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Programlama Öğretiminin Bilgi İşlemsel Düşünme Becerisi Üzerine Etkisi Var mıdır? Boylamsal Bir Araştırma

Year 2022, Volume: 12 Issue: 1, 40 - 50, 30.04.2022

Abstract

Bu çalışmanın amacı, yükseköğretim düzeyinde gerçekleştirilen programlama öğretiminin bilgi işlemsel düşünme becerisi ve alt boyutları üzerindeki etkisini incelemektir. Çalışmada, nicel ve nitel verilerin birlikte kullanıldığı karma yöntem araştırma türlerinden açıklayıcı desen kullanılmıştır. Bu kapsamda bilgi işlemsel düşünme becerisi değişkeninin tek bir grup için, bir başlangıç noktasından alınarak belirli zaman aralıklarındaki değişimi yarı deneysel yöntemle incelenmiştir. Çalışma 18 erkek, 24 kadın olmak üzere toplam 42 lisans öğrencisiyle yürütülmüştür. Nicel veriler üniversite öğrencilerine yönelik geliştirilen bilgi işlemsel düşünme becerisi ölçeğiyle, nitel veriler ise yarı yapılandırılmış odak grup görüşmeleriyle toplanmıştır. Veriler Friedman testi, Wilcoxon işaretli sıralar testi ve betimsel içerik analizi teknikleri doğrultusunda analiz edilmiştir. Yapılan ölçümlerde programlama öğretiminin bilgi işlemsel düşünme becerisi ve bilgi işlemsel düşünme becerisinin yaratıcılık, algoritmik düşünme ve problem çözme alt boyutları üzerine anlamlı bir etkisinin olduğu, işbirliklilik ve eleştirel düşünme alt boyutları üzerine ise anlamlı bir etkisinin olmadığı sonucuna ulaşılmıştır.

References

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  • Ataman-Uslu, N., Mumcu, F., & Eğin, F. (2018). Görsel programlama etkinliklerinin ortaokul öğrencilerinin bilgi-işlemsel düşünme becerilerine etkisi. Ege Eğitim Teknolojileri Dergisi, 2(1), 19-31. https://dergipark.org.tr/tr/pub/eetd/issue/38495/410699
  • Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics. Journal of Science Education and Technology, 27(1), 70-85. https://doi.org/10.1007/s10956-017-9709-x
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  • Durak, H. Y. (2018). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning, 1-17. https://doi.org/10.1007/s10758-018-9391-y
  • Fanchamps, N. L., Slangen, L., Hennissen, P., & Specht, M. (2019). The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education, 1-20. https://doi.org/10.1007/s10798-019-09559-9
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
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  • Kafai, Y. B. & Burke, Q. (2014). Connected Code: Why Children Need to Learn Programming. The MIT Press.
  • Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596. http://hdl.handle.net/11727/3831
  • Korkmaz, Ö., Çakir, R., ve Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569. https://doi.org/10.1016/j.chb.2017.01.005
  • Korkmaz, Ö., Karaçaltı, C., & Çakır, R. (2018). Öğrencilerin programlama başarılarının bilgisayarca-eleştirel düşünme ile problem çözme becerileri çerçevesinde incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 343-370. https://dergipark.org.tr/en/pub/amauefd/issue/41157/413487
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  • Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
  • Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. https://doi.org/10.1080/20004508.2019.1627844
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. I.J. Modern Education and Computer Science, 8(11), 1-7. https://eric.ed.gov/?id=ED582994
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Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study

Year 2022, Volume: 12 Issue: 1, 40 - 50, 30.04.2022

Abstract

This study aims to examine the effect of teaching programming at a higher education level on computational thinking skills and its sub-dimensions. In the study, an explanatory design, one of the mixed-method research types in which quantitative and qualitative data are used together, was used. In this context, the change of the computational thinking skill variable for a single group taken from a starting point in certain time intervals was examined with a quasi-experimental method. The study was conducted with a total of 42 undergraduate students including 18 males and 24 females. Quantitative data were collected with the computational thinking skills scale developed for university students, and qualitative data were collected through semi-structured focus group interviews. The data were analyzed using the Friedman test, Wilcoxon signed-rank test, and descriptive content analysis techniques. In the measurements made, it was concluded that teaching programming had a significant effect on computational thinking skill and its creativity, algorithmic thinking, and problem-solving sub-dimensions, but had no significant effect on collaborative and critical thinking sub-dimensions.

