Developing Computational Thinking Skills through Computer Game Programming: A Framework for Middle School Students

Yıl 2024, Cilt: 10 Sayı: 2, 467 - 486, 31.07.2024

Büşra Özmen Yağız Yasemin Koçak Usluel

https://doi.org/10.31592/aeusbed.1444312

Öz

This study aims to provide educators with a framework for the development and assessment of computational thinking skills through computer game programming. The framework consists of a series of computer game programming activities designed for students at the middle school level. The case study method was employed in the development of the framework. In this context, a literature review, needs analysis, learner analysis, and document analysis were conducted. Based on the literature, in the context of computational thinking skills; decomposition, pattern recognition, abstraction, algorithm design, and debugging were examined as computational thinking skills. Additionally, tinkering, creating, debugging, persevering, and collaborating were considered as problem-solving approaches in computational thinking. As a part of the needs and learner analyses, semi-structured interviews were organized with four teachers with at least five years of experience in the field of information technologies. For the document analysis, a detailed evaluation of the curricula of different countries, guidelines, and reports from national and international organizations was carried out in terms of computational thinking skills. Content analysis was used to analyze the data collected from the documents accessed and the interview forms developed by the researchers. As a result, a framework has been developed that includes learning activities and outcomes for middle school students. This framework has the potential to enhance the computational thinking and computer game programming skills of middle school students, as well as provide guidance on how these activities can be implemented in educational environments.

Anahtar Kelimeler

Computational thinking, computer game programming, computer science education, middle school students, curriculum

Bilgisayımsal Düşünme Becerilerinin Oyun Programlama Aracılığıyla Geliştirilmesi: Ortaokul Öğrencileri için Bir Çerçeve

Öz

Bu çalışmanın amacı, bilgisayar oyunu programlama aracılığıyla bilgisayımsal düşünme becerilerinin geliştirilmesi ve değerlendirilmesi için öğretmenlere bir çerçeve sunmaktır. Bu çerçeve, ortaokul düzeyindeki öğrenciler için tasarlanmış bir dizi bilgisayar oyunu programlama etkinliğinden oluşmaktadır. Çerçevenin geliştirme süreci, durum çalışması yöntemiyle biçimlendirilmiştir. Bu doğrultuda alanyazın taraması, ihtiyaç analizi, öğrenen analizi ve doküman incelemesi yapılmıştır. Alanyazından hareketle, bilgisayımsal düşünme becerileri bağlamında; parçalara ayırma, örüntü tanıma, soyutlama, algoritma tasarımı ve hata ayıklama incelenmiştir. Bilgisayımsal düşünmede problem çözme yaklaşımları olarak ise deneyimleme, üretme, hata ayıklama, azimli olma ve işbirliği yapma ele alınmıştır. İhtiyaç ve öğrenen analizleri kapsamında bilişim teknolojileri alanında en az beş yıllık tecrübeye sahip olan dört öğretmen ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Doküman incelemesi için ise farklı ülkelerin öğretim programlarının, ulusal ve uluslararası kuruluşların yönerge ve raporlarının bilgisayımsal düşünme becerileri açısından ayrıntılı bir değerlendirilmesi yapılmıştır. Araştırmacılar tarafından oluşturulan görüşme formları ve ulaşılan dokümanlardan toplanan verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Sonuç olarak, ortaokul öğrencilerine uygun öğrenme aktiviteleri ve kazanımlar içeren bir çerçeve geliştirilmiştir. Bu çerçevenin, öğrencilerin bilgisayar oyunu programlama ve bilgisayımsal düşünme becerilerinin geliştirilmesine yönelik düzenlenebilecek etkinlikler ve bu etkinliklerin öğretim ortamlarında nasıl uygulanacağı konusunda katkı getirebileceği ileri sürülebilir.

Anahtar Kelimeler

Bilgisayımsal düşünme, bilgisayar oyunu programlama, bilgisayar bilimi eğitimi, ortaokul öğrencileri, öğretim programı

Etik Beyan

Araştırma için etik onay, Hacettepe Üniversitesi Sosyal ve Beşeri Bilimler Araştırma Etik Kurulu’ndan (Onay numarası: 35853172/433-3453) alınmıştır. Ayrıca araştırmaya, verilerin toplandığı ilin Milli Eğitim Müdürlüğü (Sayı: 79137285-605-E.12854266) tarafından uygulama izni verilmiştir.

Destekleyen Kurum

Bu çalışmada, birinci yazara Bilim İnsanı Destekleme Programı, 2211/E Doğrudan Yurt İçi Doktora Bursu ile TÜBİTAK tarafından destek sağlanmıştır (Başvuru No: 1649B031300059).

Teşekkür

Bu çalışma, ikinci yazarın danışmanlığını yürüttüğü birinci yazarın doktora tezinden üretilmiştir.

Kaynakça

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