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Yükseköğretimde Programlama Öğretimi Sürecinde Yaşanan Bilişsel Problemler: Öğrenen-Öğreten Deneyimleri

Year 2020, Volume: 11 Issue: 1, 140 - 160, 30.01.2020
https://doi.org/10.17569/tojqi.639139

Abstract

Programlama öğretimi,
21.yy becerileri arasında gösterilen problem çözme, eleştirel düşünme,
yansıtıcı ve analitik düşünme gibi bilişsel düşünme becerilerin
geliştirilmesinde önemli bir rol oynamaktadır. Ancak, soyut yapısından dolayı
zor ve karmaşık bir süreç olarak değerlendirilmektedir. Bu bağlamda,
programlama öğretimi sürecine etki eden faktörlerin belirlenmesi ve bu
faktörlere yönelik çözüm önerilerinin geliştirilmesi önemlidir. Bu faktörlerin
başında bilişsel faktörler öne çıkmaktadır. Bu kapsamda araştırmanın amacı,
öğrenci ve öğretim elemanlarının programlama öğretimi sürecinde karşılaştıkları
bilişsel problemlere ilişkin deneyimlerinin incelenmesidir. Öğrenci ve öğretim
elemanlarının deneyimlerinin incelenmesinde içerik analizi yöntemi
kullanılmıştır. Araştırmanın katılımcıları amaca uygun örnekleme yöntemiyle
seçilen 14 lisans öğrencisi ve dört öğretim elemanından oluşmaktadır.  Veri toplama aracı olarak mülakat, yansıtıcı
öğrenci günlükleri, gözlemci raporları ve yarı yapılandırılmış odak grup
görüşmeleri kullanılmıştır. Programlama öğretimi sürecine yönelik belirlenen
bilişsel problemlerin, programlama becerisinin geliştirilmesine yönelik
çalışmalara katkı yapacağı düşünülmektedir.

