Research Article
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Year 2020, Volume: 9 Issue: 2, 114 - 124, 21.12.2020

Abstract

Code.org, öğrencilerin bilgisayar bilimine erişimlerini sağlayarak kodlama ve algoritma becerilerini geliştirmeyi hedeflemektedir. Amazon, Facebook, Google, Microsoft vb. birçok teknolojik kurum tarafından desteklenmektedir. Bu çalışmanın temel amacı Code.org etkinliklerinin ortaokul öğrencilerinin problem çözme becerilerine yönelik algıları ve programlama öz-yeterlikleri üzerindeki etkisini incelemektir. 2018-2019 eğitim-öğretim yılı güz döneminde tek gruplu ön test - son test deneme öncesi deneysel desende gerçekleştirilen çalışmaya ortaokul altıncı sınıfta öğrenimlerine devam eden 28 kız ve 31 erkek olmak üzere toplam 59 öğrenci katılmıştır. Öğrencilere Code.org üzerinden Klasik Labirent, Flappy Bird, Sanatçı 1 ve 2 etkinlikleri düzeylerine uygun olarak seçilerek yaptırılmıştır. Her bir etkinlik iki saat olmak üzere çalışma dört hafta toplam sekiz saat olarak gerçekleşmiştir. Uygulamaya geçmeden önce öğrencilere Code.org ve süreç hakkında gerekli bilgilendirmeler yapılmıştır. Etkinliklerden önce ve sonra problem çözme becerilerine yönelik algı ölçeği ile programlama öz-yeterlik ölçeği uygulanmıştır. Analiz aşamasında normallik testleriyle birlikte gerekli varsayımlar karşılandığından parametrik testlerden ilişkili ve ilişkisiz örneklemler için t-testi analizleri kullanılmıştır. Elde edilen verilerin çözümlenmesi sonucunda uygulanan etkinliklerin öğrencilerin, programlama öz yeterlikleri üzerinde anlamlı bir etkisinin olmadığı ancak problem çözme becerilerine yönelik algılarını olumsuz etkilediği görülmüştür. Algılardaki düşüşün problem çözme becerilerine yönelik isteklilik ve kararlılık algısından kaynaklandığı bulunmuştur. Aynı zamanda kız öğrencilerin erkek öğrencilere oranla daha olumsuz etkilendiği sonucuna ulaşılmıştır. Kodlama öğretim sürecinde öğrencilerin bireysel farklılıklarına uygun öğretim yöntemlerinden yararlanılması ve daha uzun süreli çalışmalarda Code.org etkinlik türlerinin öğrencilerin bilişsel gelişimlerine etkisinin incelenmesi önerilebilir.

