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The Analysis of the Graduate Theses Related to Programming Instruction

Year 2017, Volume: 6 Issue: 3, 99 - 110, 07.11.2017

Abstract







The
aim of this study is to examine graduate theses including the
experimental study on programming instruction in the subject of
“education and training” in Turkey by using content analysis
method.


The
research problem of this study is "how are the tendencies of
graduate theses including experimental study on programming

instruction?"
In this context, it focuses on the following sub-problems:


Regarding
the graduate theses with experimental study on programming
instruction in Turkey;



  1. What
    is the distribution by year?




  2. What
    is the distribution by thesis type?




  3. What
    is the distribution by research method?




  4. What
    is the distribution by sample type?




  5. What
    is the distribution by data collection tool?




  6. What
    is the distribution by programming tool is used?




  7. What
    is the distribution by programming language is used?




  8. What
    is the distribution by duration of the experiment?



This
study is planned as qualitative research and it is based on document
analysis as data collection method. The thesis review form that
prepared by researchers was used to collect the data. The content
analysis was used to analyze of the data collected in the study. As a
result of the searching in the Thesis Center of Council of Higher
Education, 29 theses which contain at least one of the terms
"programlama", "kodlama", "coding" and
"programming" in the abstract of the study in the subject
of "education and training " were selected and examined for
the purpose of research. The graduate theses included in this study
were coded based on the thesis review form. The findings of this
study were displayed in graphs showing the frequency and percentage
values.


According
to the findings obtained from the graduate theses by using the thesis
review form, it was found out that;



  1. The
    number of master's theses is more than the number of doctoral
    dissertations.




  2. The
    number of theses related to programming instruction has increased in
    recent years.




  3. The
    most preferred research method is the mixed research method.




  4. The
    most used data collection tools are the scales and the success
    tests. In addition, many theses have used more than one data
    collection tool. The most commonly preferred scale type is the
    programming attitude scale.




  5. The
    most preferred sampling type is the undergraduate level. The most of
    the undergraduate students are enrolled in the department of
    computer education and instructional technology in the faculty of
    education.




  6. The
    most preferred programming language for programming instruction is
    the C# programming language.




  7. In
    some of the theses, the multimedia materials developed by the
    researcher are used to support programming instruction. The impact
    of the media on teaching programming was investigated in these
    theses. In some of the theses, the block based programming tools are
    used. In these theses the effect of the programming tool on teaching
    programming is examined. The most preferred visual programming tool
    is Scratch.




  8. The
    most of the experiments lasted between 4 and 6 weeks.



According
to the results of the research, suggestions related to programming
instruction can be listed as following;



  1. The
    research can be conducted for pre-primary, primary and secondary
    school students about programming instruction.




  2. The
    research can be conducted for students in various undergraduate
    programs other than the department of computer education and
    instructional technology.




  3. The
    problem-solving and software development approaches can be used in
    the research for programming instruction.




  4. Instructional
    design models can be used for effective programming instruction.




  5. The
    methods about how programming should be taught can be investigated
    and compared.


References

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  • Calao, L. A., Moreno-Le ́on, J., Correa, H. E., & Robles, G. (2015). Developing mathematical thinking with scratch an experiment with 6th grade students. In Design for teaching and learning in a networked world (pp. 17–27). Springer International Publishing.
  • Doğan, U., Kert, S. (2016). Bilgisayar Oyunu Geliştirme Sürecinin, Ortaokul Öğrencilerinin Eleştirel Düşünme Becerilerine ve Algoritma Başarılarına Etkisi. Boğaziçi Üniversitesi Eğitim Dergisi, 33 (2), 21-42.
  • Erdoğmuş, F. U. ve Çağıltay, K. (2009). Türkiye’de eğitim teknolojileri alanında yapılan master ve doktora tezlerinde genel eğilimler. XI. Akademik Bilişim Konferansı, Harran Üniversitesi, Şanlıurfa.
  • 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.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye’de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(1), 177-199.
  • Gupta, N., Tejovanth, N., & Murthy, P. (2012). Learning by creating: Interactive programming for Indian high schools. In Technology Enhanced Education (ICTEE), 2012 IEEE International Conference on (pp. 1-3). IEEE.
  • Han, B., Bae, Y., & Park, J. (2016). The Effect of Mathematics Achievement Variables on Scratch Programming Activities of Elementary School Students. International Journal of Software Engineering and Its Applications, 10(12), 21-30.
  • Heintz, F., Mannila, L., Färnqvist, T. (2016). A review of models for introducing computational thinking, computer science and computing in K-12 education. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-9). IEEE.
  • Hromkovič, J., Kohn, T., Komm, D., & Serafini, G. (2016). Examples of algorithmic thinking in programming education. Olympiads in Informatics, 10, 111-124.10:111–124, 2016.
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210.
  • Kozikoğlu, İ., & Senemoğlu, N. (2016). Eğitim programları ve öğretim alanında yapılan doktora tezlerinin içerik analizi (2009-2014). Eğitim ve Bilim, 40(182).
  • 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.
  • Milli Eğitim Bakanlığı. (2017). [Çevrim-içi: http://mufredat.meb.gov.tr/Veliler.aspx], Erişim tarihi: 13.10.2017.
  • Navarrete, C. C. (2013). Creative thinking in digital game design and development: A case study. Computers & Education, 69, 320-331.
  • Öngöz, S., Aydın, Ş., & Aksoy, D. A. (2016). Türkiye’de Eğitim Bilimleri Alanında Yapılan Çoklu Ortam Konulu Lisansüstü Tezlerin Eğilimleri. Journal of Instructional Technologies & Teacher Education, 5(1).
  • Scratch About. (2017). [Çevrim-içi: https://scratch.mit.edu/about/], Erişim tarihi: 21.10.2017.
  • Scratch Statistics. (2017). [Çevrim-içi: https://scratch.mit.edu/statistics/], Erişim tarihi: 21.10.2017.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.Baskı). Ankara: Seçkin Yayıncılık.
Year 2017, Volume: 6 Issue: 3, 99 - 110, 07.11.2017

