TY  - JOUR
T1  - Bilişim Teknolojileri ve Yazılım Dersi Öğretmen Adaylarının Programlamaya İlişkin Algılanan Öz Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi
TT  - Investigation of Perceived Self-Efficacy of Pre-Service Information Technology and Software Teachers for Programming Regarding Different Variables
AU  - Akçay, Arif
AU  - Çoklar, Ahmet Naci
PY  - 2018
DA  - November
Y2  - 2018
DO  - 10.24106/kefdergi.2904
JF  - Kastamonu Education Journal
JO  - Kastamonu Eğitim Dergisi
PB  - Kastamonu University
WT  - DergiPark
SN  - 2147-9844
SP  - 2163
EP  - 2176
VL  - 26
IS  - 6
LA  - tr
AB  - Programlama becerileri, teknolojinin toplumlardaki yansımalarına ayakuydurmak adına temel bilişim teknolojileri okur-yazarlığının yeterli olmadığıgünümüzde kazanılması ve uygulanması gerekli olan becerilerdir. Programlamabecerilerinin kazanılması amacı ile yapılan programlama eğitimleri, hem eğitselhem de toplumsal yararlar sağlamaktadır. Öğrencilerin yapılan programlamaeğitimi sürecinde başarılı olma durumları üzerinde birden çok etkenbulunmaktadır. Bu etkenlerden biri de öz yeterliliktir. İlköğretimdeyetiştirilmesi beklenen öğrenci profili göz önüne alındığında BilişimTeknolojileri ve Yazılım dersi öğretmen adaylarının çeşitli programlamabecerilerini elde etmesi ve bu süreçte etkili olan değişkenlerin incelenmesiönemlidir. Buradan yola çıkarak çalışmada Bilişim Teknolojileri ve Yazılımdersi öğretmen adaylarının programlamaya ilişkin algılanan öz yeterliliklerininçeşitli değişkenler ile incelenmesi amaçlanmıştır. Araştırmada nicel araştırmayöntemlerinden nedensel-karşılaştırma modeli kullanılmıştır. Araştırmaya 8farklı üniversitenin BÖTE bölümlerinde okuyan 1. ve 4. sınıf öğrencilerikatılım göstermişlerdir. Araştırmada Ramalingam ve Wiedenbeck (1998) tarafındangeliştirilen Altun ve Mazman (2012) tarafından Türkçeye uyarlanan“Programlamaya İlişkin Öz Yeterlilik Algısı Ölçeği” kullanılmıştır. Verilerinanalizinde t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır.Araştırmanın sonucunda Bilişim Teknolojileri ve Yazılım dersi öğretmenadaylarının programlamaya ilişkin algılanan öz yeterliliklerinincinsiyetlerine, sınıf düzeylerine, bölüm tercih sebeplerine, mezun olunan liseeğitimlerine ve algılanan yabancı dil düzeylerine göre anlamlı farklılıkgösterdikleri görülmüştür.
KW  - Programlama
KW  - öz yeterlilik
KW  - öğretmen adayları
N2  - Programming skills are the skills that need to be acquired and appliedin today when literacy of basic information technologies is not enough to keeppace with the reflections of technology in society. Programming training with the intent ofacquiring programming skills provides both educational and social benefits.There are multiple factors that influence students' success in the programmingtraining process. One of these factors is self-efficacy. Considering thestudent profile expected to be trained in primary education, it is importantthat the teacher candidates of Information Technologies and Software courseacquire various programming skills and the variables that are effective in thisprocess to be examined. From this, it is aimed to examine the perceived self-efficacyof Information Technology and Software course teacher candidates' programmingskills by using various variables in the study. A causal-comparison model ofquantitative research methods was used in the research. The first and fourthgrade students studying at 8 different universities in CEIT (Computer Educationand Information Technologies) department participated in the research. The"Programming Self-Efficacy Perception Scale" developed by Ramalingamand Wiedenbeck (1998) and adapted to Turkish by Altun and Mazman (2012) wasused in the research. In the analysis of the data, t-test and one-way analysisof variance (ANOVA) were used. As a result of the research, it is observed thatthe perceived programming self-efficacy of the Information Technologies andSoftware course teacher candidates differ significantly based on gender, classlevels, department choice reasons, graduated high school education andperceived foreign language levels.
CR  - Akcaoglu, M. (2014). Learning problem-solving through making games at the game design and learning summer program. Educational Technology Research and Development, 62(5), 583–600. https://doi.org/10.1007/s11423-014-9347-4
CR  - Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1), 1–4.
