Araştırma Makalesi
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21. Yüzyıl Becerileri Bağlamında Kodlamaya Dayalı Eğlenceli Uygulamaların Öğretmen Görüşlerine göre Değerlendirilmesi

Yıl 2022, Cilt: 5 Sayı: 1, 14 - 24, 30.06.2022
https://doi.org/10.52134/ueader.1098111

Öz

Bu araştırmanın amacı, 21. yüzyıl becerileri bağlamında kodlamaya dayalı eğlenceli uygulamalara yönelik öğretmen görüşlerini belirlemektir. Öğretmen görüşleri çok yüzeyli Rasch ölçme modeliyle incelenmiştir. Araştırmanın çalışma grubunu Türkiye'nin farklı bölgelerinde görev yapan 14 öğretmenden oluşan puanlayıcılar oluşturmaktadır. Rasch ölçme modeline göre araştırmanın üç yüzeyi bulunmaktadır. Bu yüzeylerden ilki 14 adet puanlayıcı (jüri) olarak öğretmenlerdir. Diğeri altı adet kodlamaya dayalı eğlenceli uygulamalardır. Üçüncü yüzey ise bu uygulamalara yönelik belirlenen 11 maddeden (ölçüt) oluşmaktadır. Araştırmada kodlamaya dayalı uygulamalardan Scratch, Code.org, CodeMonkey, CodeCombat, Mobil Kod (EBA) ve mBlock uygulamaları öğretmen görüşleri doğrultusunda incelenmiştir. Analiz sonucunda Scratch ve mBlock uygulamalarının en yüksek niteliğe sahip olduğu belirlenmiştir. Diğer taraftan Mobil Kod uygulamasının ise en düşük niteliğe sahip olduğu sonucuna ulaşılmıştır. Ayrıca araştırmada incelenen kodlamaya dayalı uygulamaların öğrencilerde dayanışma ve yardımseverlik anlayışları geliştirmede zorluk yaşayabilecekleri sonucu ortaya çıkmıştır. Diğer taraftan öğretmenler bu uygulamalarla öğrencilerin yeni gelişmelere meraklı ve ilgili olacağı ve yaparak-yaşayarak öğrenme fırsatı sunacağını ifade etmişlerdir. Analiz sonucunda ayrıca jürilerin katılık ve cömertlikleri açısından ayrıldıkları tespit edilmiştir. Araştırmada ulaşılan sonuçların alana katkı sunacağı düşünülmektedir.

