Etkinlik Tabanlı Kodlama Etkinliklerinin Okul Öncesi Çocuklarının Görsel-Uzamsal Becerilerine Etkisi

Abstract

Araştırmanın amacı, etkinlik temelli kodlama uygulamalarının okul öncesi çocukların görsel-uzamsal becerileri üzerindeki etkisini incelemektir. Araştırma, ön test-son test kontrol gruplu yarı deneysel desen ile yürütülmüştür. Çalışma grubu, Ege Bölgesi’nde aynı ilkokul bünyesindeki 5 yaş grubu iki okul öncesi sınıfında öğrenim gören 17 deney ve 17 kontrol olmak üzere toplam 34 çocuktan oluşmaktadır. Verilerin toplanmasında, araştırmacılar tarafından geliştirilen ve beş alt boyut (şekil-zemin, mekân-konum algısı, mekânsal ilişkiler, simetri, zihinsel döndürme) içeren 12 maddelik “Görsel Uzamsal Yetenek Rubriği” kullanılmıştır. Deney grubuna altı hafta boyunca, haftada iki kez ve her oturumu yaklaşık 30–40 dakika süren, hikâye temelli ve somut materyallerle desteklenen etkinlik tabanlı kodlama programı uygulanmış; kontrol grubunda ise Milli Eğitim Bakanlığı [MEB] Okul Öncesi Eğitim Programı takip edilmiştir. Araştırmada bağımsız ve bağımlı örneklem t-testleri ile ANCOVA analizleri gerçekleştirilmiştir. Araştırma sonucunda, her iki grupta da son test puanlarının yükseldiği; ancak ön test puanları kontrol edildiğinde, deney grubu lehine anlamlı bir fark bulunduğu görülmüştür. Elde edilen bulgular, etkinlik temelli kodlama uygulamalarının okul öncesi dönemde görsel-uzamsal beceriler üzerinde güçlü bir etkiye sahip olduğunu göstermektedir. Bu sonuç, erken çocukluk eğitim programlarına kodlama temelli, somut ve deneyimsel etkinliklerin bütüncül biçimde entegrasyonunun çocukların görsel-uzamsal becerilerini anlamlı düzeyde desteklediğini ortaya koymaktadır.

Keywords

• Etkinlik tabanlı kodlama
• okul öncesi çocuklar
• görsel-uzamsal beceri.

The Effect of Activity-Based Coding Activities on Preschool Children’s Visual-Spatial Skills

Abstract

The aim of the study is to examine the effect of activity-based coding practices on preschool children’s visual–spatial skills. The research was conducted using a quasi-experimental design with a pretest–posttest control group. The study group consisted of a total of 34 children, including 17 in the experimental group and 17 in the control group, attending two 5-year-old preschool classrooms within the same primary school in the Aegean Region. For data collection, a 12-item “Visual-Spatial Ability Rubric,” developed by the researchers and comprising five sub-dimensions (figure–ground perception, space–location perception, spatial relations, symmetry, and mental rotation), was used. The experimental group received an activity-based coding program supported by stories and concrete materials for six weeks, twice a week, with each session lasting approximately 30–40 minutes, while the control group followed the Ministry of National Education [MoNE] Preschool Education Program. Independent and dependent samples t-tests, as well as ANCOVA, were conducted for data analysis. The findings revealed an increase in posttest scores in both groups; however, when pretest scores were controlled, a significant difference was found in favor of the experimental group. These results indicate that activity-based coding practices have a strong effect on visual–spatial skills in early childhood. The findings further emphasize that the holistic integration of coding-based, concrete, and experiential activities into early childhood education programs significantly supports children’s visual–spatial development.

Keywords

• Unplugged coding
• preschool children
• visual-spatial skills.

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