THE EFFECT OF BLOCK-BASED PROGRAMMING ACTIVITIES ON PRE-SERVICE TEACHERS’ COMPUTER PROGRAMMING SELF-EFFICACY AND COMPUTATIONAL THINKING SKILLS

Abstract

Nowadays programming teaching is crucial in terms of 21st century skills. In programming teaching, the improvement of computational thinking skills and self-efficacy perception are key to gaining this skill. The purpose of this study is to investigate the effect of block-based programming activities on pre-service teachers' self-efficacy perceptions and computational thinking skills. In this study, which was conducted as a single group pretest-posttest, pre-service teachers received 16 hours of block-based programming activities for 4 weeks. As a result of the research, block-based programming activities had a positive effect on pre-service teachers' programming self-efficacy perceptions. However, it was observed that the activities did not have any effect on the computational thinking skills of the pre-service teachers. In the teaching of programming, it is recommended to use block based programming activities in students with low self-efficacy.

Keywords

• block-based programming,scratch,computational thinking skills,programming self efficacy

BLOK TABANLI PROGRAMLAMA ETKİNLİKLERİNİN ÖĞRETMEN ADAYLARININ PROGRAMLAMAYA İLİŞKİN ÖZ YETERLİLİK ALGILARINA VE HESAPLAMALI DÜŞÜNME BECERİLERİNE ETKİSİ

Öz

21. yy becerileri incelendiğinde programlama öğretimi günümüzde oldukça önemlidir. Programlama öğretiminde, hesaplamalı düşünme becerilerinin ve öz yeterlilik algısının geliştirilmesi bu becerinin kazandırılmasında anahtar roldedir. Bu araştırmanın amacı, blok tabanlı programlama etkinliklerinin öğretmen adaylarının programlamaya ilişkin öz yeterlilik algıları ve hesaplamalı düşünme becerileri üzerindeki etkisinin incelenmesidir. Tek grup ön test-son test olarak yürütülen bu araştırmada öğretmen adaylarına 4 hafta boyunca toplamda 16 saat blok tabanlı programlama etkinlikleri yaptırılmıştır. Araştırma sonucunda, blok tabanlı programlama etkinliklerinin öğretmen adaylarının programlamaya ilişkin öz yeterlilik algıları üzerinde olumlu etkisi olmuştur. Buna karşın, yapılan etkinliklerin öğretmen adaylarının hesaplamalı düşünme becerileri üzerinde etkisi olmadığı görülmüştür.

Anahtar Kelimeler

• blok tabanlı programlama,scratch,hesaplamalı düşünme becerisi,programlama öz yeterliliği

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