The Effects of YAP Programming Teaching Model on Students' Computational Thinking Skills

Year 2020, Volume: 28 Issue: 3, 1529 - 1540, 20.05.2020

Ali Kürşat Erümit Güven Şahin Hasan Karal

https://doi.org/10.24106/kefdergi.3915

Cited By: 1

Abstract

In this study, it is aimed to determine the effect of programming courses that are processed using YAP teaching model on students' computational thinking skills. The study was carried out with case study method for 9 weeks with 38 students in 6th grade in a secondary school in Trabzon. Computational Thinking Scale was used as data collection tool. When the results of statistical analysis were examined, a significant difference was found in students' computational thinking skills. It is thought that the factor that emerges this difference is the YAP model used with the Scratch tool. For this reason, it is suggested to use YAP model together with block based visual programming tools in programming process.

Keywords

Programming instruction, Computational thinking, Yap model, Scratch

YAP Programlama Öğretim Modelinin Öğrencilerin Bilgi-İşlemsel Düşünme Becerilerine Etkisi

Abstract

Bu çalışmada YAP öğretim modeli kullanılarak işlenen programlama derslerinin öğrencilerin bilgi-işlemsel düşünme becerisine etkisini belirlemek amaçlanmıştır. Araştırma, Trabzon ilindeki bir ortaokulda 6. sınıfta öğrenim görmekte olan 38 öğrenci ile 9 hafta boyunca durum çalışması yöntemi ile yürütülmüştür. Veri toplama aracı olarak Bilgisayarca Düşünme Ölçeği kullanılmıştır. İstatistiksel analiz sonuçlarına bakıldığında öğrencilerin bilgi-işlemsel düşünme becerilerinde anlamlı fark ortaya çıkmıştır. Bu farkın ortaya çıkmasındaki etkenin Scratch aracı ile birlikte kullanılan YAP modeli olduğu düşünülmektedir. Bu nedenle programlama öğretimi sürecinde blok tabanlı görsel programlama araçları ile birlikte YAP modelinin kullanılması önerilmektedir.