References

  • Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835. https://doi.org/10.1093/comjnl/bxs074
  • Akçay, A. O., Karahan, E., & Türk, S. (2019). Bilgi işlemsel düşünme becerileri odaklı okul sonrası kodlama sürecinde ilkokul öğrencilerinin deneyimlerinin incelenmesi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi, 4(2), 38-50. https://dergipark.org.tr/tr/pub/estudamegitim/issue/50016/626608
  • Alsancak Sırakaya, D. (2019). Programlama öğretiminin bilgi işlemsel düşünme becerisine etkisi. Turkiye Sosyal Arastirmalar Dergisi, 23(2), 575-590. https://dergipark.org.tr/tr/pub/tsadergisi/issue/47639/448409
  • Ataman-Uslu, N., Mumcu, F., & Eğin, F. (2018). Görsel programlama etkinliklerinin ortaokul öğrencilerinin bilgi-işlemsel düşünme becerilerine etkisi. Ege Eğitim Teknolojileri Dergisi, 2(1), 19-31. https://dergipark.org.tr/tr/pub/eetd/issue/38495/410699
  • Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics. Journal of Science Education and Technology, 27(1), 70-85. https://doi.org/10.1007/s10956-017-9709-x
  • Aydoğdu, Ş. (2020) Blok tabanlı programlama etkinliklerinin öğretmen adaylarının programlamaya ilişkin öz yeterlilik algılarına ve hesaplamalı düşünme becerilerine etkisi. Eğitim Teknolojisi Kuram ve Uygulama, 10(1), 303-320. https://doi.org/10.17943/etku.649585
  • Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age skill for everyone. Learning & Leading with Technology, 20-23. https://eric.ed.gov/?id=EJ918910
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Chen, G., Shen, J., Barth-cohen, L., Jiang, S., Huang, X., & Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers &Education, 109, 162–175. https://doi.org/10.1016/j.compedu.2017.03.001
  • Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
  • Çakır E., (2017). Ters yüz sınıf uygulamalarının fen bilimleri 7. sınıf öğrencilerinin akademik başarı, zihinsel risk alma ve bilgisayarca düşünme becerileri üzerine etkisi (Yayınlanmamış yüksek lisans tezi), Ondokuz Mayıs Üniversitesi, Samsun. https://tez.yok.gov.tr/UlusalTezMerkezi
  • Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi. Kuramsal Eğitimbilim Dergisi, 4(1), 95-107. https://dergipark.org.tr/en/pub/akukeg/issue/29342/313994
  • De Araujo, A. L. S. O., Andrade, W. L., & Guerrero, D. D. S. (2016). A systematic mapping study on assessing computational thinking abilities. Proceedings of Frontiers in Education Conference, 1-9. https://ieeexplore.ieee.org/abstract/document/7757678
  • Djambong, T., & Freiman, V. (2016). Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments. International Association for Development of the Information Society. https://eric.ed.gov/?id=ED571389
  • Doğan, U., & Kert, S. B. (2016). Bilgisayar oyunu geliştirme sürecinin, ortaokul öğrencilerinin eleştirel düşünme becerilerine ve algoritma başarılarına etkisi. Boğaziçi Üniversitesi Eğitim Dergisi, 33(2), 21-42. https://dergipark.org.tr/en/pub/buje/issue/29693/319507
  • Doleck, T., Bazelais, P., Lemay, D. J., Saxena, A., & Basnet, R. B. (2017). Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 4(4), 355-369. https://doi.org/10.1007/s40692-017-0090-9
  • Durak, H. Y. (2018). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning, 1-17. https://doi.org/10.1007/s10758-018-9391-y
  • Fanchamps, N. L., Slangen, L., Hennissen, P., & Specht, M. (2019). The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education, 1-20. https://doi.org/10.1007/s10798-019-09559-9
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference. GEN, Boston, MA: Pearson Education, Inc.
  • Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310. https://doi.org/10.1016/j.compedu.2018.07.004
  • Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279. https://doi.org/10.1016/j.compedu.2014.11.022
  • ISTE (2015). ISTE-NETS Standards for learning, teaching, and leading in the digital age. International Society for Educational Technology. Retrieved January 12, 2019. https://www.iste.org/standards
  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
  • Kafai, Y. B. & Burke, Q. (2014). Connected Code: Why Children Need to Learn Programming. The MIT Press.
  • Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596. http://hdl.handle.net/11727/3831
  • Korkmaz, Ö., Çakir, R., ve Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569. https://doi.org/10.1016/j.chb.2017.01.005
  • Korkmaz, Ö., Karaçaltı, C., & Çakır, R. (2018). Öğrencilerin programlama başarılarının bilgisayarca-eleştirel düşünme ile problem çözme becerileri çerçevesinde incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 343-370. https://dergipark.org.tr/en/pub/amauefd/issue/41157/413487
  • Lai, A. F., & Yang, S. M. (2011, September). The learning effect of visualized programming learning on 6 th graders' problem solving and logical reasoning abilities. In 2011 International Conference on Electrical and Control Engineering (pp. 6940-6944). IEEE. https://ieeexplore.ieee.org/abstract/document/6056908
  • Lockwood, J., & Mooney, A. (2017). A pılot study ınvestıgatıng the ıntroductıon of a computer-scıence course at second level focusıng on computatıonal thınkıng. The Irish Journal of Education/Iris Eireannach an Oideachais, 42, 108-127. https://www.jstor.org/stable/26607242
  • Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
  • Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. https://doi.org/10.1080/20004508.2019.1627844
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. I.J. Modern Education and Computer Science, 8(11), 1-7. https://eric.ed.gov/?id=ED582994
  • Özçınar, H. (2017). Hesaplamali düşünme araştirmalarinin bibliyometrik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(2), 149-171. https://doi.org/10.17943/etku.288610
  • Partnership for 21st Century Skills (2009). Curriculum and instruction: A 21st century skills implementation guide. The Partnership for 21st Century Skill. http://www.p21.org/storage/documents
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There are 53 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Mithat Elçiçek 0000-0003-1845-7271

