Bilgi İşlemsel Düşünme Becerisi Testinin Türkçeye Adaptasyon Çalışması

Abstract

Dijitalleşen günümüz dünyasındaki gelişmeler teknolojiye yeni bir ivme kazandırmıştır. Bu durum eğitim öğretimde hedeflenen öğrenme çıktılarına, beceri setlerine de yansımış ve düşünme becerilerinin önemi ön plana çıkmıştır. En genel anlamıyla problem çözme becerisi olarak tanımlanan bilgi işlemsel düşünme becerisinin eğitim öğretime entegrasyonu ve Bilgi İşlemsel Düşünme (BİD) düzeylerinin belirlenmesi için ölçme araçlarına ihtiyaç duyulmaktadır. Bu araştırmanın amacı, El-Hamamsy vd. (2022) tarafından geliştirilmiş olan “The competent Computational Thinking test (cCTt)”in İngilizceden Türkçeye uyarlama çalışmasını gerçekleştirmektir. cCTt, orijinalinde 25 madde ve 6 boyuttan oluşmaktadır. Gerekli izinler alındıktan sonra çeviri süreci tamamlanmıştır. Testin Türkçe formu uygun örnekleme yöntemi ile 250 dördüncü sınıf öğrencisine uygulanmıştır. Veriler SPSS 22.0 ve MPlus 7.0 programları ile analiz edilmiştir. KMO .76 ve Bartlett Küresellik testi sonucu χ2 (276)= 1087.96 ve p<.05 olarak hesaplanmış olup değerlerin faktör analizi için uygun olduğu görülmüştür. Geçerlik incelemeleri kapsamında doğrulayıcı faktör analizi (DFA) gerçekleştirilmiştir. Testten 16. ve 19. maddeler korelasyon matrisindeki düşük değerler sebebiyle çıkarılmıştır. WRMR=.91 kestirim yöntemi temelinde χ2/sd = 1.25; p=.00; RMSEA=.03; CFI=.95; TLI=.95 olarak iyi uyum indekslerine sahip olduğu ortaya çıkmıştır. 23 madde ve 6 boyuttan oluşan testin güvenirliği için incelenen KR-20 iç tutarlılık katsayısı .78 olarak hesaplanmıştır. Bilgi İşlemsel Düşünme Becerileri Testi’nin Türkçe versiyonunun geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir. İlkokul dördüncü sınıf öğrencileri ile çalışma yürütecek olan araştırmacılara ve eğitimcilere bilgisayarsız (unplugged) olarak BİD becerisi düzeyi belirlemede kullanılabilecek ölçme aracı alanyazına kazandırılmıştır.

Keywords

• Bilgi işlemsel düşünme
• bilgisayarsız
• ilkokul
• ölçek uyarlama

Adaptation Study of The Competent Computational Thinking Test (cCTt) to Turkish

Abstract

Developments in today's digitalized world have given new impetus to technology. This has been reflected in the targeted learning outcomes and skill sets in education, highlighting the importance of thinking skills. Measurement tools are needed to integrate computational thinking skills, most generally defined as problem-solving skills, into education and to determine levels of Computational Thinking (CT). The aim of this research is to adapt the "Competent Computational Thinking Test (cCTt)," developed by El-Hamamsy et al. (2022), from English to Turkish. The cCTt is a scale with its 25-item and 6-dimensional structure. The translation process was completed after the necessary permissions were obtained. The Turkish form of the test was administered to 250 fourth-grade students using the convenience sampling method. Data were analyzed using SPSS 22.0 and MPlus 7.0. KMO was .76 and Bartlett's test of sphericity was calculated as χ2 (276)= 1087.96 and p<0.05, and the values were found to be suitable for factor analysis. Confirmatory factor analysis (CFA) was performed within the scope of validity examinations. Items 16 and 19 were removed from the test due to low values in the correlation matrix. Based on the WRMR=.91 estimation method, it was revealed that it had good fit indices as χ2/sd=1.25; p=.00; RMSEA=.03; CFI=.95; TLI=.95. The internal consistency coefficient of the KR-20, which was examined for the reliability of the test consisting of 23 items and 6 dimensions, was calculated as .78. The Turkish version of the Computational Thinking Skills Test was found to be a valid and reliable measurement tool. A measurement tool that can be used to determine the level of CT skills without a computer (unplugged) has been added to the literature for researchers and educators who will conduct studies with fourth-grade primary school students.

Keywords

• Computational thinking
• unplugged
• primary school
• scale adaptation

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