CR  - Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
CR  - Ambrosio, A. P., Costa, F. M., Almeida, L., Franco, A., & Macedo, J. (2011). Identifying cognitive abilities to improve CS1 outcome. In Proceedings of 41st ASEE|IEEE Frontiers in Education Conference (p. F3G–1–F3G–7). Rapid C. https://doi.org/10.1109/FIE.2011.6142824
CR  - Askar, 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). Retrieved from http://files.eric.ed.gov/fulltext/ED503900.pdf
CR  - Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
CR  - Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
CR  - Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall, Inc.
CR  - Clements, D. H., & Gullo, D. F. (1984). Effects of computer programming on young children’s cognition. Journal of Educational Psychology, 76(6), 1051–1058. https://doi.org/10.1037/0022-0663.76.6.1051
CR  - Corneliussen, H. G., & Prøitz, L. (2016). Kids Code in a rural village in Norway: could code clubs be a new arena for increasing girls’ digital interest and competence?. Information Communication and Society, 19(1), 95–110. https://doi.org/10.1080/1369118X.2015.1093529
CR  - Dekhane, S., Xu, X., & Tsoi, M. Y. (2013). Mobile app development to increase student engagement and problem solving skills. Journal of Information Systems Education, 24(4), 299–308
CR  - Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers and Education, 58, 240–249. https://doi.org/10.1016/j.compedu.2011.08.006
CR  - Doukakis, S., Giannakos, M. N., Koilias, C., & Vlamos, P. (2013). Measuring students’ acceptance and confidence in algorithms and programming: The impact of engagement with CS on Greek secondary education. Informatics in Education, 12(2), 207–219.
CR  - Erdoğan, B. (2005). Programlama başarısı ile akademik başarı, genel yetenek, bilgisayara karşı tutum, cinsiyet ve lise türü arasındaki ilişkilerin incelenmesi. Yüksek Lisans Tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
CR  - 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. https://doi.org/10.1016/j.compedu.2012.11.016
CR  - Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
CR  - Govender, D. W., & Basak, S. K. (2015). An investigation of factors related to self- efficacy for java programming among computer science education students. Journal of Governance and Regulation, 4(4), 612–619.
CR  - Gülmez, I. (2009). Programlama öğretiminde görselleştirme araçlarının kullanımının öğrenci başarı ve motivasyonuna etkisi. Yüksek Lisans Tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
CR  - Hawi, N. (2010). Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course. Computers & Education, 54, 1127–1136. https://doi.org/10.1016/j.compedu.2009.10.020
CR  - Holvikivi, J. (2010). Conditions for successful learning. In Key Competencies In The Knowledge Society (pp. 155–164). Berlin Heidelberg: Springer.
CR  - International Society for Technology in Education. (2011). ISTE standarts for computer science educators. https://www.iste.org/standards/for-computer-science-educators adresinden 12.02.2018 tarihinde erişilmiştir.
CR  - Israel, M., Wherfel, Q. M., Pearson, J., Shehab, S., & Tapia, T. (2015). Empowering K–12 Students With Disabilities to Learn Computational Thinking and Computer Programming. TEACHING Exceptional Children, 48(1), 45–53. https://doi.org/10.1177/0040059915594790
CR  - Jegede, P. O. (2009). Predictors of Java programming self-efficacy among engineering students in a Nigerian University. International Journal of Computer Science and Information Security, 4(1).
CR  - Jones, S., & Burnett, G. (2008). Spatial ability and learning to program. Human Technology, 4(1), 47–61. https://doi.org/10.17011/ht/urn.200804151352
CR  - Kanaparan, G., Cullen, R., & Mason, D. (2017). Effect of self-efficacy and emotional engagement on introductory programming students. In 28th Australasian Conference on Information Systems (pp. 1–11). Tasmania.
CR  - Karasar, N. (2013). Bilimsel araştırma yöntemi (25. Basım). Ankara: Nobel Yayıncılık.
