Otizm Spektrum Bozukluğu Olan Bir Öğrenciye Blok Tabanlı Kodlama Öğretim Süreci

Year 2022, Volume: 23 Issue: 3, 565 - 594, 01.09.2022

Canan Sola Özgüç , Damla Altın

https://doi.org/10.21565/ozelegitimdergisi.822554

Abstract

Giriş: Bu araştırmanın amacı, otizm spektrum bozukluğu (OSB) olan bir öğrenciye kodlama öğretimi sürecinin ayrıntılı bir şekilde aktarılarak, öğrencinin kodlamada elde ettiği kazanımların, süreçte karşılaşılan problemlerin ve çözüm önerilerinin incelenmesidir.
Yöntem: Araştırma durum araştırması olarak desenlenmiştir ve üç aylık bir öğretim sürecini kapsamıştır. Bu süreçte 10 yaşındaki otizm spektrum bozukluğu olan bir erkek öğrenciye kodlama becerilerinin doğrudan öğretim yöntemiyle hazırlanan öğretim oturumları, bu çalışmanın katılımcıya katkıları elde edilen çeşitli verilerle analiz edilmiştir. Veriler, içerik analizi ile Nvivo 10 programı kullanılarak analiz edilmiştir.
Bulgular: Bulgular, kodlama öğretimi sürecinin sonucunda katılımcıda önemli kazanımlar elde edildiğini göstermiştir. Elde edilen kazanımlarla katılımcının motivasyonunun arttığı görülmüştür. Katılımcı ileride kodlamayı meslek olarak yapmak istediğini belirtmiştir.
Tartışma: Bu çalışmada katılımcının programlama becerileri kazanmanın yanında bilgisayara kaydettiği belgeyi bulma, ekran görüntüsü alma ve bir şeyler yazdırma gibi yeni beceriler öğrendiği belirlenmiştir. Bu konuda yapılan çalışmalar da programlama öğretiminin mühendislik alanında kariyer planlamasına katkı sağlamasının yanında edinilen becerilerin günlük hayatta da kullanılabileceğini veya diğer mesleklerde de ihtiyaç duyulacağını ifade etmektedir. Bu çalışmada da OSB olan bireylerin teknolojiyi sadece tüketici konumda kullanmaları değil, bilgi işlemsel düşüncelerini geliştirerek teknoloji alanında üretken bireyler olmaları gerektiği vurgulanmıştır.

Keywords

STEM, otizm spektrum bozukluğu, kodlama, code.org, bilgi işlemsel düşünme, durum araştırması

Thanks

Araştırmamızın katılımcısı öğrencimize, öğrencimizin gerçekleştirdiğimiz uygulamalara katılımı konusunda bize yardımcı ve destek olan velisine, çalışmamıza değerli fikirleriyle katkı sunan Dr. Öğr. Üyesi Onur İşbulan’a ve uygulamaların video kaydına alınmasında yardımcı olan sevgili öğrencimiz İrem Avlar’a teşekkürlerimizle.

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Abstract

Introduction: The aim of this study is to review the process of teaching coding to a student with autism spectrum disorder (ASD) and to examine that student’s educational gains, problems encountered during process, and suggestions for solutions.
Method: The research was designed as a case study and involved a three-month instruction process, during which the instruction sessions were prepared via the explicit instruction method of coding skills for a 10-year-old boy with autism spectrum disorder. Further, the contributions of this study were analysed through the data obtained via content analysis method with the NVivo 10 program.
Findings: The findings indicated that the participant demonstrated significant gains as a result of the coding teaching process. He successfully completed the first and second levels in the Code.org platform by reducing the level of help given under the researcher’s supervision. The participant completed the last two lessons of his second level without any help and became independent in coding skills. The gains increased the participant’s motivation; he further stated that he wanted to make coding his future profession.
Discussion: The participant not only gained skills in programming, he also learned new skills, e.g., finding the document he saved on a computer, taking a screenshot, and printing something out. According to the literature, programming teaching not only contributes to career planning in the field of engineering, these skills can also be used in daily life or will be needed in other professions. It has been emphasized that individuals with ASD should not only use technology as consumers, but also should be productive individuals in the field of technology by developing their computational thinking skills.

Keywords

STEM, autism spectrum disorder, coding, code.org, computational thinking, case study

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