Publication Date April 30, 2022
Published in Issue Year 2022 Volume: 12 Issue: 1

Cite

APA Elçiçek, M. (2022). Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study. Yükseköğretim Ve Bilim Dergisi, 12(1), 40-50. https://doi.org/10.5961/higheredusci.936833
AMA Elçiçek M. Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study. J Higher Edu Sci. April 2022;12(1):40-50. doi:10.5961/higheredusci.936833
Chicago Elçiçek, Mithat. “Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study”. Yükseköğretim Ve Bilim Dergisi 12, no. 1 (April 2022): 40-50. https://doi.org/10.5961/higheredusci.936833.
EndNote Elçiçek M (April 1, 2022) Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study. Yükseköğretim ve Bilim Dergisi 12 1 40–50.
IEEE M. Elçiçek, “Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study”, J Higher Edu Sci, vol. 12, no. 1, pp. 40–50, 2022, doi: 10.5961/higheredusci.936833.
ISNAD Elçiçek, Mithat. “Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study”. Yükseköğretim ve Bilim Dergisi 12/1 (April 2022), 40-50. https://doi.org/10.5961/higheredusci.936833.
JAMA Elçiçek M. Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study. J Higher Edu Sci. 2022;12:40–50.
MLA Elçiçek, Mithat. “Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study”. Yükseköğretim Ve Bilim Dergisi, vol. 12, no. 1, 2022, pp. 40-50, doi:10.5961/higheredusci.936833.
Vancouver Elçiçek M. Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study. J Higher Edu Sci. 2022;12(1):40-5.