References

  • Akçay, A. ve Çoklar, A. N. (2016). Bilişsel becerilerin gelişimine yönelik bir öneri: Programlama eğitimi. A. İşman, H. F. Odabaşı ve B. Akkoyunlu (Ed.), Eğitim teknolojieri okumaları 2016 içinde (s.121-139). Ankara: The Turkish Online Journal of Educational Technology (TOJET).
  • Akpınar, Y. ve Altun, A. (2014). The need for programming education in information society schools. Elementary Education Online, 13(1), 1-4.
  • Altadmri, A. and Brown, N. C. (2015, February). 37 million compilations: Investigating novice programming mistakes in large-scale student data. Paper presented at the 46th Technical Symposium on Computer Science Education, Missouri, USA.
  • Al-Tahat, K., Taha, N., Hasan, B. and Shawar, B. A. (2016, July). The impact of a 3d visual tool on female students attitude and performance in computer programming. Paper presented at the SAI Computing Conference, London, United Kingdom.
  • Altun, A. ve 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.
  • Arabacıoğlu, T., Bülbül, H. İ. ve Filiz, A. (2007, Şubat). Bilgisayar programlama öğretiminde yeni bir yaklaşım. IX. Akademik Bilişim Konferansı’nda sunulan bildiri, Dumlupınar Üniversitesi, Kütahya, Türkiye.
  • Bayman, P. and Mayer, R. E. (1983). A diagnosis of beginning programmers misconceptions of BASIC programming statements. Communications of the ACM, 26(9), 677-679.
  • Biju, S. M. (2013). Taking advantage of Alice to teach programming concepts. E-Learning and Digital Media, 10(1), 22-29.
  • Bosse, Y. and Gerosa, M. A. (2017). Why is programming so difficult to learn? Patterns of difficulties related to programming learning mid-stage. ACM SIGSOFT Software Engineering Notes, 41(6), 1-6.
  • Burns, J. (2012). School ICT to be replaced by computer science programme, BBC News. Retrieved November 27, 2018, from http://www.bbc.co.uk/ news/education.Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayınları.
  • Byrne, P. and Lyons, G. (2001). The effect of student attributes on success in programming. In S. Fincher (Eds.),The 6th Annual Conference on Innovation and Technology ın Computer Science Education (191-195). United Kingdom: ITICSE Press.
  • Cevahir, H. and Özdemir, M. (2017, Mayıs). Programlama öğretiminde karşılaşılan zorluklara yönelik öğretmen görüşleri ve çözüm önerileri. D. Kaleci (Ed.), Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu içinde (s. 304-319). Malatya: İnönü Üniversitesi.
  • Coşar, M. (2013). Problem temelli öğrenme ortamında bilgisayar programlama çalışmalarının akademik başarı, eleştirel düşünme eğilimi ve bilgisayara yönelik tutuma etkileri (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Boston: Pearson EducationDemir, F. (2015). Programlama öğretiminde eğitsel programlama dilinin farklı kullanımlarının programlama başarısı ve kaygısına etkisi (Yayınlanmamış doktora tezi). Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
  • Demirer, V. ve Nurcan, S. A. K. (2016). Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.
  • Ersoy, H., Madran, R. O. and Gülbahar, Y. (2011). Programlama dilleri öğretiminde bir model önerisi: Robot programlama. XIII. Akademik Bilişim Konferansı’nda sunulan bildiri, İnönü Üniversitesi, Malatya.
  • Esteves, M. and Mendes, A. (2004, October). A simulation tool to help learning of object oriented programming basics. Paper presented at the 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA, USA.
  • Fesakis, G. and Serafeim, K. (2009, July). Influence of the familiarization with scratch on future teachers' opinions and attitudes about programming and ICT in education. Paper presented at the ACM SIGCSE Bulletin, New York, USA.
  • Gezgin, D. M. ve Adnan, M. (2016). Makine mühendisliği ve ekonometri öğrencilerinin programlamaya ilişkin öz yeterlik algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 509-525.
  • Gomes, A. and Mendes, A. (2014, October). A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations. Paper presented at the Frontiers in Education Conference (FIE), Madrid, Spain.
  • Gomes, A. and Mendes, A. J. (2007, September). Learning to program difficulties and solutions. Paper presented at the International conference on Engineering Education, Coimbra, Portugal.
  • İmal, N. ve Eser, M. (2009). Programlama dili öğrenmedeki zorluklar ve çözüm yakla şımları. Paper presented at the Elektrik Elektronik Bilgisayar Biyomedikal Mühendislikleri Eğitimi IV. Ulusal Sempozyumu, Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 1(52), 200-210.
  • Kinnunen, P. and Malmi, L. (2008, September). CS minors in a CS1 course. Paper presented at the Fourth international Workshop on Computing Education Research, Sydney, Australia.
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications.
  • Lahtinen, E., Ala-Mutka, K. and Järvinen, H. M. (2005). A study of the difficulties of novice programmers. Acm Sigcse Bulletin, 37(3), 14-18.
