Investigation of Middle School Students' Attitudes Towards Robotic Coding According to Different Variables

Abstract

In this study, the purpose of which was to examine the attitudes of middle school students towards robotic coding, the attitudes of students towards robotic coding were discussed in terms of different variables. The research group consists of 120 secondary school students studying in the 7th and 8th grades of public schools in the central district of Konya. In this research, quantitative research method was adopted and scanning model was used. “Demographic data form” and “Robotic Attitude Scale”, which was adapted by Şişman and Küçük (2018), were used to collect the data. Cronbach alpha coefficient of this 5-point likert type scale consisting of 24 items and four factors was determined as α = .932. The research data obtained were analyzed with the SPSS 22.0 statistics program and it was seen that the attitudes of middle school students towards robotic coding differ according to their classes and technology usage time. In addition, there is no difference between attitudes towards robotic coding according to gender and daily internet usage hours.

Keywords

• Robotic Coding
• attitude
• middle school

References

1. Akkoyunlu, B. & Orhan, F. (2003). Bilgisayar ve Öğretim Teknolojileri Bölümü (BÖTE) Öğrencilerinin Bilgisayar Kullanma Öz-Yeterlik Ġnancı Ġle Demografik Özellikleri Arasındaki ilişki. The Turkish Online Journal of Educational Technology- TOJET. 2(3), 86-93.
2. Arslan, K., & Akçelik, M. (2019). Programlama Eğitiminde Scratch’in Kullanılması: Öğretmen Adaylarının Tutum ve Algıları. Ulusal Eğitim Akademisi Dergisi. https://doi.org/10.32960/uead.455502.
3. Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers and Education. https://doi.org/10.1016/j.compedu.2019.04.013
4. Ceylan, V. K., & Gündoğdu, K. (2018). Bir olgu bilim çalışması: Kodlama eğitiminde neler yaşanıyor? Eğitim Teknolojisi Kuram ve Uygulama, 8(2), 1-34.
5. Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch Yazılımı İle Programlama Öğretiminin Durumu: Bir Doküman İnceleme Çalışması. Journal of Instructional Technologies & Teacher Education.
6. Çengel, M., Alkan, A., & Çayır, E. (2018). In The Determination Of Self-Efficacy Situations Of Information Technology Teachers’ Coding For Middle School Students, Robotic Coding And 3 Dimensional Design Examples Of Sakarya Province. Institute of Educadion Sciences, 875–883.
7. Doukakis, S., Psaltidou, A., Stavraki, A., Adamopoulos, N., Tsiotakis, P., & Stergou, S. (2010). Measuring the Technological Pedagogical Content Knowledge (TPACK) of in-
8. service teachers of computer science who teach algorithms and programming in upper secondary education. Readings in Technology and Education: Proceedings of ICICTE 2010.

9. Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. Austin, Texas: The New Media Consortium.
10. Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair St., L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends. https://doi.org/10.1007/s11528-009-0328-0.
11. Karahoca, D., Karahoca, A. & Uzunboylu, H. (2011). Robotics teaching in primary school education by project based learning for supporting science and technology courses. Procedia Computer Science, 3, 1425-1431.
12. Kasalak, İ. (2017). Robotik kodlama eğitimlerinin ortaokul öğrencilerinin kodlamaya ilişkin öz yeterlik algılarına etkisi ve etkinliklere ilişkin öğrenci yaşantıları. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
13. Maloney, J., Rusk, N., Burd, L., Silverman, B., Kafai, Y., & Resnick, M. (2004). Scratch: A sneak preview. Proceedings - Second International Conference on Creating, Connecting and Collaborating Through Computing. https://doi.org/10.1109/C5.2004.1314376.MEB. (2018). Haydi Çocuklar Kodlama Öğrenmeye.
14. Moore, J. L. (1985). Development of a questionnaire to measure secondary school pupils' attitudes to computers and robots. Educational Studies, 11(1), 33-41.
15. Numanoğlu, M., & Keser, H. (2017). Programlama Öğretiminde Robot Kullanımı-Mbot Örneği. Journal of Faculty of Education, 6(2), 497-515. DOI: 10.14686/buefad.306198
16. Öztürk, H. (2018). No Title. Retrieved from Nitel Ve Nicel Araştırma Nedir? web site: https://haldunozturk.com/nitel-ve-nicel-arastirma-nedir-aralarindaki-farklar-nelerdir/
17. Rogers, J. Jill, (2003). "Middle School Student Attitudes Towards Robotics, Science and Technology". Masters Theses.
18. Saygıner, Ş. & Tüzün, H. (2017). Programlama eğitiminde yaşanan zorluklar ve çözüm önerileri. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu, 78-90. Malatya.
19. Sayın, Z., & Seferoğlu, S. S. (2016). Coding Education as a new 21 st Century Skill and its Effect on Educational Policies. Akademik Bilişim 2016.
20. Sönmez, V., & Alacapınar, F. (2011). Örneklendirilmiş Bilimsel Araştırma Yöntemleri (Anı Yayınc). Ankara.
21. Şişman, B. & Küçük, S. (2018). Ortaokul öğrencilerine yönelik türkçe robotik tutum ölçeğinin geçerlik ve güvenirlik çalışması. Ege Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 285-299.