Abstract

References

  • Baki, A., ve Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  • Calao, L. A., Moreno-Le ́on, J., Correa, H. E., & Robles, G. (2015). Developing mathematical thinking with scratch an experiment with 6th grade students. In Design for teaching and learning in a networked world (pp. 17–27). Springer International Publishing.
  • Doğan, U., Kert, S. (2016). Bilgisayar Oyunu Geliştirme Sürecinin, Ortaokul Öğrencilerinin Eleştirel Düşünme Becerilerine ve Algoritma Başarılarına Etkisi. Boğaziçi Üniversitesi Eğitim Dergisi, 33 (2), 21-42.
  • Erdoğmuş, F. U. ve Çağıltay, K. (2009). Türkiye’de eğitim teknolojileri alanında yapılan master ve doktora tezlerinde genel eğilimler. XI. Akademik Bilişim Konferansı, Harran Üniversitesi, Şanlıurfa.
  • 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.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye’de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(1), 177-199.
  • Gupta, N., Tejovanth, N., & Murthy, P. (2012). Learning by creating: Interactive programming for Indian high schools. In Technology Enhanced Education (ICTEE), 2012 IEEE International Conference on (pp. 1-3). IEEE.
  • Han, B., Bae, Y., & Park, J. (2016). The Effect of Mathematics Achievement Variables on Scratch Programming Activities of Elementary School Students. International Journal of Software Engineering and Its Applications, 10(12), 21-30.
  • Heintz, F., Mannila, L., Färnqvist, T. (2016). A review of models for introducing computational thinking, computer science and computing in K-12 education. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-9). IEEE.
  • Hromkovič, J., Kohn, T., Komm, D., & Serafini, G. (2016). Examples of algorithmic thinking in programming education. Olympiads in Informatics, 10, 111-124.10:111–124, 2016.
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210.
  • Kozikoğlu, İ., & Senemoğlu, N. (2016). Eğitim programları ve öğretim alanında yapılan doktora tezlerinin içerik analizi (2009-2014). Eğitim ve Bilim, 40(182).
  • 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.
  • Milli Eğitim Bakanlığı. (2017). [Çevrim-içi: http://mufredat.meb.gov.tr/Veliler.aspx], Erişim tarihi: 13.10.2017.
  • Navarrete, C. C. (2013). Creative thinking in digital game design and development: A case study. Computers & Education, 69, 320-331.
  • Öngöz, S., Aydın, Ş., & Aksoy, D. A. (2016). Türkiye’de Eğitim Bilimleri Alanında Yapılan Çoklu Ortam Konulu Lisansüstü Tezlerin Eğilimleri. Journal of Instructional Technologies & Teacher Education, 5(1).
  • Scratch About. (2017). [Çevrim-içi: https://scratch.mit.edu/about/], Erişim tarihi: 21.10.2017.
  • Scratch Statistics. (2017). [Çevrim-içi: https://scratch.mit.edu/statistics/], Erişim tarihi: 21.10.2017.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.Baskı). Ankara: Seçkin Yayıncılık.
There are 19 citations in total.

Details

Journal Section SIXTEENTH ISSUE
Authors

Ali İhsan Benzer

Ali Kürşat Erümit

Publication Date November 7, 2017
Published in Issue Year 2017 Volume: 6 Issue: 3

Cite

APA Benzer, A. İ., & Erümit, A. K. (2017). The Analysis of the Graduate Theses Related to Programming Instruction. Journal of Instructional Technologies and Teacher Education, 6(3), 99-110.