  • Lazarinis, F., Karachristos, C. V., Stavropoulos, E. C. and Verykios, V. S. (2019). A blended learning course for playfully teaching programming concepts to school teachers. Education and Information Technologies, 24(2), 1237-1249.
  • Linn, M. C. and Clancy, M. J. (1992). The case for case studies of programming problems. Communications of the ACM, 35(3), 121-133.
  • Lye, S. Y. and Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12. Computers in Human Behavior, 1(41), 51-61.
  • Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-526.
  • Mayer, R. E. (2013). Teaching and learning computer programming: Multiple research perspectives. New York: Routledge.
  • Mhashi, M. M. and Alakeel, A. L. I. M. (2013, April). Difficulties facing students in learning computer programming skills at Tabuk University. Paper presented at the 12th International Conference on Education and Educational Technology, Iwate, Japan.
  • Ouahbi, I., Kaddari, F., Darhmaoui, H., Elachqar, A. and Lahmine, S. (2015). Learning basic programming concepts by creating games with scratch programming environment. Procedia-Social and Behavioral Sciences, 1(191), 1479-1482.
  • Ozoran, D., Cagiltay, N. and Topalli, D. (2012, November). Using scratch in introduction to programming course for engineering students. Paper presented at the 2nd International Engineering Education Conference, Antalya, Turkey.
  • Özmen, B. ve Altun, A. (2014). Undergraduate students' experiences in programming: Diffuculties and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 9-27.
  • Özyurt, Ö. ve Özyurt, H. (2015). Bilgisayar programcılığı öğrencilerinin programlamaya karşı tutum ve öz-yeterliliklerinin belirlenmesine yönelik bir çalışma. Eğitimde Kuram ve Uygulama, 11(1), 51-67.
  • Popescu, E. (2018, August). Q2A-I: A support platform for computer programming education, based on automated assessment and peer learning. Paper presented at the 17th International Conference, Chiang Mai, Thailand.
  • Renumol, V., Jayaprakash, S. and Janakiram, D. (2009). Classification of cognitive difficulties of students to learn computer programming. Indian Institute of Technology, 1(1), 1-12.
  • Saygıner, Ş. ve Tüzün, H. (2017, Şubat). İlköğretim düzeyinde programlama eğitimi: Yurt dışı ve yurt içi perspektifinden bir bakış. Akademik Bilişim Konferansı’nda sunulan bildiri, Aksaray Üniversitesi, Aksaray.
  • Seğmen, E. (2016). Programlama öğrenme performansına etki eden bilişsel faktörlerin belirlenmesi ve programlama egitimi için bir model önerisi (Yayınlanmamış doktora tezi). Okan Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Shahmoradi, N., Nosratinia, M. and Shangarffam, N. (2018). The relationship among efl teachers’ critical thinking, neuro-linguistic programming, and their sense of efficacy. Journal of Applied Linguistics and Language Research, 5(2), 41-56.
  • Sirkia, T. (2012). Recognizing programming misconceptions: An analysis of the data collected from the Uhistle program simulation tool (Unpublished master's thesis). Aalto University, Espoo, Finland.
  • Smith, S. and Burrow, L. E. (2016). Programming multimedia stories in scratch to ıntegrate computational thinking and writing with elementary students. Journal of Mathematics Education, 9(2), 119-131.
  • Solmaz, E. (2014). Programlama dili öğretiminde alıce yazılımının ders başarısı, eleştirel düşünme ve problem çözme becerileri ile üstbilişsel farkındalık düzeyine etkisi (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Sorva, J. (2012). Visual program simulation in introductory programming education (Unpublished doctoral dissertation). Aalto University, Espoo, Finland
  • Taheri, S. M., Sasaki, M., Chu, J. O. and Ngetha, H. T. (2016). A study of teaching problem solving and programming to children by ıntroducing a new programming language. The International Journal of E-Learning and Educational Technologies in the Digital Media, 2(1), 31-36.
  • Thomas, L., Ratcliffe, M. and Thomasson, B. (2004, March). Scaffolding with object diagrams in first year programming classes: Some unexpected results. Paper presented at the 35th SIGCSE Technical Symposium on Computer Science Education, Virginia, USA.
  • Thomas, M. K., Ge, X. and Greene, B. A. (2011). Fostering 21st century skill development by engaging students in authentic game design projects in a high school computer programming class. Journal of Educational Computing Research, 44(4), 391-408.
  • Tsai, M. J., Wang, C. Y. and Hsu, P. F. (2018). Developing the computer programming self-efficacy scale for computer literacy education. Journal of Educational Computing Research, 56(8), 1345-1360.
  • Vee, A. (2013). Understanding computer programming as a literacy. Literacy in Composition Studies, 1(2), 42-64.
  • Wong, G. K. W. and Cheung, H. Y. (2018). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming. Interactive Learning Environments, 1(1),1-13.
  • Yıldırım, A ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma teknikleri. Ankara: Seçkin Yayınları.

Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences

Year 2020, Volume: 11 Issue: 1, 140 - 160, 30.01.2020
https://doi.org/10.17569/tojqi.639139

Abstract

Programming teaching
plays an important role in developing cognitive thinking skills that are
considered to be among 21st century skills, such as problem solving, critical
thinking, reflective and analytical thinking. However, it is considered to be a
difficult and complex process due to its abstract structure. In this context,
it is important to identify the factors that affect the process of the programming
teaching and to develop solutions for these factors. Cognitive factors are the
leading factors among them. In this context, the aim of the research is to
examine the experiences of students and instructors regarding the cognitive
problems they face during the process of programming teaching. Content analysis
method was used to examine the experiences of students and instructors. The
participants of the research consisted of 14 undergraduate students and 4 instructors
selected through purposive sampling method Interviews, reflective student
diaries, observer reports and semi-structured focus group interviews were used
as data collection tools. It is thought that the cognitive problems determined
regarding the process of programming teaching will contribute to the studies
aimed at developing programming skills.

References

  • Akçay, A. ve Çoklar, A. N. (2016). Bilişsel becerilerin gelişimine yönelik bir öneri: Programlama eğitimi. A. İşman, H. F. Odabaşı ve B. Akkoyunlu (Ed.), Eğitim teknolojieri okumaları 2016 içinde (s.121-139). Ankara: The Turkish Online Journal of Educational Technology (TOJET).
  • Akpınar, Y. ve Altun, A. (2014). The need for programming education in information society schools. Elementary Education Online, 13(1), 1-4.
  • Altadmri, A. and Brown, N. C. (2015, February). 37 million compilations: Investigating novice programming mistakes in large-scale student data. Paper presented at the 46th Technical Symposium on Computer Science Education, Missouri, USA.
  • Al-Tahat, K., Taha, N., Hasan, B. and Shawar, B. A. (2016, July). The impact of a 3d visual tool on female students attitude and performance in computer programming. Paper presented at the SAI Computing Conference, London, United Kingdom.
  • Altun, A. ve 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.
  • Arabacıoğlu, T., Bülbül, H. İ. ve Filiz, A. (2007, Şubat). Bilgisayar programlama öğretiminde yeni bir yaklaşım. IX. Akademik Bilişim Konferansı’nda sunulan bildiri, Dumlupınar Üniversitesi, Kütahya, Türkiye.
  • Bayman, P. and Mayer, R. E. (1983). A diagnosis of beginning programmers misconceptions of BASIC programming statements. Communications of the ACM, 26(9), 677-679.
  • Biju, S. M. (2013). Taking advantage of Alice to teach programming concepts. E-Learning and Digital Media, 10(1), 22-29.
  • Bosse, Y. and Gerosa, M. A. (2017). Why is programming so difficult to learn? Patterns of difficulties related to programming learning mid-stage. ACM SIGSOFT Software Engineering Notes, 41(6), 1-6.
  • Burns, J. (2012). School ICT to be replaced by computer science programme, BBC News. Retrieved November 27, 2018, from http://www.bbc.co.uk/ news/education.Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayınları.
  • Byrne, P. and Lyons, G. (2001). The effect of student attributes on success in programming. In S. Fincher (Eds.),The 6th Annual Conference on Innovation and Technology ın Computer Science Education (191-195). United Kingdom: ITICSE Press.
  • Cevahir, H. and Özdemir, M. (2017, Mayıs). Programlama öğretiminde karşılaşılan zorluklara yönelik öğretmen görüşleri ve çözüm önerileri. D. Kaleci (Ed.), Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu içinde (s. 304-319). Malatya: İnönü Üniversitesi.
  • Coşar, M. (2013). Problem temelli öğrenme ortamında bilgisayar programlama çalışmalarının akademik başarı, eleştirel düşünme eğilimi ve bilgisayara yönelik tutuma etkileri (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Boston: Pearson EducationDemir, F. (2015). Programlama öğretiminde eğitsel programlama dilinin farklı kullanımlarının programlama başarısı ve kaygısına etkisi (Yayınlanmamış doktora tezi). Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
  • Demirer, V. ve Nurcan, S. A. K. (2016). Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.
  • Ersoy, H., Madran, R. O. and Gülbahar, Y. (2011). Programlama dilleri öğretiminde bir model önerisi: Robot programlama. XIII. Akademik Bilişim Konferansı’nda sunulan bildiri, İnönü Üniversitesi, Malatya.
  • Esteves, M. and Mendes, A. (2004, October). A simulation tool to help learning of object oriented programming basics. Paper presented at the 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA, USA.
  • Fesakis, G. and Serafeim, K. (2009, July). Influence of the familiarization with scratch on future teachers' opinions and attitudes about programming and ICT in education. Paper presented at the ACM SIGCSE Bulletin, New York, USA.
  • Gezgin, D. M. ve Adnan, M. (2016). Makine mühendisliği ve ekonometri öğrencilerinin programlamaya ilişkin öz yeterlik algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 509-525.
  • Gomes, A. and Mendes, A. (2014, October). A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations. Paper presented at the Frontiers in Education Conference (FIE), Madrid, Spain.
  • Gomes, A. and Mendes, A. J. (2007, September). Learning to program difficulties and solutions. Paper presented at the International conference on Engineering Education, Coimbra, Portugal.