Kaynakça

  • Akpınar, Y., & Altun, Y. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. Elementary Education Online, 13(1), 1-4.
  • Aksu, F. N. (2019). Robotic coding and robotic competitions from the perspective of the information and communication technology teachers. Master Thesis, Balikesir University, Balıkesir, Turkey.
  • Anılan, H., & Gezer, B. (2020). Investigation of classroom teachers' views about coding activities and analytical thinking skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 4(4), 307-324.
  • Aytekin, A., Sönmez Çakır, F., Yücel, Y. B., & Kulaözü, İ. (2018). Coding science directed to future and some methods to be available and coding learned. Eurasian Journal of Researches in Social and Economics (EJRSE), 5(5), 24-41.
  • Bağra, A., & Kılınç, H. H. (2021). Secondary school students’ views on coding education. Maarif Mektepleri International Journal of Social and Humanistic Sciences, 4(1), 36-51. DOI: 10.47155/mamusbbd.946241.
  • Baştürk, R. (2010). Bilimsel araştırma ödevlerinin çok yüzeyli Rasch ölçme modeli ile değerlendirilmesi. Journal of Measurement and Evaluation in Education and Psychology, 1(1), 51-57.
  • Batdı, V. (2014). Ortaöğretim matematik öğretim programı içeriğinin Rasch ölçme modeli ve NVIVO ile analizi. Turkish Studies, 9(11), 93-109.
  • Baz, F. Ç. (2018). A comparative analysis of coding software for children. Curr Res Educ, 4(1), 36-47.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education - implications for policy and practice. P. Kampylis, Y. Punie (Eds.). JRC science for policy report. EUR 28295 EN; DOI:10.2791/792158.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. PegemA Publishing. Ankara, Turkey. ISBN 978-9944-919-28-9.
  • Çatlak, Ş., Tekdal, M., & Baz, F. (2015). The status of teaching programming with Scratch: A document review work. Journal of Instructional Technologies and Teacher Education, 4(3), 13-25.
  • Çavdar, L., Kılıçer, K., & Emmioglu Sarıkaya, E. (2022). Evaluation of the code.org online coding platform curriculum. Milli Eğitim Dergisi, 51(233), 689-714. DOI: 10.37669/milliegitim.799492.
  • Ceylan, V. K., & Gündoğdu, K. (2018). A phenomonological study: What’s happening in coding education?. Educational Technology Theory and Practice, 8(2), 1-34. DOI: 10.17943/etku.340103.
  • Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applies Nursing Research, 5(4), 194-197. DOI: 10.1016/S0897-1897(05)80008-4.
  • Doğan, O., Bulut, Z. A., & Çımrın, F. K. (2015). A scale development study to measure individuals’ sustainable consumption behavior. Ataturk University Journal of Economics & Administrative Sciences, 29(4), 659-678.
  • Esgil, M., & Gündüz, Ş. (2019). The effects of coding activities on students’ attitude towards computer and their affective participation into IT classes. Journal of Ahmet Kelesoglu Education Faculty, 1(2), 162-174. DOI: 10.38151/akef.643471.
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5--6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97. DOI: 10.1016/j.compedu.2012.11.016.
  • Göncü, A., Çetin, İ., & Top, E. (2018). Pre-service teachers’ views related to computing education: A case study. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 85-110. DOI: 10.21764/maeuefd.334560.
  • Güler, N., & Gelbal, S. (2010). A study based on classic test theory and many facet Rasch model. Eurasian Journal of Educational Research, 38, 108-125.
  • Gültepe, A. A. (2018). Make coding teaching by ICT teachers eye "students are encoding". International Journal of Leadership Training, 2(2), 50-60.
  • Hanbay Tiryaki, S., & Balaman, F. (2020). The opinions of information technologies teachers’ studying coding at the primary schools and high schools in our country. Mustafa Kemal University Journal of the Faculty of Education, 4(6), 51-63.
  • Haymana, İ., & Özalp, D. (2020). The effects of robotics and coding training on 4th grade students’ creative thinking skills. İstanbul Aydın University Journal of Education Faculty, 6(2), 247-274.
  • Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. Cambridge, MA: MIT Press.
  • Kalelioğlu, F., & Keskinkılıç, F. (2018). Bilgisayar bilimi eğitimi için öğretim yöntemleri. Y. Gülbahar (Ed.), Bilgi işlemsel düşünmeden programlamaya içinde (pp. 155-182). Ankara: Pegem Akademi. DOI:10.14527/9786052411117.07.
  • Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri, Ankara: Tekışık Web Ofset Tesisleri.
  • Keçeci, G., Alan, B., & Zengin, F. K. (2016). Educational computer games assisted learning coding attitude scale: Validity and reliability study. Education Sciences, 11(3), 184-194. DOI: 10.12739/NWSA.2016.11.3.1C0661.
  • Köse, İ. A., Usta, H. G., & Yandı A. (2016). Sunum yapma becerilerinin çok yüzeyli rasch analizi ile değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1853-1864.
  • Linacre, J. M. (1993). Generalizability theory and many facet Rasch measurement. Annual Meeting of the American Educational Research Association, (ED 364 573), 13 April 1993, Atlanta Georgia.
  • Lynch, B. K., & McNamara, T. F. (1998). Using G-theory and many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants. Language Testing, 15(2), 158-180. DOI: 10.1177/026553229801500202.
  • Numanoğlu, M., & Keser, H. (2017). Robot Usage in Programmıng Teachıng - Mbot Example. Bartin University Journal of Faculty of Education, 6(2), 497-515. DOI: 10.14686/buefad.306198.
  • Özdinç, F., & Altun, A. (2014). Factors effecting information technology teacher trainees' programming process. Elementary Education Online, 13(4), 1531-1541.
  • Partnership for 21st Century Skills (2011). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework
  • Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467. DOI: 10.1002/nur.20199.
  • Sayın, Z. (2020). Öğretmenlerin kodlama eğitiminde eğilimlerinin belirlenmesi. Journal of Instructional Technologies and Teacher Education, 9(1), 52-64.
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 2016, 3-5. Adnan Menderes University, Aydın, Turkey.
  • Semerci, Ç. (2012). Öğrencilerin BÖTE bölümüne ilişkin görüşlerinin Rasch ölçme modeline göre değerlendirilmesi (Fırat Üniversitesi örneği). NWSA-Education Sciences, 7(2), 777-784.
  • Shin, S., Park, P., & Bae, Y. (2013). The effects of an information-technology gifted program on friendship using scratch programming language and clutter. International Journal of Computer and Communication Engineering, 2(3), 246-249. DOI: 10.7763/IJCCE.2013.V2.181
  • Sırakaya, M. (2018). Student views on coding training. Ondokuz Mayis University Journal of Education Faculty, 37(2), 79-90. DOI: 10.7822/omuefd.394649.
  • Talan, T. (2020). Investigation of the studies on the use of Scratch software in education. Journal of Education and Future, 18, 95-111. DOI: 10.30786/jef.556701.
  • Veneziano, L., & Hooper, J. (1997). Research notes. A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21, 67–70.
  • Wachenchauzer, R. (2004). Work in progress-promoting critical thinking while learning programming language concepts and paradigms. 34th Annual Frontiers in Education, FIE 2004., pp. F4C-13, DOI: 10.1109/FIE.2004.1408650.
  • Yegitek, (2019). "Mobil Kod" uygulaması EBA'da yayında. Retrieved from: https://yegitek.meb.gov.tr/www/mobil-kod-uygulamasi-ebada-yayinda/icerik/2756#:~:text=%22Mobil%20Kod%22da%20kullan%C4%B1c%C4%B1lar%2C,Her%20gezegende%2030%20b%C3%B6l%C3%BCm%20bulunuyor