References

  • Arfe, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers & Education, 148, 103807. doi: 10.1016/j.compedu.2020.103807
  • Aydın, E. (2006). Etki büyüklüğü kavramı ve matematik eğitimi araştırmalarında uygulanması. 15. İstatistik Araştırma Sempozyumu (11-12 Mayıs 2006), Ankara.
  • Barradas, R., Lencastre, J. A., Soares, S., & Valente, A. (2020). Developing computational thinking in early ages: A review of the Code.org platform. In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020, pp.157-168; May 2-4, 2020). ISBN: 978-989-758-417-6
  • Benjamin, X., Dastyni, L., Greg, L. N., Matthew, J. D., Dongsheng, D., Harrison, K., Alex, H. T., Leanne, H., Min, L., & Andrew, J. K. (2019). A theory of instruction for introductory programming skills. Computer Science Education, 29(2-3), 205-253. doi: 10.1080/08993408.2019.1565235
  • Bučková, H., & Dostál, J. (2017). Modern approach to computing teaching based on Code.org. In Proceedings of the 10th International Conference of Education, Research and Innovation (ICERI2017, pp.5091-5096; November 16-18, 2017). Seville, Spain. doi: 10.21125/iceri.2017.1337
  • Büyüköztürk, Ş. (2003). Sosyal Bilimler İçin Veri Analizi El Kitabı (3. Baskı). Ankara: PegemA 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. Doi: 10.1016/j.compedu.2017.03.001
  • Code.org (2019a). The hour of code is here. 23 Ocak 2019 tarihinde, https://code.org adresinden alınmıştır. Code.org (2019b). Hızlandırılmış Bilgisayar Bilimlerine Giriş Kursu. 23 Ocak 2019 tarihinde, https://studio.Code.org/s/20-hour adresinden alınmıştır.
  • Çalışkan, E. (2019). Kodlama öğretiminde bilgisayarsız kodlama oyunu Tospaa’nın etkisinin incelenmesi. 13. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu. (ICITS, 2-4 Mayıs 2019). Kırşehir, Türkiye.
  • Demir, E., Saatçioğlu, Ö., & İmrol, F. (2016). Uluslararası dergilerde yayımlanan eğitim araştırmalarının normallik varsayımları açısından incelenmesi. Current Research in Education, 2(3), 130-148.
  • Donley, K. S. (2018). Coding in the curriculum: learning computational practices and concepts, creative problem solving skills, and academic content in ten to fourteen-year-old children. PhD Thesis. Temple University. 3 Haziran 2020 tarihinde, https://search.proquest.com/docview/2100068134 adresinden alınmıştır.
  • Du, J., & Wimmer, H. (2019). Hour of code: A study of gender differences in computing. Information Systems Education Journal (ISEDJ), 17(4), 91-100.
  • Durak, H. Y., & Sarıtepeci, M. (2018). Analysis of the relation between computational thinking skills and various variables with the structural equation model. Computers & Education, 116, 191-202. doi: 10.1016/j.compedu.2017.09.004
  • Ekici, D. İ., ve Balım, A. G. (2013). Ortaokul öğrencileri için problem çözme becerilerine yönelik algı ölçeği: Geçerlilik ve güvenirlik çalışması. YYÜ Eğitim Fakültesi Dergisi (YYU Journal Of Education Faculty), 10(1), 67-86.
  • Erümit, A. K. (2020). Effects of different teaching approaches on programming skills. Education and Information Technologies, 25, 1013–1037. doi: 10.1007/s10639-019-10010-8
  • Erümit, A. K., Benzer, A. İ., Aksoy, D. A., Aksoy, A., ve Şahin, G. (2017) Algoritmik Düşünme için Programlama Öğretimi Adımları. H. F. Odabaşı, B. Akkoyunlu ve A. İşman (Eds). Eğitim teknolojileri okumaları, 2017 (ss. 1-15), Ankara: TOJET.
  • Erümit, K. A., Karal, H., Şahin, G., Aksoy, D. A., Aksoy Gencan, A., ve Benzer, A. İ. (2019). Programlama öğretimi için bir model önerisi: Yedi adımda programlama. Eğitim ve Bilim, 44(197), 155-183. doi: 10.15390/EB.2018.7678
  • Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Junior on the iPad. Journal of Computer Assisted Learning, 32(6), 576–593. doi: 10.1111/jcal.12155.
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200-210. doi: 10.1016/j.chb.2015.05.047
  • Kalelioğlu, F., ve Gülbahar, Y. (2014). The effects of teaching programming via Scratch on problem solving skills: A discussion from learners' perspective. Informatics in Education, 13(1), 33–50.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi (9. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Korkut, F. (2002). Lise öğrencilerinin problem çözme becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 177-184. Kukul, V., Gökçearslan, Ş., ve Günbatar, M. S. (2017). Computer programming self-efficacy scale (CPSES) for secondary school students: Development, validation and reliability. Eğitim Teknolojisi Kuram ve Uygulama, 7(1),158-179.