  • İmal, N. ve Eser, M. (2009). Programlama dili öğrenmedeki zorluklar ve çözüm yakla şımları. Paper presented at the Elektrik Elektronik Bilgisayar Biyomedikal Mühendislikleri Eğitimi IV. Ulusal Sempozyumu, Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 1(52), 200-210.
  • Kinnunen, P. and Malmi, L. (2008, September). CS minors in a CS1 course. Paper presented at the Fourth international Workshop on Computing Education Research, Sydney, Australia.
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications.
  • Lahtinen, E., Ala-Mutka, K. and Järvinen, H. M. (2005). A study of the difficulties of novice programmers. Acm Sigcse Bulletin, 37(3), 14-18.
  • Lazarinis, F., Karachristos, C. V., Stavropoulos, E. C. and Verykios, V. S. (2019). A blended learning course for playfully teaching programming concepts to school teachers. Education and Information Technologies, 24(2), 1237-1249.
  • Linn, M. C. and Clancy, M. J. (1992). The case for case studies of programming problems. Communications of the ACM, 35(3), 121-133.
  • Lye, S. Y. and Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12. Computers in Human Behavior, 1(41), 51-61.
  • Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-526.
  • Mayer, R. E. (2013). Teaching and learning computer programming: Multiple research perspectives. New York: Routledge.
  • Mhashi, M. M. and Alakeel, A. L. I. M. (2013, April). Difficulties facing students in learning computer programming skills at Tabuk University. Paper presented at the 12th International Conference on Education and Educational Technology, Iwate, Japan.
  • Ouahbi, I., Kaddari, F., Darhmaoui, H., Elachqar, A. and Lahmine, S. (2015). Learning basic programming concepts by creating games with scratch programming environment. Procedia-Social and Behavioral Sciences, 1(191), 1479-1482.
  • Ozoran, D., Cagiltay, N. and Topalli, D. (2012, November). Using scratch in introduction to programming course for engineering students. Paper presented at the 2nd International Engineering Education Conference, Antalya, Turkey.
  • Özmen, B. ve Altun, A. (2014). Undergraduate students' experiences in programming: Diffuculties and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 9-27.
  • Özyurt, Ö. ve Özyurt, H. (2015). Bilgisayar programcılığı öğrencilerinin programlamaya karşı tutum ve öz-yeterliliklerinin belirlenmesine yönelik bir çalışma. Eğitimde Kuram ve Uygulama, 11(1), 51-67.
  • Popescu, E. (2018, August). Q2A-I: A support platform for computer programming education, based on automated assessment and peer learning. Paper presented at the 17th International Conference, Chiang Mai, Thailand.
  • Renumol, V., Jayaprakash, S. and Janakiram, D. (2009). Classification of cognitive difficulties of students to learn computer programming. Indian Institute of Technology, 1(1), 1-12.
  • Saygıner, Ş. ve Tüzün, H. (2017, Şubat). İlköğretim düzeyinde programlama eğitimi: Yurt dışı ve yurt içi perspektifinden bir bakış. Akademik Bilişim Konferansı’nda sunulan bildiri, Aksaray Üniversitesi, Aksaray.
  • Seğmen, E. (2016). Programlama öğrenme performansına etki eden bilişsel faktörlerin belirlenmesi ve programlama egitimi için bir model önerisi (Yayınlanmamış doktora tezi). Okan Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Shahmoradi, N., Nosratinia, M. and Shangarffam, N. (2018). The relationship among efl teachers’ critical thinking, neuro-linguistic programming, and their sense of efficacy. Journal of Applied Linguistics and Language Research, 5(2), 41-56.
  • Sirkia, T. (2012). Recognizing programming misconceptions: An analysis of the data collected from the Uhistle program simulation tool (Unpublished master's thesis). Aalto University, Espoo, Finland.
  • Smith, S. and Burrow, L. E. (2016). Programming multimedia stories in scratch to ıntegrate computational thinking and writing with elementary students. Journal of Mathematics Education, 9(2), 119-131.
  • Solmaz, E. (2014). Programlama dili öğretiminde alıce yazılımının ders başarısı, eleştirel düşünme ve problem çözme becerileri ile üstbilişsel farkındalık düzeyine etkisi (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Sorva, J. (2012). Visual program simulation in introductory programming education (Unpublished doctoral dissertation). Aalto University, Espoo, Finland
  • Taheri, S. M., Sasaki, M., Chu, J. O. and Ngetha, H. T. (2016). A study of teaching problem solving and programming to children by ıntroducing a new programming language. The International Journal of E-Learning and Educational Technologies in the Digital Media, 2(1), 31-36.
  • Thomas, L., Ratcliffe, M. and Thomasson, B. (2004, March). Scaffolding with object diagrams in first year programming classes: Some unexpected results. Paper presented at the 35th SIGCSE Technical Symposium on Computer Science Education, Virginia, USA.
  • Thomas, M. K., Ge, X. and Greene, B. A. (2011). Fostering 21st century skill development by engaging students in authentic game design projects in a high school computer programming class. Journal of Educational Computing Research, 44(4), 391-408.
  • Tsai, M. J., Wang, C. Y. and Hsu, P. F. (2018). Developing the computer programming self-efficacy scale for computer literacy education. Journal of Educational Computing Research, 56(8), 1345-1360.
  • Vee, A. (2013). Understanding computer programming as a literacy. Literacy in Composition Studies, 1(2), 42-64.
  • Wong, G. K. W. and Cheung, H. Y. (2018). Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming. Interactive Learning Environments, 1(1),1-13.
  • Yıldırım, A ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma teknikleri. Ankara: Seçkin Yayınları.
There are 52 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mithat Elçiçek 0000-0003-1845-7271

