/1089786.1089788

The Effect of Project Based Learning Approach on Computational Thinking Skills and Programming Self-Efficacy Beliefs

Yıl 2023, Cilt: 14 Sayı: 55, 320 - 334, 23.11.2023
https://doi.org/10.5824/ajite.2023.04.001.x

Öz

The aim of this study is to reveal the effect of project use on students' self-efficacy beliefs towards programming and their computational thinking skills. A one-group pretest-posttest experimental design was used in the study. The research was conducted in 2018 with 14 12th-grade students in a Vocational and Technical High School in Izmir. In the research, the application of project use in programming teaching lasted 18 weeks. The research data were collected with the Self-Efficacy Scale for Programming (SESP) developed by Altun and Mazman (2012) and the Computer Thinking Skill Levels Scale (CTSLS) developed by Korkmaz, Çakır, Özden, Oluk, Sarıoğlu (2015). Wilcoxon Signed Ranks Test, one of the nonparametric tests, was used to analyze the research data. As a result of the study, it was observed that the use of projects in programming instruction had a positive effect on students' self-efficacy in programming, while it did not have a significant effect on their computational thinking skills. Based on the results of the research, it is recommended to teach block-based programming before text-based programming, to include game-themed activities, to ensure active participation of students, and to use multidimensional and alternative measurement tools to measure computational thinking skills to comprehend algorithm stages in programming instruction.