  • Lambić , D., Đorić, B., & Ivakić, S. (2020): Investigating the effect of the use of code.org on younger elementary school students’ attitudes towards programming, Behaviour & Information Technology, doi: 10.1080/0144929X.2020.1781931
  • Loksa, D., Ko, A. J., Jernigan, W., Oleson, A., Mendez, C. J., & Burnett, M. M. (2016). Programming, problem solving, and self-awareness: effects of explicit guidance. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI’16, pp. 1449-1461; May 7-12, 2016). San Jose, CA, USA. doi: 10.1145/2858036.2858252
  • Noh, J., & Lee, J. (2020). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68, 463–484. doi: 10.1007/s11423-019-09708-w
  • Papavlasopoulou, S., Sharma, K., & Giannakos, M. N. (2018). How do you feel about learning to code? Investigating the effect of children’s attitudes towards coding using eye-tracking. International Journal of Child-Computer Interaction, 17, 50–60. doi: 10.1016/j.ijcci.2018.01.004
  • Popat, S., & Starkey, L. (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128, 365–376. doi: 10.1016/j.compedu.2018.10.005
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45, 583–602. doi: 10.1007/s11251-017-9421-5
  • Rankin, J. (2019).Impact of robotic challenges on fifth grade problem solving. Master thesis. The Graduate College at the University of Nebraska. 24 Nisan 2020 tarihinde https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1111&context=teachlearnstudent adresinden alınmıştır.
  • Rim, H. (2017). A study on teaching using website ‘code.org’ in programming education based on computational thinking. Journal of Korea Multimedia Society, 20(2), 382-395. doi: 10.9717/kmms.2017.20.2.382
  • Román-González, M. (2015). Computational thinking test: Design guidelines and content validation. In Proceedings of the 7th Annual International Conference on Education and New Learning Technologies (EDULEARN2015, pp. 2436–2444; July 6-8, 2015). Barcelona, Spain. doi: 10.13140/RG.2.1.4203.4329.
  • Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior, 72, 678–691. doi: 10.1016/j.chb.2016.08.047.
  • Romero, M., Davidson, A. L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI’s Journal, 3. 01 Haziran 2020 tarihinde, https://www.cidui.org/revistacidui/index.php/cidui/article/view/944/909 adresinden alınmıştır.
  • Sayın, Z. ve Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim 2016 (AB16, 3-5 Şubat 2016), Adnan Menderes Üniversitesi, Aydın.
  • Scharber, C., Peterson, L., Chang, Y. H., Barksdale, S., Sivaraj, R., Constantine, A., & Englund, J. (2019). SciGirls Code: Computational participation and computer science with middle school girls. In Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019, pp. 616-619; June 17-21, 2019). Lyon, France.
  • USA Computing Olympiad. (2019). USA computing olympiad. 23 Ocak 2019 tarihinde, http://www.usaco.org/ adresinden alınmıştır.
  • Weidler-Lewis, J., DuBow, W., Kaminsky, A., & Weston, T. (2019). Supporting women’s persistence in computing and technology: A case for compulsory critical coding? Information and Learning Sciences, 120(5/6), 366-382. doi: 10.1108/ILS-08-2018-0083
  • Wilson, A., & Moffat, D. C. (2010). Evaluating Scratch to introduce younger school children to programming. In Proceedings of the 22nd Annual Psychology of Programming Interest Group (Universidad Carlos III de Madrid, Leganes, Spain). 12 Şubat 2019 tarihinde, http://scratched.gse.harvard.edu/sites/default/files/wilson-moffat-ppig2010-final.pdf adresinden alınmıştır.
  • Wong, G. K. W., & Cheung, H. Y. (2020). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming. Interactive Learning Environments, 28(4), 438-450. doi: 10.1080/10494820.2018.1534245
  • Yıldırım, H. İ. (2018). Bilim şenliklerinin ortaokul 6. sınıf öğrencilerinin problem çözme becerilerine etkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 390-409.

