Bilgi İşlemsel Düşünmenin Matematik Eğitimine Entegre Edilmesi: Başarı, Motivasyon ve Öğrenme Stratejileri Üzerindeki Etkileri

Yıl 2024, , 2034 - 2066, 30.06.2024

Onur Top Taner Arabacıoglu

https://doi.org/10.35675/befdergi.1385749

Öz

Bu çalışmanın amacı, BİD etkinlikleri ile desteklenmiş matematik öğretiminin matematik başarısı, motivasyon ve öğrenme stratejileri üzerindeki etkisini araştırmaktır. Bu çalışma için öntest-sontest kontrol gruplu yarı deneysel bir araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu ortaokul altıncı sınıf öğrencileri oluşturmaktadır. Dersler deney grubuna BİD görevleri aracılığıyla verilmiştir. BİD görevleri, blok tabanlı bir kodlama aracı kullanılarak gerçekleştirilmiştir. Sonuçlar, deney grubunun kontrol grubuna göre çok daha yüksek matematik başarısına sahip olduğunu göstermektedir. Ayrıca, motivasyon ölçeğinin öğrenme kontrolü inancı alt boyutunda ve öğrenme stratejileri ölçeğinin zaman ve çalışma ortamı alt boyutunda deney grubu lehine önemli farklılıklar bulunmuştur. Bu araştırmanın sonuçları, BİD etkinlikleri ile desteklenen matematik öğretiminin öğrencilerin matematik başarılarını artırmada etkili olduğunu göstermektedir. Ayrıca, öğrencilerin çalışma zamanlarını ve ortamlarını etkili bir şekilde düzenlemelerine yardımcı olmaktadır. Aynı zamanda öğrenme hedeflerinin başarılı sonuçlar sağladığı inancını da pekiştirmektedir. Bu nedenle, bilgisayar laboratuvarları matematik öğretimi için önemli alternatif olarak düşünülmelidir.

Anahtar Kelimeler

Bilgi işlemsel düşünme, scratch, motivasyon, öğrenme stratejileri.

Integrating Computational Thinking into Mathematics Education: Its Effects On Achievement, Motivation, And Learning Strategies

Öz

This study aimed to explore the impact of mathematics instruction supplemented with CT activities on mathematics achievement, motivation, and learning techniques. A quasi-experimental research design involving a pretest-posttest control group was used for the present study. Research was carried out in a Turkish middle school with sixth-grade pupils in a mathematics class. The courses were provided via CT tasks to the experimental group. CT tasks were performed using a scratch-block-based coding tool. The results showed that the experimental group had much higher mathematical performance than the control group. Furthermore, substantial differences were discovered in favor of the experimental group in the motivation scale sub-dimension of learning control belief and the learning methods scale sub-dimension of time and study environment. The results of this research show that mathematics instruction supplemented with CT activities is effective in enhancing students' mathematical achievement. This helps students to organize their study time and environment effectively. This also reinforces the belief that learning objectives provide successful outcomes. Thus, computer laboratories should be considered essential alternatives for mathematical instruction.

Anahtar Kelimeler

Computational thinking, scratch, mathematics education, motivation, learning strategies.

Kaynakça

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