Bilgi İşlemsel Düşünme Becerilerinin Bilgisayar Bilimi ve Matematik İşbirliği ile Geliştirilmesi

Abstract

Bilgi İşlemsel Düşünme (CT) becerilerinin önemi, K-12 eğitiminde önemli bir dikkat çekmiştir ve birçok araştırma çalışması, günümüz eğitiminde CT'nin oynadığı kilit rolü vurgulamaktadır. Öğrencilerin CT becerilerini geliştirmek için çeşitli yaklaşımlar eğitime entegre edilmiştir ve bilgisayar biliminin (CS) entegrasyonu en popüler yaklaşım haline gelmiştir. Bu yaklaşım, öğrencileri sadece CT ile tanıştırmakla kalmaz, aynı zamanda hem CS hem de CT için faydalı olan problem çözme kavramlarını öğretir. Ayrıca, CT, temel bilgisayar uygulamalarının geliştirilmesi için gerekli olan belirli eğilim ve özellikleri içeren problem çözme süreçlerini içerir ve bu nedenle öğrencilerin bu becerileri hem kavramsallaştırması hem de uygulaması için bir gerekliliktir. Bu çalışma, disiplinlerarası yaklaşım ile matematiğin bilgisayar bilimleri dersine entegre edilmesi ile öğrencilerin CT becerilerinin etkisini incelemeyi amaçlamaktadır. Bu deneysel araştırma, dört deney grubu ve dört kontrol grubu olmak üzere toplamda N = 188 kişilik bir örneklemle yürütülmüştür. Gruplar rastgele atanmıştır. Araştırma sonuçları, matematiğin disiplinler arası bir yaklaşımla entegrasyonu yoluyla programlama öğretiminin, öğrencilerin hem programlama hem de CT becerilerini geliştirdiğini göstermiştir. Bu çalışma, ortaokul düzeyinde bir programlama dersi için olumlu bir etki yaratan ders planları sunduğundan önemlidir.

Keywords

• Bilgi İşlemsel Düşünme
• Bilgisayar Bilimi
• K12
• Bilişim Teknolojileri
• Programlama

Improving Computational Thinking Skills with the Collaboration of Computer Science and Mathematics

Abstract

The importance of Computational Thinking (CT) skills has gained significant attention in K-12 education, with several research studies highlighting the key role of CT in today’s education. To enhance students' CT skills, various approaches have been integrated into education, with the incorporation of computer science (CS) being the most popular. This approach not only exposes students to CT but also teaches problem-solving concepts that benefit both CS and CT. Furthermore, CT involves problem-solving processes that include specific dispositions and characteristics essential for developing basic computer applications, making it a necessity for students to both conceptualize and apply these skills. The current study aims to examine the influence of programming skills by teaching CT through the integration of mathematics in an interdisciplinary exercise. This experimental research involved four experimental groups and four control groups, with an overall sample size of N = 188. The groups were randomly assigned. The study results indicated that teaching programming by integrating mathematics as an interdisciplinary approach improves both students' programming and CT skills. This study is important as it provides lesson plans for a secondary school programming course that had a positive effect on students' programming learning.

Keywords

• Computational Thinking
• Computer Science
• Programming
• ICT
• K12

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