Code.org Etkinliklerinin Ortaokul Öğrencilerinin Problem Çözme Becerilerine ve Programlama Öz-Yeterliklerine Etkisinin İncelenmesi

Year 2020, Volume: 9 Issue: 2, 114 - 124, 21.12.2020

Abstract

Advances in computer science have profound effects on economic and social life (Durak & Sarıtepeci, 2018). With the recent coding studies, students have been preparing for the future. It is mentioned that students have gained many skills with coding instruction. Numerous countries are increasingly showing effort in coding instruction to improve students' computer programming and coding skills (Sayın & Seferoğlu, 2016). Coding Olympic Games are held in the United States to support students' coding efforts (USA Computing Olympiad, 2019). Block-based visual programming tools such as Blockly, Scratch, or Code.org can be used to teach coding at primary and secondary schools. These platforms solve many problems that may hinder learning and cognitive development in coding instruction (Wilson & Moffat, 2010). Code.org aims to help students to develop their coding and algorithm skills. Many technological institutions as Amazon, Facebook, Google, and Microsoft support Code.org. The main purpose of this study is to investigate the effect of Code.org activities on secondary school students’ perceptions about problem-solving skills and programming self-efficacy. Fifty-nine students (28 females and 31 males) were participated in the study. The students completed Classic Maze, Flappy Bird, Artist 1 and 2 activities. Each activity lasted for two hours. Total duration was four weeks and eight hours. Before the instruction process, students were informed about Code.org and the process. As data collection tools, computer programming self-efficacy scale for secondary school students developed by Kukul, Gökçearslan and Günbatar (2017) and problem-solving skills perception scale for secondary students developed by Ekici and Balım (2013) were used. These scales were applied before and after the process. The programming self-efficacy scale consists of 31 items in a five-point Likert structure. The scale has one factor and all items are positive. The total variance explained by the scale was 41.15% and Cronbach's alpha coefficient was .95. The problem-solving skills perception scale has 22 items with a five-point Likert structure. The scale has two factors. The first factor, students’ perceptions about problem-solving skills, has 15 positive items. The second factor, students’ willingness and determination perceptions about problem-solving skills', has seven negative items. The Cronbach alpha value of the whole scale was calculated as .88 by developers. In this study, it is observed that the coding instruction via Code.org has no significant effect on students' programming self-efficacy, but adversely affects their perceptions about problem-solving skills. It has been found that the negative effect is due to the perception of willingness and determination about problem solving skills.

