Tasarım Odaklı Düşünmeye Dayalı Robotik Etkinliklerin Planlama Becerisine Etkisi

Yıl 2022, , 808 - 853, 30.11.2022

Ayşegül Pürbudak , Mutluhan Yılmaz , Ayfer Alper

https://doi.org/10.30964/auebfd.1074656

Öz

Bu araştırmada tasarım odaklı düşünmeye dayalı robotik etkinliklerin ilkokul öğrencilerinin planlama becerilerine olan etkisi ve sürece ilişkin öğrenci deneyimleri incelenmiştir. Araştırma 28 ilkokul 4. sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Açıklayıcı ardışık karma desende modellenen araştırmanın nicel boyutu, ön test son test tek gruplu yarı deneysel modelde, nitel boyutu ise fenomenolojik desende yürütülmüştür. Öğrencilerin planlama becerileri Londra Kulesi Testi 4 diskli dijital versiyonu kullanılarak ölçülmüştür. Nitel veriler ise yarı yapılandırılmış görüşme yöntemi ile saptanmıştır. Araştırma verilerinin analizinde tekrarlı ölçümler için tek yönlü ANOVA ve içerik analizi tercih edilmiştir. Araştırma sonuçları tasarım odaklı düşünmeye dayalı robotik etkinliklerin öğrencilerin planlamaya ayırdıkları zaman, planlama becerisi ve üç deneme içinde çözülen sorun sayılarını anlamlı bir şekilde artırdığını göstermektedir. İlk denemede çözülen sorun sayısında ise anlamlı bir etki saptanamamıştır. Planlama becerisine ilişkin tüm ölçümlerde de cinsiyet değişkenine ilişkin anlamlı bir fark bulunamamıştır. Bulgular, öğrencilerin robotik etkinliklere ilişkin algılarının değişim gösterdiğini, kodlamaya bağlı olarak robotik farkındalıklarının arttığını; etkinliklerin mekanik boyutunu zorlayıcı, sürecin genelini ise sandıklarından daha eğlenceli bulduklarını göstermektedir.

Anahtar Kelimeler

Tasarım odaklı düşünme, eğitsel robotik etkinlikler, yönetsel fonksiyonlar, planlama.

Trends on Distance Education in the COVID-19: A Content Analysis Study

Öz

It is clear that the world has changed with the latest pandemic known as the COVID-19. Moreover, a part of this change will be permanent. Because humanity has always been successful to create new alternatives during the crisis. When the COVID-19 pandemic was declared by World Health Organization (WHO) in March 2020, people worried about sustainable education as well as accessible health. Accessing and sustaining education were one of the main problems. This study is a content analysis. In this study, the re-searchers have investigated the educational sciences studies during the COVID-19 pan-demic. They have identified 61 relevant studies on Web of Science database and analysed them with the dimensions of research methods, data collection tools, working groups, sample size, parameters and findings/results. This examination has showed that most of these studies are quantitative studies. The most frequently used data collection tool is questionnaire. The most preferred working group are “university students” and “teachers”. The studies were conducted with groups between 1-101 and 101-200 individuals, at most respectively. The most compiled variables are “distance education” and “perception”. The most frequently reported points in the results are the limitations of distance education and the digital transition.

Anahtar Kelimeler

distance education, covid-19, pandemic, content analysis, Tasarım odaklı düşünme, eğitsel robotik etkinlikler, yönetsel fonksiyonlar, planlama.

Kaynakça

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