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BİLİŞİM ÖĞRETMENİ ADAYLARININ PROGRAMLAMA İLİŞKİN ÖZYETERLİKLERİNİN YORDAYICISI OLARAK BİLİŞİMSEL DÜŞÜNME VE PROBLEM ÇÖZMEYE İLİŞKİN YANSITICI DÜŞÜNME BECERİLERİ

Year 2018, Volume: 19 Issue: 1, 321 - 334, 01.08.2018

Abstract

Öz-yeterlik, bireyin kendi yeteneklerine ve kapasitesine olan inancıdır. Kişi amaca ulaşabileceğine inanıyorsa bu durum performansına olumlu yansımaktadır. Programlama becerisi, birçok beceri alanıyla ilişkili olup, özyeterlik kavramı programlama becerisinin gelişiminde önemli bir yer tutmaktadır. Programlamaya ilişkin öz- yeterliği ise kişinin program yazarken amaca ulaşabileceğine olan inancı anlamı çıkarılabilir. Bu bağlamda araştırmanın amacı, bilgisayar ve öğretim teknolojileri eğitimi bölümü öğretmen adaylarının programlamaya ilişkin öz-yeterlik algılarının, bazı demografik değişkenler, Bilişimsel düşünme ve problem çözmeye ilişkin yansıtıcı düşünme becerileri ile ne ölçüde yordandığını ortaya koymaktır. Çalışmada öğretmen adaylarından 4 bölümden oluşan anket yardımıyla veriler toplanmıştır. Ankette, demografik verileri içeren kişisel bilgiler bölümü, Ramalingam ve Wiedenbeck 1998 tarafından geliştirilen ve Altun ve Mazman 2012 tarafından Türkçe’ye uyarlanan Programlama İlişkin Öz yeterlik Ölçeği, Kızılkaya ve Aşkar 2009 tarafından geliştirilen Problem Çözmeye İlişkin Yansıtıcı Düşünme Ölçeği ve Korkmaz, Çakır ve Özden 2017 tarafından geliştirilen Bilgisayarca Düşünme Ölçeği kullanılmıştır. Çalışmada kullanılan veri toplama aracı ile Türkiye’de bulunan dört farklı üniversitenin Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümlerinde okuyan öğretmen adaylarından veriler elde edilmiştir. Verilerin analizinde Çoklu Regresyon analizi kullanılmıştır. Analiz sonuçlarına göre bağımsız değişkenler programlamaya ilişkin özyeterliği değeri ile anlamlı şekilde yordamaktadır F 3, 99 = 24.880, p< .001 . Modelin oluşmasına en önemli katkıyı bilişimsel düşünme, sonrasında problem çözmeye ilişkin yansıtıcı düşünme ve bilgisayar ile ilgili gelişmeleri takip etme katkı sunmaktadır. uyarlanmış R2 değeri .413 düzeyindedir, ki bu durum model ile programlamaya ilişkin öz-yeterliğin %41’ini açıkladığını göstermektedir.

References

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BİLİŞİM ÖĞRETMENİ ADAYLARININ PROGRAMLAMA İLİŞKİN ÖZYETERLİKLERİNİN YORDAYICISI OLARAK BİLİŞİMSEL DÜŞÜNME VE PROBLEM ÇÖZMEYE İLİŞKİN YANSITICI DÜŞÜNME BECERİLERİ