References

  • Arfe, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers & Education, 148, 103807. doi: 10.1016/j.compedu.2020.103807
  • Aydın, E. (2006). Etki büyüklüğü kavramı ve matematik eğitimi araştırmalarında uygulanması. 15. İstatistik Araştırma Sempozyumu (11-12 Mayıs 2006), Ankara.
  • Barradas, R., Lencastre, J. A., Soares, S., & Valente, A. (2020). Developing computational thinking in early ages: A review of the Code.org platform. In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020, pp.157-168; May 2-4, 2020). ISBN: 978-989-758-417-6
  • Benjamin, X., Dastyni, L., Greg, L. N., Matthew, J. D., Dongsheng, D., Harrison, K., Alex, H. T., Leanne, H., Min, L., & Andrew, J. K. (2019). A theory of instruction for introductory programming skills. Computer Science Education, 29(2-3), 205-253. doi: 10.1080/08993408.2019.1565235
  • Bučková, H., & Dostál, J. (2017). Modern approach to computing teaching based on Code.org. In Proceedings of the 10th International Conference of Education, Research and Innovation (ICERI2017, pp.5091-5096; November 16-18, 2017). Seville, Spain. doi: 10.21125/iceri.2017.1337
  • Büyüköztürk, Ş. (2003). Sosyal Bilimler İçin Veri Analizi El Kitabı (3. Baskı). Ankara: PegemA 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. Doi: 10.1016/j.compedu.2017.03.001
  • Code.org (2019a). The hour of code is here. 23 Ocak 2019 tarihinde, https://code.org adresinden alınmıştır. Code.org (2019b). Hızlandırılmış Bilgisayar Bilimlerine Giriş Kursu. 23 Ocak 2019 tarihinde, https://studio.Code.org/s/20-hour adresinden alınmıştır.
  • Çalışkan, E. (2019). Kodlama öğretiminde bilgisayarsız kodlama oyunu Tospaa’nın etkisinin incelenmesi. 13. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu. (ICITS, 2-4 Mayıs 2019). Kırşehir, Türkiye.
  • Demir, E., Saatçioğlu, Ö., & İmrol, F. (2016). Uluslararası dergilerde yayımlanan eğitim araştırmalarının normallik varsayımları açısından incelenmesi. Current Research in Education, 2(3), 130-148.
  • Donley, K. S. (2018). Coding in the curriculum: learning computational practices and concepts, creative problem solving skills, and academic content in ten to fourteen-year-old children. PhD Thesis. Temple University. 3 Haziran 2020 tarihinde, https://search.proquest.com/docview/2100068134 adresinden alınmıştır.
  • Du, J., & Wimmer, H. (2019). Hour of code: A study of gender differences in computing. Information Systems Education Journal (ISEDJ), 17(4), 91-100.
  • Durak, H. Y., & Sarıtepeci, M. (2018). Analysis of the relation between computational thinking skills and various variables with the structural equation model. Computers & Education, 116, 191-202. doi: 10.1016/j.compedu.2017.09.004
  • Ekici, D. İ., ve Balım, A. G. (2013). Ortaokul öğrencileri için problem çözme becerilerine yönelik algı ölçeği: Geçerlilik ve güvenirlik çalışması. YYÜ Eğitim Fakültesi Dergisi (YYU Journal Of Education Faculty), 10(1), 67-86.
  • Erümit, A. K. (2020). Effects of different teaching approaches on programming skills. Education and Information Technologies, 25, 1013–1037. doi: 10.1007/s10639-019-10010-8
  • Erümit, A. K., Benzer, A. İ., Aksoy, D. A., Aksoy, A., ve Şahin, G. (2017) Algoritmik Düşünme için Programlama Öğretimi Adımları. H. F. Odabaşı, B. Akkoyunlu ve A. İşman (Eds). Eğitim teknolojileri okumaları, 2017 (ss. 1-15), Ankara: TOJET.
  • Erümit, K. A., Karal, H., Şahin, G., Aksoy, D. A., Aksoy Gencan, A., ve Benzer, A. İ. (2019). Programlama öğretimi için bir model önerisi: Yedi adımda programlama. Eğitim ve Bilim, 44(197), 155-183. doi: 10.15390/EB.2018.7678
  • Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Junior on the iPad. Journal of Computer Assisted Learning, 32(6), 576–593. doi: 10.1111/jcal.12155.
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200-210. doi: 10.1016/j.chb.2015.05.047
  • Kalelioğlu, F., ve Gülbahar, Y. (2014). The effects of teaching programming via Scratch on problem solving skills: A discussion from learners' perspective. Informatics in Education, 13(1), 33–50.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi (9. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Korkut, F. (2002). Lise öğrencilerinin problem çözme becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 177-184. Kukul, V., Gökçearslan, Ş., ve Günbatar, M. S. (2017). Computer programming self-efficacy scale (CPSES) for secondary school students: Development, validation and reliability. Eğitim Teknolojisi Kuram ve Uygulama, 7(1),158-179.
