BLOK TABANLI OYUNLAŞTIRILMIŞ ÖĞRETİMİN BİLGİ-İŞLEMSEL DÜŞÜNME VE KODLAMAYA YÖNELİK TUTUMA ETKİSİ

Year 2023, Issue: 95, 238 - 255, 15.09.2023

Nurullah Taş , Yusuf İslam Bolat , Özlem Savaş Başkara

https://doi.org/10.17753/sosekev.1268523

Abstract

Bu araştırma, Blok Tabanlı Oyunlaştırılmış Öğretimin kodlama eğitiminde kullanımının bilgi-işlemsel düşünme ve kodlamaya yönelik tutumlar üzerindeki etkilerini incelemeyi amaçlamaktadır. Bu amaç doğrultusunda çalışmada nicel araştırma yöntemlerinden ön-test son-test kontrol gruplu deneysel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 eğitim-öğretim yılında Bingöl ili Merkez Gazi Ortaokulu öğrencilerinden rastgele örneklem yöntemiyle seçilmiş 70 deney ve 54 kontrol grubu olmak üzere toplam 124 kişiden oluşmaktadır. Öğrencilerin bilgi-işlemsel düşünme becerilerini ölçmek için ise “Bilgi-İşlemsel Düşünme Becerisi Düzeyleri Ölçeği” kullanılmıştır. Öğrencilerin kodlamaya yönelik tutumlarını ölçebilmek için “Ortaokul Öğrencileri için Kodlamaya Yönelik Tutum Ölçeği” kullanılmıştır. Bu veriler SPSS istatistik programı ile analiz edilmiştir. Buna göre Blok Tabanlı Oyunlaştırılmış Öğretimin bilgi-işlemsel düşünmeye herhangi bir etkisi olmazken kodlama yönelik tutuma olumlu etkisi olmuştur. Blok Tabanlı Oyunlaştırılmış Öğretim özellikle ilgi, motivasyon ve öğrenme engellerini aşma açısından faydalı olma potansiyeli taşımaktadır. Ancak Blok Tabanlı Oyunlaştırılmış Öğretimin potansiyel sınırlamalarını dikkate almak ve öğrencilerin gelecekteki kodlama çalışmaları için çeşitli kodlama dilleri ve araçlarıyla tanışmalarını sağlamak önemlidir.

Keywords

Oyunlaştırma, Bilgi-İşlemsel Düşünme, Kodlamaya Yönelik Tutum

The Effect of Block-Based Gamified Learning on Computational Thinking Skills and Attitude Toward Coding

Abstract

This research aims to investigate the impact of using block-based gamified learning on computational thinking skills and attitudes toward programming in the programming classroom. To achieve this goal, an experimental research design with a pre-test and post-test control group was used as a quantitative research method. The study group of the research consisted of a total of 124 participants randomly selected from 70 experimental and 54 control students at Bingöl Central Gazi Middle School in the school year 2021-2022. The "Levels of Computational Thinking Scale" was used to measure students' computational thinking skills, and the "Attitude Scale toward Coding for Middle School Students" was used to measure their attitude toward coding. The data were analyzed using the SPSS statistical program. The results show that while Block-Based Gamified Learning had no effect on computational thinking skills, it did have a positive effect on attitudes toward coding. Block-Based Gamified Learning has the potential to have a positive impact on overcoming barriers to interest, motivation, and learning. However, it is important to consider the potential limitations of block-based gamified learning and to familiarize students with different programming languages and tools for their future programming studies.

Keywords

Gamification, Computational thinking, Attitude toward coding

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