Evaluating Coding-Based Entertainment Applications in the Context of 21st Century Skills According to Teachers' Opinions

Yıl 2022, Cilt: 5 Sayı: 1, 14 - 24, 30.06.2022
https://doi.org/10.52134/ueader.1098111

Öz

The purpose of this study is to assess teachers’ opinions about coding-based entertainment applications in the context of 21st-century skills. Teachers' opinions were analyzed using the Many facet Rasch measurement model. The study group of the research consists of 14 teachers working in different regions of Turkey. According to the Rasch measurement model, the study has three facets. The first of these facets is the teachers as 14 raters (judges). The other facet is six entertainment applications based on coding. The third facet consists of 11 items (criteria) established for these applications. In this study, coding-based applications such as Scratch, Code.org, CodeMonkey, CodeCombat, Mobil Kod (EBA), and mBlock were examined based on teachers' opinions. The analysis showed that the Scratch and mBlock applications had the highest quality while the Mobil Kod application had the lowest quality. In addition, it was found that through the use of coding-based applications, it may be difficult to develop students' understanding of solidarity and benevolence. On the other hand, teachers indicated that these applications arouse students' curiosity and interest in new developments and enable them to learn by doing. As a result of the analysis, it was also found that judges differ in terms of their severity and leniency. It is expected that the results of the study will contribute to this area.