Hasan Karal This is me 0000-0002-3555-050X

Publication Date January 30, 2020
Submission Date October 28, 2019
Published in Issue Year 2020 Volume: 11 Issue: 1

Cite

APA Elçiçek, M., & Karal, H. (2020). Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences. Turkish Online Journal of Qualitative Inquiry, 11(1), 140-160. https://doi.org/10.17569/tojqi.639139
AMA Elçiçek M, Karal H. Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences. TOJQI. January 2020;11(1):140-160. doi:10.17569/tojqi.639139
Chicago Elçiçek, Mithat, and Hasan Karal. “Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences”. Turkish Online Journal of Qualitative Inquiry 11, no. 1 (January 2020): 140-60. https://doi.org/10.17569/tojqi.639139.
EndNote Elçiçek M, Karal H (January 1, 2020) Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences. Turkish Online Journal of Qualitative Inquiry 11 1 140–160.
IEEE M. Elçiçek and H. Karal, “Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences”, TOJQI, vol. 11, no. 1, pp. 140–160, 2020, doi: 10.17569/tojqi.639139.
ISNAD Elçiçek, Mithat - Karal, Hasan. “Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences”. Turkish Online Journal of Qualitative Inquiry 11/1 (January 2020), 140-160. https://doi.org/10.17569/tojqi.639139.
JAMA Elçiçek M, Karal H. Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences. TOJQI. 2020;11:140–160.
MLA Elçiçek, Mithat and Hasan Karal. “Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences”. Turkish Online Journal of Qualitative Inquiry, vol. 11, no. 1, 2020, pp. 140-6, doi:10.17569/tojqi.639139.
Vancouver Elçiçek M, Karal H. Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences. TOJQI. 2020;11(1):140-6.