The effects of programming education planned with TPACK framework on learning outcomes

Year 2019, Volume: 6 Issue: 2, 26 - 36, 01.12.2019

Handan Atun Ertuğrul Usta

https://doi.org/10.17275/per.19.10.6.2

Cited By: 18

Abstract

This
study aims at investigating the effects of Programming Education Planned with
TPACK (Technological Pedagogical Content Knowledge) Framework on middle school
students’ learning outputs within the ITS (Informational Technology and
Software) course. Although TPACK is known as a teacher training program, this
study demonstrates it can be used in K12 education. The sample of the research
consists of 41 6th grade level students from a Turkish middle school. This
study used a quasi-experimental research design which compares pre-test and
post-test results for experimental and control groups. Data were collected
through quantitative scales. The effects of programming education planned with
TPACK framework on students’ academic achievement, perception of
problem-solving skills and computational thinking skills are investigated.
According to the results, the means of academic achievement, problem solving
inventory and computational thinking skill scale scores of the experimental
group are significantly higher, which means TPACK framed lesson has a positive
impact on learning outcomes. As a result of this study it can be concluded that
matching technology that is suitable for the relevant content is crucial for
learning, using appropriate technology is a good strategy for learning
technology, higher order skills are improved by technology supported learning
and academic achievement can be enhanced by using enriched activities in a technological
environment.

Keywords

Tpack, primary education, programming

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