Okulöncesi Eğitimde Kodlama, Robotik ve Bilişimsel Düşünme: Magne-Board'un Gelişimi

Year 2021, Issue: 23, 52 - 61, 30.04.2021

Batıkan Erdem Demir Funda Demir

https://doi.org/10.31590/ejosat.842483

Cited By: 2

Abstract

STEM (Science, Technology, Engineering, and Mathematics - Fen, Teknoloji, Mühendislik ve Matematik) eğitimi kapsamında verilen kodlama eğitimi, çocuklara bilişimsel düşünme becerileri kazandırmaktadır. Bilişimsel düşünme, bir dizi problem çözme, algoritmik düşünme, analitik düşünme ve eleştirel düşünme becerilerini içerir. Çocuklara kodlama eğitimi ER (Educational Robotics – Eğitici Robotlar) tarafından verildiğinde eğitimin içeriği daha somut ve eğlenceli hale gelir. Ek olarak, ER motor becerilerin ve el-göz koordinasyonunun geliştirilmesine yardımcı olur. Çocukları işbirliğine ve ekip çalışmasına yönlendirerek sosyal gelişimini destekler. Bu çalışmada kodlama eğitimini okul öncesi çocuklara uygun hale getiren manyetik kartlı eğitici bir kodlama robotu tasarlanmıştır. Bu platform çekici görsel tasarıma, sesli ve ışıklı uyarılara sahiptir. Ayrıca bilgisayardan bağımsızdır, kolayca taşınabilir ve kablosuz olarak çalıştırılabilir. Eğitim robotu 4-5 yaş arası 40 çocuğun kullanımına sunuldu. Çocukların robotla etkileşimi okul öncesi öğretmenleri ve akademisyenlerden oluşan toplam 10 kişi tarafından gözlemlendi. Hazırlanan eğitim robotun okul öncesi çocuklara öğretmek için yararlı bir materyal olup olmadığını değerlendirmek için açık uçlu sorular içeren bir değerlendirme formu oluşturuldu. Kullanıcılardan gelen cevap ve öneriler kayıt altına alındı ve içerik analizine göre yorumlandı. Elde edilen verilere göre geliştirilen manyetik platformlu eğitici kodlama robotunun hedef grubun pedagojik özelliklerine uygun olduğu belirlendi. Ayrıca beklenen amaç için kullanılabilecek bir eğitim materyali olduğu sonucuna ulaşıldı.

Keywords

Kodlama Eğitimi, Bilişimsel Düşünme, Eğitim Robotu

Coding, Robotics and Computational Thinking in Preschool Education: The Design of Magne-Board

Abstract

The coding education given within the scope of STEM (Science, Technology, Engineering, and Mathematics) education gives children computational thinking skills. Computational thinking involves a set of problem-solving, algorithmically thinking, analytical thinking and critical thinking skills. When the coding education is given to children by an ER (Educational Robotics), the content of the education becomes more tangible and fun. In addition, ER helps develop motor skills and hand-eye coordination. It supports children's social development by directing them to collaboration and teamwork. In this study, an educational coding robot with magnetic board that makes the coding education suitable for preschool children was designed. This platform has attractive visual design, audible and illuminated warnings. In addition, it is computer-independent, easily portable and can be operated wirelessly. The educational robot was introduced for use by 40 children aged 4-5 years old. The interaction of the children with the robot was observed by 10 people in total, consisting of pre-school teachers and academicians. An evaluation form containing open-ended questions has been created to evaluate whether the prepared educational robot is a useful material for teaching pre-school children. Answers and suggestions from users were recorded and interpreted according to content analysis. It was determined that the educational coding robot with magnetic platform developed according to the obtained data is suitable for the pedagogical properties of the target group. In addition, it is concluded that there is an educational material that can be used for the expected purpose.

Keywords

Coding education, Computational thinking, Educational Robotics, STEM

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