Ortaokul Öğrencilerinin Blok Temelli Programlamaya ve Bilgi İşlemsel Düşünme Becerilerine Yönelik Öz-Yeterlik Algıları

Abstract

Bu çalışmanın amacı ortaokul öğrencilerinin blok temelli programlamaya ilişkin öz-yeterliklerini ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterliklerini belirlemektedir. Araştırmanın çalışma grubunu 256 ortaokul öğrencisi oluşturmaktadır ve araştırma nicel araştırma yöntemlerinden korelasyonel araştırma deseni ile tasarlanmıştır. Çalışma verileri kişisel bilgi formu, Blok Temelli Programlamaya İlişkin Öz-Yeterlik Algısı Ölçeği ve Ortaokul Öğrencileri İçin Bilgi İşlemsel Düşünme Becerisine Yönelik Öz-Yeterlik Algısı Ölçeği kullanılarak toplanmıştır. Araştırma sonucunda öğrencilerin blok temelli programlamaya ilişkin öz-yeterliklerini ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterliklerinin orta düzeyde olduğu, öğrencilerin blok temelli programlamaya ilişkin öz-yeterlikleri ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterlikleri arasında pozitif yönlü orta düzeyde ve anlamlı bir ilişki olduğu sonuçlarına ulaşılmıştır.

Keywords

• ortaokul öğrencileri
• blok temelli programlama
• bilgi işlemsel düşünme
• öz-yeterlik
• ilişki

Secondary School Students’ Self-Efficacy Perceptions related to Block-Based Programming and Computational Thinking Skills

Abstract

This study examined secondary school students’ self-efficacy perceptions related to block-based programming and computational thinking skills. 256 secondary school students comprised the study’s sample, and a correlational research design was utilised in the study. The study’s data collection tools consisted of a personal data form, Self-Efficacy Perception Related to Block-Based Programming scale, and Self-Efficacy Perception for Computational Thinking Skills scale. As a consequence of the research, researchers concluded that students’ self-efficacy perceptions related to block-based programming and computational thinking skills was moderate and that these two variables had a moderate and statistically significant positive relationship.

Keywords

• secondary school students
• block-based programming
• computational thinking
• self-efficacy
• relationship

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