Year 2018, Volume: 19 Issue: 1, 321 - 334, 01.08.2018

Abstract

References

  • Aho, A. V. (2012). Computation and computational thinking. Computer Journal, 55(7), 833–835. http://doi.org/10.1093/comjnl/bxs074
  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers and Education, 75, 72–81. http://doi.org/10.1016/j.compedu.2014.02.003
  • Aldağ, H., & Tekdal, M. (2015). Bilgisayar kullanımı ve programlama öğretiminde cinsiyet farklılıkları. Proceeding of 1. Uluslararası Çukurova Kadın Çalışmaları Kongresi, 236–243.
  • Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
  • Askar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1), 1303–6521. Retrieved from http://files.eric.ed.gov/fulltext/ED503900.pdf
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). New York: Academic.
  • Bargury, I. Zur, Haberman, B., Cohen, A., Muller, O., Zohar, D., Levy, D., & Hotoveli, R. (2012). Implementing a new Computer Science Curriculum for middle school in Israel. 2012 Frontiers in Education Conference Proceedings, 1–6. http://doi.org/10.1109/FIE.2012.6462365
  • Barut, E., Tuğtekin, U., & Kuzu, A. (2016). Robot uygulamalar ile bilgi işlemsel düşünme becerilerine bakış. Içinde 3rd International Conference on New Trend in Education (ICNTE 2016).
  • Bergin, S., Reilly, R., & Traynor, D. (2005). Examining the role of self-regulated learning on introductory programming performance. First International Workshop on Computing Education Research, 81–86. http://doi.org/10.1145/1089786.1089794
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers and Education, 72, 145–157. http://doi.org/10.1016/j.compedu.2013.10.020
  • Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. http://doi.org/10.1016/j.chb.2017.02.059
  • Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch Yazılımı İle Programlama Öğretiminin Durumu: Bir Doküman İnceleme Çalışması. Journal of Instructional Technologies & Teacher Education, 4(3). Tarihinde adresinden erişildi http://www.jitte.org/article/view/5000163313
  • Davidsson, K., Larzon, L., & Ljunggren, K. (2013). Self-Efficacy in Programming among STS Students. Retrieved from http://www.it.uu.se/edu/course/homepage/datadidaktik/ht10/reports/SelfEfficacy.pdf
  • Demir, Ö., & Seferoglu, S. S. (2017). Yeni Kavramlar, Farklı Kullanımlar: Bilgi-İşlemsel Düşünmeyle İlgili Bir Değerlendirme (ss. 801–830).
  • Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105,98-121.
  • 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 and Education, 63, 87–97. http://doi.org/10.1016/j.compedu.2012.11.016
  • Gezgin, D. M., & Adnan, M. (2016). Makine Mühendisliği ve Ekonometri Öğrencilerinin Programlamaya İlişkin Öz Yeterlik Algılarının İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 509–525.
  • Govender, I., Govender, D., Havenga, M., Mentz, E., Breed, B., Dignum, F., & Dignum, V. (2014). Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving. TD The Journal for Transdisciplinary Research in Southern Africa, 10(1), 187–200.
  • Grout, V., & Houlden, N. (2014). Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project. Procedia - Social and Behavioral Sciences, 141, 680–685. http://doi.org/10.1016/j.sbspro.2014.05.119
  • Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. http://doi.org/10.3102/0013189X12463051
  • Haşlaman, T., & Aşkar, P. (2007). Programlama Dersi̇ ile İlgi̇li Özdüzenleyi̇ci̇ Öğrenme Strateji̇leri̇ ve Başarı Arasındaki İli̇şki̇ni̇n İncelenmesi̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110–122.
  • Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779– 1786. http://doi.org/10.1016/j.chb.2013.02.012
  • Igbaria, M., & Iivari, J. (1995). The effects of self-efficacy on computer usage. Omega, 23(6), 587–605.
  • Jaipal-Jamani, K., & Angeli, C. (2017). Effect of Robotics on Elementary Preservice Teachers’ SelfEfficacy, Science Learning, and Computational Thinking. Journal of Science Education and Technology, 26(2), 175–192. http://doi.org/10.1007/s10956-016-9663-z
  • Jones, S. P., Mitchell, B., & Humphreys, S. (2013). Computing at school in the UK : from guerrilla to gorilla. Communications of the ACM, (April), 1–13. http://doi.org/10.1016/j.compedu.2013.10.020
  • Kafai, Y. B., & Burke, Q. (2013). Computer Programming Goes Back to School. Phi Delta Kappan, 95(1), 61–65. http://doi.org/10.1177/003172171309500111
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200–210. http://doi.org/10.1016/j.chb.2015.05.047
  • Kalelioğlu F, Gülbahar Y, Akçay S, Dogan D. (2014). Curriculum Integration Ideas for Improving the Computational Thinking Skills of Learners through Programming via Scratch.. 7 th International Conference on Informatics in Schools: Situation, Evolution and Perspectives: İstanbul; 22/09/2014 - 25/09/2014
  • Karsten, R., Mitra, A., & Schmidt, D. (2012). Computer self-efficacy : A meta-analysis. Journal of Organizational Ans End User Computing, 24(4), 54–80.
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers and Education, 73, 26–39. http://doi.org/10.1016/j.compedu.2013.12.010
  • Kher, H. V., Downey, J. P., & Monk, E. (2013). A longitudinal examination of computer self-efficacy change trajectories during training. Computers in Human Behavior, 29(4), 1816–1824. http://doi.org/10.1016/j.chb.2013.02.022
  • Kim, B., Kim, T., & Kim, J. (2013). Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution. Journal of Educational Computing Research, 49(4), 437–459. http://doi.org/10.2190/EC.49.4.b
  • Kizilkaya, G., & Aşkar, P. (2009). Problem çözmeye yönelik yansitici düşünme becerisi ölçeǧinin Geliştirilmesi. Egitim ve Bilim, 34(154), 82–92.
  • Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558–569. http://doi.org/10.1016/j.chb.2017.01.005
  • Lee, C., Teo, T., & Zealand, N. (2011). Shifting Pre-service Teachers â€TM Metaeognition Through Problem Solving, 3, 570–578.
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for Intermediate Statistics: Use and Interpretation (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
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There are 58 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Serdar Çiftçi This is me

Meltem Çengel This is me

Muhammed Paf This is me

Publication Date August 1, 2018
Published in Issue Year 2018 Volume: 19 Issue: 1

Cite

APA Çiftçi, S., Çengel, M., & Paf, M. (2018). BİLİŞİM ÖĞRETMENİ ADAYLARININ PROGRAMLAMA İLİŞKİN ÖZYETERLİKLERİNİN YORDAYICISI OLARAK BİLİŞİMSEL DÜŞÜNME VE PROBLEM ÇÖZMEYE İLİŞKİN YANSITICI DÜŞÜNME BECERİLERİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 321-334.

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