PRE-SERVICE TEACHERS’ FLOW, ANXIETY AND COGNITIVE LOAD LEVELS IN ROBOTICS PROGRAMMING

Abstract

The aim of this study was to compare pre-service teachers’ flow experience, anxiety and cognitive loads in the process of robotics programming, based on whether they were experienced or inexperienced. The sample of the study consisted of 19 pre-service teachers (16 females, 3 males) from different specialties. Within the scope of the study, pre-service teachers carried out five robotics programming activities. Two of these activities were grouped as beginner level and three as experience-requiring activities. The Flow Experience Scale and the Cognitive Load Scale were used as data collection tools in the study. Wilcoxon signed rank test was used in the analysis of the data. It was found that, in general, the flow experience and cognitive load levels of the pre-service teachers were high, and their anxiety levels were low in the process of robotics programming. It was also found that the pre-service teachers’ level of flow experience was significantly higher, and their cognitive loads were lower if they were experienced. Anxiety levels were not significantly different in the either case. The results were discussed, and suggestions were presented in order to guide future studies.

Keywords

• pre-service teachers,robotics,programming,flow,anxiety,cognitive load

ÖĞRETMEN ADAYLARININ ROBOTİK PROGRAMLAMADA AKIŞ, KAYGI ve BİLİŞSEL YÜK SEVİYELERİ

Abstract

Bu çalışmanın amacı öğretmen adaylarının robotik programlama sürecindeki akış, kaygı ve bilişsel yük seviyelerinin deneyimsiz-deneyimli olma durumlarına göre karşılaştırılmasıdır. Çalışmanın örneklemini farklı branşlardan 19 öğretmen adayı (16 kadın, 3 erkek) oluşturmaktadır. Çalışma kapsamında öğretmen adayları beş robotik programlama etkinliği gerçekleştirmişlerdir. Bu etkinliklerden ikisi başlangıç düzeyi, üçü de deneyim gerektiren olarak gruplandırılmıştır. Çalışmada veri toplama aracı olarak akış yaşantısı ölçeği ve bilişsel yük ölçeği kullanılmıştır. Verilerin analizinde Wilcoxon işaretli sıralar testi kullanılmıştır. Elde edilen sonuçlara göre öğretmen adaylarının genel olarak robotik programlama sürecinde akış ve bilişsel yük seviyelerinin yüksek, kaygılarının ise düşük olduğu ortaya çıkmıştır. Deneyimsiz-deneyimli olma durumlarına göre yapılan karşılaştırmada; öğretmen adaylarının deneyimli oldukları durumlarda akış düzeylerinin anlamlı olarak yüksek, bilişsel yük seviyelerinin de düşük olduğu ortaya çıkmıştır. Kaygı düzeylerinin ise her iki durumda anlamlı düzeyde farklılaşmadığı belirlenmiştir. Elde edilen sonuçlar tartışılarak gelecekteki çalışmalara yön verici nitelikte öneriler sunulmuştur.

Keywords

• öğretmen adayları,robotik,programlama,akış,kaygı,bilişsel yük

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