Computational thinking skills self-efficacy perceptions in secondary education: A review of the effectiveness of the New Information Technology and Software Curriculum

Year 2020, Volume: 10 Issue: 2, 303 - 316, 01.05.2020

Emin Ibılı Mustafa Serkan Günbatar

https://doi.org/10.24315/tred.620278

Cited By: 4

Abstract

This research looks into self-efficacy perceptions of
secondary school students' high-level thinking and information-processing
thinking skills, and the effect of different variables. Descriptive survey
model was employed.  The data was
collected from 232 students in four different secondary schools in the central
districts of Van province during 2018-2019 academic year. Data were collected
after the first implementation of the Information Technology and Software
course which was updated in 2018. The Self-Efficacy Perception Scale for
Computational Thinking Skill (CTSSP) developed by Gülbahar, Kert and Kalelioğlu
(2018) was used. The findings show that students usually have moderate
self-efficacy, and 40% have high self-efficacy, while only a few have low self-efficacy.
In terms of grade variable, the students differ both according to the total
score of the CTSSP and its sub-scales. While the total scale score in terms of
block-based programming tool usage time showed significant difference according
to algorithm design and basic programming, no difference was observed in terms
of gender variable. 

Keywords

Computational thinking, self-efficacy, secondary school students.

Ortaokul Öğrencilerinin Bilgi-İşlemsel Düşünme Becerisi Öz Yeterlik Algıları: Yeni Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programının Etkinliğinin Bir İncelemesi

Abstract

Bu çalışmada ortaöğretim öğrencilerinin üst düzey
düşünme becerisi olan bilgi-işlemsel düşünme becerisine yönelik öz yeterlilik
algıları incelenmiş ve farklı değişkenlerin bu değişken üzerindeki etkileri araştırılmıştır.
Çalışma ilişkisel tarama modelinde yürütülmüştür. Araştırma verileri 2018-2019
eğitim-öğretim yılında Van ili merkez ilçelerinde öğrenim gören dört farklı
ortaokuldaki 232 öğrenciden elde edilmiştir. Öğrenciler 5.,6. ve 8. sınıflarda
öğrenim görmektedirler. Veriler 2018 yılında güncellenen Bilişim Teknolojileri
ve Yazılım dersi öğretim programının ilk kez uygulanmasının ardından
toplanmıştır. Ölçme aracı olarak ise Gülbahar, Kert ve Kalelioğlu (2018)
tarafından ortaokul öğrencileri için geliştirilen Bilgi İşlemsel Düşünme Becerisine
Yönelik Öz Yeterlik Algısı (BİDBÖA) ölçeği kullanılmıştır. Öğrenciler ağırlıklı
olarak orta düzey öz yeterlilik algısına sahiptirler. %40’lık bir bölümü yüksek
öz yeterlilik algısına sahip iken sadece çok az bir kısmı düşük öz yeterlilik
algısına sahiptir. Öğrenim görülen sınıf değişkeni açısından öğrenciler hem
BİDBÖA ölçeği toplam puanına göre hem de alt faktörlere göre
farklılaşmaktadırlar. Öte yandan Blok tabanlı programlama aracı kullanma süresi açından toplam
ölçek puanı ile Algoritma tasarlama ve Temel programlama alt boyutlarına göre
farklılaşırken cinsiyet değişkeni açısından ise herhangi bir farklılık
görülmemiştir. 