Kaynakça

  • Akpınar, Y., & Altun, Y. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. Elementary Education Online, 13(1), 1-4.
  • Aksu, F. N. (2019). Robotic coding and robotic competitions from the perspective of the information and communication technology teachers. Master Thesis, Balikesir University, Balıkesir, Turkey.
  • Anılan, H., & Gezer, B. (2020). Investigation of classroom teachers' views about coding activities and analytical thinking skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 4(4), 307-324.
  • Aytekin, A., Sönmez Çakır, F., Yücel, Y. B., & Kulaözü, İ. (2018). Coding science directed to future and some methods to be available and coding learned. Eurasian Journal of Researches in Social and Economics (EJRSE), 5(5), 24-41.
  • Bağra, A., & Kılınç, H. H. (2021). Secondary school students’ views on coding education. Maarif Mektepleri International Journal of Social and Humanistic Sciences, 4(1), 36-51. DOI: 10.47155/mamusbbd.946241.
  • Baştürk, R. (2010). Bilimsel araştırma ödevlerinin çok yüzeyli Rasch ölçme modeli ile değerlendirilmesi. Journal of Measurement and Evaluation in Education and Psychology, 1(1), 51-57.
  • Batdı, V. (2014). Ortaöğretim matematik öğretim programı içeriğinin Rasch ölçme modeli ve NVIVO ile analizi. Turkish Studies, 9(11), 93-109.
  • Baz, F. Ç. (2018). A comparative analysis of coding software for children. Curr Res Educ, 4(1), 36-47.
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education - implications for policy and practice. P. Kampylis, Y. Punie (Eds.). JRC science for policy report. EUR 28295 EN; DOI:10.2791/792158.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. PegemA Publishing. Ankara, Turkey. ISBN 978-9944-919-28-9.
  • Çatlak, Ş., Tekdal, M., & Baz, F. (2015). The status of teaching programming with Scratch: A document review work. Journal of Instructional Technologies and Teacher Education, 4(3), 13-25.
  • Çavdar, L., Kılıçer, K., & Emmioglu Sarıkaya, E. (2022). Evaluation of the code.org online coding platform curriculum. Milli Eğitim Dergisi, 51(233), 689-714. DOI: 10.37669/milliegitim.799492.
  • Ceylan, V. K., & Gündoğdu, K. (2018). A phenomonological study: What’s happening in coding education?. Educational Technology Theory and Practice, 8(2), 1-34. DOI: 10.17943/etku.340103.
  • Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applies Nursing Research, 5(4), 194-197. DOI: 10.1016/S0897-1897(05)80008-4.
  • Doğan, O., Bulut, Z. A., & Çımrın, F. K. (2015). A scale development study to measure individuals’ sustainable consumption behavior. Ataturk University Journal of Economics & Administrative Sciences, 29(4), 659-678.
  • Esgil, M., & Gündüz, Ş. (2019). The effects of coding activities on students’ attitude towards computer and their affective participation into IT classes. Journal of Ahmet Kelesoglu Education Faculty, 1(2), 162-174. DOI: 10.38151/akef.643471.
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5--6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97. DOI: 10.1016/j.compedu.2012.11.016.
  • Göncü, A., Çetin, İ., & Top, E. (2018). Pre-service teachers’ views related to computing education: A case study. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 85-110. DOI: 10.21764/maeuefd.334560.
  • Güler, N., & Gelbal, S. (2010). A study based on classic test theory and many facet Rasch model. Eurasian Journal of Educational Research, 38, 108-125.
  • Gültepe, A. A. (2018). Make coding teaching by ICT teachers eye "students are encoding". International Journal of Leadership Training, 2(2), 50-60.
  • Hanbay Tiryaki, S., & Balaman, F. (2020). The opinions of information technologies teachers’ studying coding at the primary schools and high schools in our country. Mustafa Kemal University Journal of the Faculty of Education, 4(6), 51-63.
  • Haymana, İ., & Özalp, D. (2020). The effects of robotics and coding training on 4th grade students’ creative thinking skills. İstanbul Aydın University Journal of Education Faculty, 6(2), 247-274.
  • Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. Cambridge, MA: MIT Press.
  • Kalelioğlu, F., & Keskinkılıç, F. (2018). Bilgisayar bilimi eğitimi için öğretim yöntemleri. Y. Gülbahar (Ed.), Bilgi işlemsel düşünmeden programlamaya içinde (pp. 155-182). Ankara: Pegem Akademi. DOI:10.14527/9786052411117.07.
  • Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri, Ankara: Tekışık Web Ofset Tesisleri.
  • Keçeci, G., Alan, B., & Zengin, F. K. (2016). Educational computer games assisted learning coding attitude scale: Validity and reliability study. Education Sciences, 11(3), 184-194. DOI: 10.12739/NWSA.2016.11.3.1C0661.
  • Köse, İ. A., Usta, H. G., & Yandı A. (2016). Sunum yapma becerilerinin çok yüzeyli rasch analizi ile değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1853-1864.
  • Linacre, J. M. (1993). Generalizability theory and many facet Rasch measurement. Annual Meeting of the American Educational Research Association, (ED 364 573), 13 April 1993, Atlanta Georgia.
  • Lynch, B. K., & McNamara, T. F. (1998). Using G-theory and many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants. Language Testing, 15(2), 158-180. DOI: 10.1177/026553229801500202.
  • Numanoğlu, M., & Keser, H. (2017). Robot Usage in Programmıng Teachıng - Mbot Example. Bartin University Journal of Faculty of Education, 6(2), 497-515. DOI: 10.14686/buefad.306198.
  • Özdinç, F., & Altun, A. (2014). Factors effecting information technology teacher trainees' programming process. Elementary Education Online, 13(4), 1531-1541.
  • Partnership for 21st Century Skills (2011). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework
  • Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467. DOI: 10.1002/nur.20199.
  • Sayın, Z. (2020). Öğretmenlerin kodlama eğitiminde eğilimlerinin belirlenmesi. Journal of Instructional Technologies and Teacher Education, 9(1), 52-64.
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 2016, 3-5. Adnan Menderes University, Aydın, Turkey.
  • Semerci, Ç. (2012). Öğrencilerin BÖTE bölümüne ilişkin görüşlerinin Rasch ölçme modeline göre değerlendirilmesi (Fırat Üniversitesi örneği). NWSA-Education Sciences, 7(2), 777-784.
  • Shin, S., Park, P., & Bae, Y. (2013). The effects of an information-technology gifted program on friendship using scratch programming language and clutter. International Journal of Computer and Communication Engineering, 2(3), 246-249. DOI: 10.7763/IJCCE.2013.V2.181
  • Sırakaya, M. (2018). Student views on coding training. Ondokuz Mayis University Journal of Education Faculty, 37(2), 79-90. DOI: 10.7822/omuefd.394649.
  • Talan, T. (2020). Investigation of the studies on the use of Scratch software in education. Journal of Education and Future, 18, 95-111. DOI: 10.30786/jef.556701.
  • Veneziano, L., & Hooper, J. (1997). Research notes. A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21, 67–70.
  • Wachenchauzer, R. (2004). Work in progress-promoting critical thinking while learning programming language concepts and paradigms. 34th Annual Frontiers in Education, FIE 2004., pp. F4C-13, DOI: 10.1109/FIE.2004.1408650.
  • Yegitek, (2019). "Mobil Kod" uygulaması EBA'da yayında. Retrieved from: https://yegitek.meb.gov.tr/www/mobil-kod-uygulamasi-ebada-yayinda/icerik/2756#:~:text=%22Mobil%20Kod%22da%20kullan%C4%B1c%C4%B1lar%2C,Her%20gezegende%2030%20b%C3%B6l%C3%BCm%20bulunuyor
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Tarık Talan 0000-0002-5371-4520

Veli Batdı 0000-0002-7402-3251

Erken Görünüm Tarihi 30 Haziran 2022
Yayımlanma Tarihi 30 Haziran 2022
Gönderilme Tarihi 4 Nisan 2022
Kabul Tarihi 24 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 5 Sayı: 1

Kaynak Göster

APA Talan, T., & Batdı, V. (2022). Evaluating Coding-Based Entertainment Applications in the Context of 21st Century Skills According to Teachers’ Opinions. International Journal of Scholars in Education, 5(1), 14-24. https://doi.org/10.52134/ueader.1098111