Keywords

Programlama öğretimi, Bilgi-işlemsel düşünme, Yap modeli, Scratch

References

• 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), 26-27.
• Asad, K., Tibi, M., & Raiyn, J. (2016). Primary school pupils’ attitudes toward learning programming through visual interactive environments. World Journal Of Education. 6(5), 20.
• Barut, E., Tuğtekin, U., & Kuzu, A. (2016). Robot uygulamalar ile bilgi işlemsel düşünme becerilerine bakış. In 4th Instructional Technologies & Teacher Education Symposium (210-214).
• Bovis, S. E., Harden, T., & Hotz, G. (2016). Pilot study: a pediatric pedestrian safety curriculum for preschool children. Journal of Trauma Nursing. 23(5), 247-256.
• Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2013). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom. http://www.pages.drexel.edu/~dmk25/ASEE_08.pdf
• Byrne, P., & Lyons, G. (2001). The effect of student attributes on success in programming. ACM SIGCSE Bulletin. 33(3), 49-52.
• Calder, N. (2010). Using Scratch: An integrated problem-solving approach to mathematical thinking. Australian Primary Mathematics Classroom. 15(4), 9-14.
• Choi, J. Lee, Y., & Lee, E. (2016). Puzzle based algorithm learning for cultivating computational thinking. Wireless Personal Communications. 93(1), 131-145.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: L. Erlbaum Associates.
• Coull, N. J., & Duncan, I. M. (2011). Emergent requirements for supporting introductory programming. Innovation in Teaching and Learning in Information and Computer Sciences. 10(1), 78-85.
• Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative research (4. Baskı). Boston: Pearson Education Inc.
• CSTA & ISTE (2011). Computational Thinking Teacher Resources, Second Edition. http://www.iste.org/docs/ct-documents/ct-teacher-resources_2ed-pdf.pdf?sfvrsn=2
• Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch yazılımı ile programlama öğretiminin durumu: Bir döküman inceleme çalışması. Journal of Instructional Technologies & Teacher Education. 4(3), 13-25.
• Çetin, E. (2012). Bilgisayar programlama eğitiminin çocukların problem çözme becerileri üzerine etkisi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı Bilgisayar ve Öğretim Teknolojileri Eğitimi Bilim Dalı, Ankara.
• Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Pair programming: Under what conditions is it advantageous for middle school students?. Journal of Research on Technology in Education. 46(3), 277-296.
• Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts?. Computers & Education. 58(1), 240-249.
• Doğan, U. (2015). Ortaokul öğrencilerinde bilgisayar oyunu geliştirme sürecinin öğrencilerin eleştirel düşünme becerilerine ve algoritma başarılarına etkisi. Yayımlanmamış Yüksek Lisans Tezi. Yıldız Teknik Üniversitesi Fen Bilimleri Enstitüsü Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı Bilgisayar ve Öğretim Teknolojileri Eğitimi Bilim Dalı, İstanbul.
• Erümit, K. A., Karal, H., Şahin, G., Aksoy, D. A., Aksoy, A., & Benzer, A. İ. (2019). Programlama öğretimi için bir model önerisi: yedi adımda programlama. Eğitim ve Bilim. 44(197), 155-183.
• Futschek, G. (2006). Algorithmic thinking: The key for understanding computer science. In: Mittermeir, R. (Ed.), Informatics Education The Bridge between Using and Understanding Computers (159 – 168).
• Futschek, G., & Moschits, J. (2010). Developing algorithmic thinking by inventing and playing algorithms. https://publik.tuwien.ac.at/ files/PubDat_187461.pdf
• Gomes, A., & Mendes, A. J. (2007). Learning to program - difficulties and solutions. In International Conference on Engineering Education-ICEE.
• Grover, S., Pea, R., & Cooper, S. (2016). Factors influencing computer science learning in middle school. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (552-557).
• Gülbahar, Y. (2017). Bilgi işlemsel düşünmeden programlamaya (1. Baskı) Ankara: Pegem Akademi.
• Hawi, N. (2010). Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course. Computers & Education. 54(4), 1127-1136.
• ISTE, (2016). The ISTE National Educational Technology Standards (NETS) and Performance Indicators for Students. http://www.iste.org/standards/nets-for-students
• İmal, N., & Eser, M. (2009). Programlama dili öğrenmedeki zorluklar ve çözüm yaklaşımları. http://www.emo.org.tr/ekler/8bd988bd20804a2_ek.pdf
• Kafai, Y. B., & Q. Burke. (2014). Connected code: Why children need to learn programming. MIT Press.
• Karabak, D., & Güneş, A. (2013). Ortaokul birinci sınıf öğrencileri için yazılım geliştirme alanında müfredat önerisi. Eğitim ve Öğretim Araştırmaları Dergisi. 2(3),163-169.
• Karaosmanoğlu, G., & Adıgüzel, Ö. (2017). Yaratıcı drama yönteminin 6. sınıf bilişim teknolojileri ve yazılım dersi alan öğrencilerin akademik başarılarına etkisi. İlköğretim Online. 16(2), 693-712.
• Karasar, N. (2014). Bilimsel araştırma yöntemi “kavramlar ilkeler teknikler”(26. Baskı) Ankara: Nobel.
• Kaučič, B., & Asič, T. (2011). Improving introductory programming with scratch?. In 2011 Proceedings of the 34th International Convention MIPRO. (pp. 1095-1100).
• Kalelioğlu, F., & 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.
• Kert, S. B., & Uğraş, T. (2009). Programlama eğitiminde sadelik ve eğlence: Scratch örneği. In The First International Congress of Educational Research. Çanakkale, Türkiye.
• 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 & Education. 73, 26-39.
• Korkmaz, Ö., Çakır, R., & Özden, M. Y. (2017). A validity and reliability study of the Computational Thinking Scales (CTS). Computers in Human Behavior, 72, 558-569.
• Kubica, M., & Radoszewski, J. (2010). Algorithms without programming. Olympiads in Informatics. 4, 52-66.
• Lai, C. S., & Lai, M. H. (2012). Using computer programming to enhance science learning for 5th graders in Taipei. International Symposium on Computer, Consumer and Control (146-148).
• Lai, A., & Yang, S. (2011). The learning effect of visualized programming learning on 6th graders’ problem solving and logical reasoning abilities. International Conference on Electrical and Control Engineering (6940-6944).
• Lahtinen, E., Ala-Mutka, K., & Jarvinen, H. (2005) A study of difficulties of novice programmers. In Acm Sigcse Bulletin, ACM. 37(3), 14-18.
• Lewis, O. (2011). The children of sanchez: Autobiography of a mexican family. Vintage.
• Merriam, S.B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass.
• Milková, E., & Hulkova, A. (2013). Algorithmic and logical thinking development: base of programming skills. WSEAS Transactions on Computers. 12(2), 41-51.
• Milli Eğitim Bakanlığı [MEB]. (2017). Bilişim teknolojileri ve yazılım dergisi öğretim programı, 2016-2017. Ankara: Milli Eğitim Basımevi.
• Moreno-León, J., & Robles, G. (2015). Computer programming as an educational tool in the English classroom a preliminary study. In Global Engineering Education Conference (961-966).
• Navarrete, C. C. (2013). Creative thinking in digital game design and development: A case study. Computers & Education. 69, 320–331.
• Oluk, A., & Korkmaz, Ö. (2016). Comparing student’s scratch skills with their computational thinking skills in terms of different variables. Modern Education and Computer Science. 11, 1-7.
• Özmen, B., & Altun, A. (2014). “Undergraduate students' experiences in programming: difficulties and obstacles.” Turkish Online Journal of Qualitative Inquiry. 5(3), 1-27.
• 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.
• Sarıoğlu, T., & Kartal, G. (2017). Bir yöntem olarak drama bilişim teknolojileri öğretiminde iyi bir seçenek olabilir mi?. İlköğretim Online. 16(1), 366-376.
• Shih, I.-J. (2014). The effect of scratch programming on the seventh graders’ mathematics abilities and problem solving attitudes. Unpublished master’s thesis, Taipei University, Taiwan.
• Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education. 97, 129-141.
• Şahin, G.(2018). Ortaokul seviyesinde programlama öğretimi için bir yöntem önerisi. Yayımlanmamış Yüksek Lisans Tezi, Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı Bilgisayar ve Öğretim Teknolojileri Eğitimi Bilim Dalı, Trabzon.
• Uslu, N. A.,Mumcu, F., & Eğin, F (2018). Görsel programlama etkinliklerinin ortaokul öğrencilerinin bilgi-işlemsel düşünme becerilerine etkisi. Ege Eğitim Teknolojileri Dergisi. 2(1), 19-31.
• Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. Basic Books.
• Wing, J. M. (2006). Computational thinking. Communications of the ACM. 49(3), 33–35.
• Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for All: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends. 60(6), 565–568.
• Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık.
• Qian, Y., & Lehman, J. D. (2016). Correlates of success in introductory programming: A study with middle school students. Journal of Education and Learning. 5(2), 73. Weigend, M. (2014). The digital woodlouse--scaffolding in science-related scratch projects. Informatics in Education. 13(2), 293-305.