Keywords

Bilgi-işlemsel düşünme, öz-yeterlilik, ortaokul öğrencileri

References

• Arslan, K., & Akçelik, M. (2019) Using Scratch in Programming Language: Teacher Candidates’ Attitudes and Perceptions. National Journal of Education Academy, 3(1), 41-61.
• Ataman-Uslu, N., Mumcu, F. ve Eğin, F. (2018). The Effect of Visual Programming Activities on Secondary School Students’ Computational Thinking Skills. Journal of Ege Education Technologies, 2(1), 19-31.
• Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661-670.
• Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological review 84, 191 215
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs Prentice Hall
• Bandura, A. (1989a). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
• Bandura, A. (1989b). Regulation of cognitive processes through perceived selfefficacy. Developmental Psychology, 25, 729-735.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
• Bandura, A. (1997a) Current directions in self-efficacy research. Advance in Motivation and Achievement, 10, 1-49.
• Bandura, A. (1997b). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company
• Bandura, A. (2010). Self-Efficacy. The Corsini Encyclopedia of Psychology.doi:10.1002/9780470479216.corpsy0836
• Ceylan, V. K. ve Gündoğdu, K. (2018). A phenomonological study: What’s happening in coding education?. Educational Technology Theory And Practice, 8(2), 1-34.
• Delcourt, M., & Kinzie, M. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal of Research and Development in Education, 27, 31-37.
• Erdem, E. (2018). The Investigation of Different Teaching Strategies During Teaching Programming Process in Block Based Environment in Terms of Different Factors. (Master thesis, Başkent University Institute of Education).
• González, M. R. (2015). Computational thinking test: Design guidelines and content validation. In Proceedings of EDULEARN15 conference (pp. 2436-2444).
• González, M. R., 2015). Computational thinking test: Design guidelines and content validation. In Proceedings of EDULEARN15 conference (pp. 2436-2444).
• Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43.
• Gülbahar, Y., Kert, S. B. ve Kalelioğlu F. (2018). The Self-Efficacy Perception Scale for Computational Thinking Skill: Validity and Reliability Study. Turkish Journal of Computer and Mathematics Education, Advance online publication. doi:10.16949/turkbilmat.385097.
• 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.
• Karasar, N. (2005). Bilimsel araştırma yöntemi (14. Baskı). Ankara: Nobel Yayın Dağıtım.
• Kirmit, Ş., Dönmez, İ., & Çataltaş, H. E. (2018). The study of gifted students’ computational thinking skills. Journal of STEAM Education, 1(2), 17-26.
• Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., ... & Werner, L. (2011). Computational thinking for youth in practice. Acm Inroads, 2(1), 32-37.
• Ministry of Education [MoE] (2019a). Information technologies and software course curriculum (5th and 6th Grades). Date of Access: 09.08.2019. Web Address: http://mufredat.meb.gov.tr/Dosyalar/2018124103559587-Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%205-6.%20S%C4%B1n%C4%B1flar.pdf
• Ministry of Education [MoE] (2019b). Information technologies and software course curriculum (7th and 8th Grades). Date of Access: 09.08.2019. Web Address: http://mufredat.meb.gov.tr/Dosyalar/2018813171426130-2-2018-81Bili%C5%9Fim%20Teknolojileri%20ve%20Yaz%C4%B1l%C4%B1m%20Dersi%20(7%20ve%208.%20S%C4%B1n%C4%B1flar).pdf
• Oluk, A., & Korkmaz, Ö. (2016). Comparing Students' Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables. Online Submission, 8(11), 1-7.
• Oluk, A., Korkmaz, Ö., & Oluk, H. (2018). Effect of scratch on 5th graders’ algorithm development and computational thinking skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9 (1), 54-71.
• Özçınar, H., Yecan, E & Tanyeri, T. (2016, 26-29 Nisan). Öğretmen gözüyle görsel programlama öğretimi. 3rd. International Conference on New Trends in Education, İzmir-Turkey.
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19, 139-158.
• Pajares, F., ve Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
• Pajares, F., ve Miller, D. M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
• Pajares. F. ve Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
• Resinovic, B. (2015). The use of Nao, a humanoid robot, in teaching computer programming. In The Proceedings of International Conference on Informatics in Schools: Situation, Evolution and Perspectives—ISSEP 2015. (p. 63). *Online: http://eprints.fri.unilj.si/3185/1/issep2015-proceedings.pdf, page=63, Erişim Tarihi: 30.03.2016+.
• Sarıtepeci, M (2018). Analysis of computational thinking skill level in secondary education in terms of various variables. Date of Access: 20.08.2019. Web address: https://www.academia.edu/35644296/Ortaöğretim_Düzeyinde_Bilgi-İşlemsel_Düşünme_Becerisinin_Çeşitli_Değişkenler_Açısından_İncelenmesi_-_Analysis_of_Computational_Thinking_Skill_Level_in_Secondary_Education_in_Terms_of_Various_Variables
• Tağci, Ç. (2019). Research of Effects of Coding Education on Primary School Students. (Master Thesis, Afyon Kocatepe University Institute of Science).
• Üzümcü, Ö. ve Bay, E. (2018). A new 21st century skill in education: Computational thinking. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 3(2), 1-16.
• Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012, February). The fairy performance assessment: measuring computational thinking in middle school. In Proceedings of the 43rd ACM technical symposium on Computer Science Education(pp. 215-220). ACM.
• Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33–36.
• Yünkül, E., Durak, G. ve Çankaya, S. (2018, October 26-28). Blok tabanlı yazılımların kodlama öğretiminde kullanımı. International Necatibey Educational and Social Sciences Research Congress (NESAK 2018), Balıkesir-TÜRKİYE.