CR  - Lau, W. W. F., & Yuen, A. H. K. (2011). Modelling programming performance: Beyond the influence of learner characteristics. Computers & Education, 57, 1202–1213. https://doi.org/10.1016/j.compedu.2011.01.002
CR  - Leeper, R. R., & Silver, J. L. (1982). Predicting success in a first programming course. In Proceedings of the 13th SIGCSE Technical Symposium on Computer Science Education (Vol. 14, pp. 147–150). https://doi.org/10.1145/953051.801357
CR  - Liao, Y.-K. C., & Bright, G. W. (1991). Effects of computer programming on cognitive outcomes: A meta-analysis. Journal of Educational Computing Research, 7(3), 251–268. https://doi.org/10.2190/E53G-HH8K-AJRR-K69M
CR  - Mazman, S. G., & Altun, A. (2013). Programlama - I dersinin BÖTE bölümü öğrencilerinin programlamaya ilişkin öz yeterlilik algıları üzerine etkisi. Journal of Instructional Technologies & Teacher Education, 2(3), 24–29.
CR  - Milic, J. (2009). Predictors of success in solving programming tasks. The Teaching of Mathmetics, 12(1), 25–31.
CR  - Milli Eğitim Bakanlığı. (2017a). Bi̇li̇şi̇m Teknoloji̇leri̇ ve Yazılım dersi̇ öğreti̇m programı. Ankara: Milli Eğitim Bakanlığı.
CR  - Milli Eğitim Bakanlığı. (2017b). Öğretmenlik mesleği genel yeterlikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
CR  - Nowaczyk, R. H. (1983). Cognitive skills needed in computer programming, https://www.learntechlib.org/p/136288/ adresinden 15.02.2018 tarihinde erişilmiştir.
CR  - Özmen, B., & Altun, A. (2014). Undergraduate students’ experiences in programming: Difficulties and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 9–27. https://doi.org/10.17569/tojqi.20328
CR  - Özyurt, Ö., & Özyurt, H. (2015). A study for determining computer programming students’ attitudes towards programming and their programming self-efficacy. Eğitimde Kuram ve Uygulama, 11(1), 51–67. https://doi.org/10.17244/eku.53204
CR  - Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.
CR  - Qian, Y., & Lehman, J. D. (2016). Correlates of success in introductory programming: A study with middle school students. Journal of Education and Learning, 5(2), 73–83. Retrieved from http://www.ccsenet.org/journal/index.php/jel/article/view/56888
CR  - Ramalingam, V., & Wiedenbeck, S. (1998). Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy. Journal of Educational Computing Research, 19(4), 367–381. https://doi.org/10.2190/C670-Y3C8-LTJ1-CT3P
CR  - Sebetci, Ö., & Aksu, G. (2014). Öğrencilerin mantıksal ve analitik düşünme becerilerinin programlama dilleri başarısına etkisi. Journal of Educational Sciences & Practices, 13(25), 65–83.
CR  - United Nations Educational Scientific and Cultural Organization. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. (J. Anderson & T. van Weert, Eds.). Paris: UNESCO.
CR  - Wiedenbeck, S., LaBelle, D., & Kain, V. (2004). Factors affecting course outcomes in introductory programming. In Proceedings of the 16th Workshop of the Psychology of Programming Interest Group (pp. 97–110). Carlow, Ireland. Retrieved from http://www.ppig.org/papers/16th-wiedenbeck.pdf
CR  - Yağcı, M. (2016). Bilişim teknolojileri (BT) öğretmen adaylarının ve bilgisayar programcılığı (BP) öğrencilerinin programlamaya karşı tutumlarının programlama öz yeterlilik algılarına etkisi. International Journal of Human Sciences, 13(1), 1418–1432. https://doi.org/10.14687/ijhs.v13i1.3502
CR  - Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self-efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789–801. https://doi.org/10.1111/bjet.12453
CR  - Yurdugül, H., & Aşkar, P. (2013). Learning programming, problem solving and gender: A longitudinal study. Procedia - Social and Behavioral Sciences, 83, 605–610. https://doi.org/10.1016/j.sbspro.2013.06.115
CR  - Yurdugül, H., & Gültekin, K. (2009). Çokluortamın bilgisayar programlama başarısı üzerine etkisi. In Proceedings of 9th International Educational Technology Conference (pp. 449–457). Ankara, Turkey.
CR  - Yükseköğretim Kurumu. (2007). Eğitim fakülteleri öğretmen yetiştirme lisans programları. Ankara. http://www.yok.gov.tr/documents/10279/49665/bilgisayar_ogretim/86c99d2e-3973-41c6-9e98-ed6d816391db adresinden 09.07.2018 tarihinde erişilmiştir.
UR  - https://doi.org/10.24106/kefdergi.2904
L1  - https://dergipark.org.tr/en/download/article-file/571484
ER  -