  • Lambić , D., Đorić, B., & Ivakić, S. (2020): Investigating the effect of the use of code.org on younger elementary school students’ attitudes towards programming, Behaviour & Information Technology, doi: 10.1080/0144929X.2020.1781931
  • Loksa, D., Ko, A. J., Jernigan, W., Oleson, A., Mendez, C. J., & Burnett, M. M. (2016). Programming, problem solving, and self-awareness: effects of explicit guidance. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI’16, pp. 1449-1461; May 7-12, 2016). San Jose, CA, USA. doi: 10.1145/2858036.2858252
  • Noh, J., & Lee, J. (2020). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68, 463–484. doi: 10.1007/s11423-019-09708-w
  • Papavlasopoulou, S., Sharma, K., & Giannakos, M. N. (2018). How do you feel about learning to code? Investigating the effect of children’s attitudes towards coding using eye-tracking. International Journal of Child-Computer Interaction, 17, 50–60. doi: 10.1016/j.ijcci.2018.01.004
  • Popat, S., & Starkey, L. (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128, 365–376. doi: 10.1016/j.compedu.2018.10.005
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45, 583–602. doi: 10.1007/s11251-017-9421-5
  • Rankin, J. (2019).Impact of robotic challenges on fifth grade problem solving. Master thesis. The Graduate College at the University of Nebraska. 24 Nisan 2020 tarihinde https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1111&context=teachlearnstudent adresinden alınmıştır.
  • Rim, H. (2017). A study on teaching using website ‘code.org’ in programming education based on computational thinking. Journal of Korea Multimedia Society, 20(2), 382-395. doi: 10.9717/kmms.2017.20.2.382
  • Román-González, M. (2015). Computational thinking test: Design guidelines and content validation. In Proceedings of the 7th Annual International Conference on Education and New Learning Technologies (EDULEARN2015, pp. 2436–2444; July 6-8, 2015). Barcelona, Spain. doi: 10.13140/RG.2.1.4203.4329.
  • Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior, 72, 678–691. doi: 10.1016/j.chb.2016.08.047.
  • Romero, M., Davidson, A. L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI’s Journal, 3. 01 Haziran 2020 tarihinde, https://www.cidui.org/revistacidui/index.php/cidui/article/view/944/909 adresinden alınmıştır.
  • Sayın, Z. ve Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim 2016 (AB16, 3-5 Şubat 2016), Adnan Menderes Üniversitesi, Aydın.
  • Scharber, C., Peterson, L., Chang, Y. H., Barksdale, S., Sivaraj, R., Constantine, A., & Englund, J. (2019). SciGirls Code: Computational participation and computer science with middle school girls. In Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019, pp. 616-619; June 17-21, 2019). Lyon, France.
  • USA Computing Olympiad. (2019). USA computing olympiad. 23 Ocak 2019 tarihinde, http://www.usaco.org/ adresinden alınmıştır.
  • Weidler-Lewis, J., DuBow, W., Kaminsky, A., & Weston, T. (2019). Supporting women’s persistence in computing and technology: A case for compulsory critical coding? Information and Learning Sciences, 120(5/6), 366-382. doi: 10.1108/ILS-08-2018-0083
  • Wilson, A., & Moffat, D. C. (2010). Evaluating Scratch to introduce younger school children to programming. In Proceedings of the 22nd Annual Psychology of Programming Interest Group (Universidad Carlos III de Madrid, Leganes, Spain). 12 Şubat 2019 tarihinde, http://scratched.gse.harvard.edu/sites/default/files/wilson-moffat-ppig2010-final.pdf adresinden alınmıştır.
  • Wong, G. K. W., & Cheung, H. Y. (2020). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming. Interactive Learning Environments, 28(4), 438-450. doi: 10.1080/10494820.2018.1534245
  • Yıldırım, H. İ. (2018). Bilim şenliklerinin ortaokul 6. sınıf öğrencilerinin problem çözme becerilerine etkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 390-409.
There are 39 citations in total.

Details

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

Erkan Çalışkan 0000-0002-2309-1406

Publication Date December 21, 2020
Published in Issue Year 2020 Volume: 9 Issue: 2

Cite

APA Çalışkan, E. (2020). Code.org Etkinliklerinin Ortaokul Öğrencilerinin Problem Çözme Becerilerine ve Programlama Öz-Yeterliklerine Etkisinin İncelenmesi. Journal of Instructional Technologies and Teacher Education, 9(2), 114-124.