Kaynakça

  • Akçay, A., Çoklar, A. N. (2016). A proposal for the development of cognitive skills: Programming education. In: A. İşman, H. F. Odabaşı, B. Akkoyunlu (Eds.), Educational technology readings (pp.121-140). TOJET- The Turkish Online Journal of Educational Technology.
  • Akpınar, Y., Altun, A. (2014). The need for programming education in information society schools. İlköğretim Online, 13(1), 1-4.
  • Ali, A. M., Tumian, A., Seman, M. S. A. (2017, July). A conceptual approach for understanding computer programming skills development. Proceeding of Research and Innovation in Information Systems (ICRIIS) 2017, Malaysia, pp. 1-5.
  • https://doi.org/10.1109/ICRIIS.2017.8002526 
  • Altun, A., Mazman, S. G. (2012). Validity and reliability study of the Turkish form of the perception of self-efficacy for programming scale. Journal of Measurement and Evaluation in Education and Psychology, 3(2), 297-308.
  • Arabacıoğlu, C., Bülbül, H., & Filiz, A. (2007, January-February). A new approach in computer programming teaching. Academic İnformation'07 - IX. Proceedings of Academic İnformation Conference, Turkey- Kütahya, pp.193-197.
  • Aşkar, P., Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1).
  • Azar, A. (2012). Self-efficacy beliefs of prospective secondary science and mathematics teachers. International Journal of Management Economics and Business, 6(12), 235-252.
  • Barut, E., Kuzu, A. (2017). Comparison of Turkey and England information technologies curricula in terms of objectives, learning outcomes, activities, measurement, and evaluation processes. Trakya University Journal of Faculty of Education, 7(2), 721-745.
  • Brennan, K., Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 Annual Meeting of The American Educational Research Association, Vancouver, Canada, Vol. 1, p. 25.
  • Cevahir, H., Özdemir, M. (2017). Teacher opinions and solution suggestions for the difficulties encountered in programming teaching. 11th International Computer and Instructional Technology Symposium Proceedings, Turkey- Malatya, pp. 24-26.
  • Churches, A. (2008). Bloom's taxonomy blooms digitally. Tech & Learning, 1, 1-6.
  • Coşar, M. (2013). The effects of computer programming studies in a problem-based learning environment on academic achievement, critical thinking tendency and attitude towards computers. [Unpublished Doctoral Dissertation]. Gazi University.
  • Çakallıoğlu, S. N. (2008). The effect of science teaching based on project-based learning approach on academic achievement and attitude. [Unpublished master’s thesis]. Çukurova University.
  • Çatlak, Ş., Tekdal, M., Baz, F. Ç. (2015). The status of teaching programming with Scratch software: A document review study. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25
  • Davidson, K., Larzon, L., & Ljunggren, K. (2010). Self-efficacy in programming among STS students. Retrieved from http://www.it.uu.se/edu/course/homepage/datadidaktik/ht10/reports/Self-Efficacy.pdf.
  • Denner, J., Werner, L. (2011, April 8-12). Measuring computational thinking in middle school using game programming. Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f629baf5301d843c9f1d448edca901d0632dd278
  • Feldhusen, J. F., & Kolloff, M. B. (1988). A three-stage model for gifted education. Gifted Child Today Magazine, 11(1), 14-20. https://doi.org/10.1177/107621758801100104
  • Gezgin, D. M., Adnan, M. (2016). Investigation of mechanical engineering and econometrics students' self-efficacy perceptions about programming. Journal of Ahi Evran University Kırşehir Faculty of Education, 17(2), 509-525.
  • Grover, S. (2015, April 15-20). Systems of assessments" for deeper learning of computational thinking in K-12. In Proceedings of the 2015 Annual Meeting of The American Educational Research Association (AERA), Chicago, Illinois. https://www.sri.com/wp-content/uploads/2022/04/aera2015-_systems_of_assessments_for_deeper_learning_of_computational_thinking_in_k-12.pdf
  • Güneş, F. (2010). Innovations coming with constructivist approach in education.  Journal of Education Review. 6(16), 3-10
  • Jegede, P. O. (2009, August). Predictors of java programming self-efficacy among engineering students in a Nigerian university. International Journal of Computer Science and Information Security, IJCSIS, USA. Vol. 4, No. 1&2, https://doi.org/10.48550/arXiv.0909.0074
  • Kert, S. B., Yeni, S., Şahiner, A. (2017, May 24-26). Investigation of sub-skills associated with computational thinking. International Computer and Instructional Technologies Symposium Full Textbook, Malatya, Turkey. 726-738.
  • Korkmaz, Ö., Çakır, R., Özden, M. Y., Oluk, A. & Sarıoğlu, S. (2015). Investigation of individuals' computer thinking skills in terms of different variables. Ondokuz Mayıs University Journal of Education Faculty, 34 (2), 68-87.
  • Retrieved from https://dergipark.org.tr/tr/pub/omuefd/issue/20284/215276.
  • Kutlu, N., Gökdere, M. (2013). Enriching project-based learning: The three-stage Purdue model. Journal of Dicle University Ziya Gökalp Faculty of Education, 20(2013), 293-311.
  • 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.
  • Mazman, S. G., Altun, A. (2013). The effect of the Programming-I courses on the self-efficacy perceptions of the students of the Department of ITIT on programming. Journal of Instructional Technologies & Teacher Education, 2(3), 24-29
  • Nash, J. (2017). Turn coders into computational thinkers | ISTE. ISTE. https://www.iste.org/explore/Innovator-solutions/Turn-coders-into- computational thinkers
  • Porter, R., Calder, P. (2004, January). Patterns in learning to program: an experiment? In Proceedings of the Sixth Australasian Conference on Computing Education, Australian Computer Society, Inc., 30, 241-246.
  • 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), 60-67.
  • Saracaloğlu, A. S., Akamca, G. Ö., Yeşildere, S. (2006). The place of project-based learning in primary education. Turkish Journal of Educational Sciences, 4(3), 241-260.
  • Sayın, Z., Seferoğlu, S. S. (2016, February 3-5). Coding education as a new 21st century skill and the impact of coding on education policies. Academic İnformation Conference, Aydın, Turkey. https://yunus.hacettepe.edu.tr/~sadi/yayayin/AB16_Sayin-Seferoglu_Kodlama.pdf
  • Ülküdür, M. A., Bacanak, A. (2016). Comparison of project-based learning activities and game-based learning activities in preparation (development) dimension. Bayburt Education Faculty Journal, 8(1), 21-43.
  • Wiedenbeck, S. (2005, October). Factors affecting the success of non-majors in learning to program. In Proceedings of The First International Workshop on Computing Education Research (ICER'05), 13-24. https://doi.org/10.1145/1089786.1089788
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Veri Yönetimi ve Veri Bilimi (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Hayrünnisa Ergin 0000-0003-2625-0043

Yüksel Deniz Arıkan 0000-0002-7151-5381

Yayımlanma Tarihi 23 Kasım 2023
Gönderilme Tarihi 12 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 14 Sayı: 55

Kaynak Göster

APA Ergin, H., & Arıkan, Y. D. (2023). The Effect of Project Based Learning Approach on Computational Thinking Skills and Programming Self-Efficacy Beliefs. AJIT-E: Academic Journal of Information Technology, 14(55), 320-334. https://doi.org/10.5824/ajite.2023.04.001.x