PAIR PROGRAMMING EXPERIENCES OF PROSPECTIVE INFORMATION TECHNOLOGIES TEACHERS

Yıl 2022, Cilt: 11 Sayı: 2, 351 - 363, 20.06.2022

Ebru Albayrak Elif Polat

https://doi.org/10.14686/buefad.991448

Öz

This study aims to reveal the opinions and experiences of undergraduate students regarding a pair programming method used in their programming course. Qualitative and quantitative methods were used to collect data for the study. The pair programming method required students to work in pairs throughout the semester. The participants of the study consist of 29 sophomores from computer education and instructional technologies department enrolled on the programming languages course. Collaboration Experiences, Team Member Evaluation, and Self-Assessment forms and a semi-structured interview form were used to collect data. The findings indicate that all the students were positive about the lessons. According to the students, collaboration within pairs was carried out successfully. At the end of the course, students stated that the lessons were sufficient for coding, and they achieved a good performance. In addition, the students were satisfied with the collaboration of their partner and the opportunities they had to improve their communication skills thorough pair programming. In addition, students emphasized that pair programming reduced the instructor’s workload. However, a few students also stated that the process had some limitations. The findings of the study will be useful particularly for instructors while designing programming instruction.

Anahtar Kelimeler

Computer Education and Instructional Technologies, CEIT, prospective information technologies teachers, pair programming, programming instruction, collaborative learning

BİLİŞİM TEKNOLOJİLERİ ÖĞRETMEN ADAYLARININ EŞLİ PROGRAMLAMA DENEYİMLERİ

Öz

Bu çalışma, üniversite öğrencilerinin, programlama dersinde kullanılan eşli programlama yöntemine ilişkin görüş ve deneyimlerini ortaya çıkarmayı amaçlamıştır. Çalışmada veri toplamak için nitel ve nicel yöntemler kullanılmıştır. Eşli programlama yöntemi ile öğrenciler dönem boyunca ikili olarak çalışmışlardır. Araştırmanın örneklemini programlama dilleri dersine kayıtlı 29 bilgisayar ve öğretim teknolojileri eğitimi (BÖTE) öğrencisi oluşturmaktadır. Verileri toplamak için “İşbirliği Deneyimleri”, “Takım Üyesi Değerlendirme” ve “Öz Değerlendirme” formları ile yarı yapılandırılmış görüşme formu kullanılmıştır. Bulgular, tüm öğrencilerin ders hakkında olumlu görüşe sahip olduklarını göstermektedir. Öğrencilere göre işbirliği bu yöntemle başarıyla gerçekleştirilmiştir. Ders sonunda kodlama konusunda yeterli olduklarını ve iyi bir performans elde ettiklerini belirtmişlerdir. Bunun yanında öğrenciler, takım arkadaşlarının işbirliğinden memnun kalmışlar ve eşli programlama ile iletişim becerilerini geliştirme imkanı da bulmuşlardır. Ayrıca bu yöntemle eğitmenin iş yükü de azalmıştır. Ancak az sayıda öğrenci sürecin bazı sınırlılıklarının olduğunu da belirmiştir. Çalışmanın bulguları özellikle programlama öğretiminin tasarlanmasında öğretim elemanları için faydalı olacaktır.

Anahtar Kelimeler

Bilgisayar ve Öğretim Teknolojileri Eğitimi, BÖTE. Bilişim teknolojileri öğretmen adayları, eşli programlama, programlama öğretimi, işbirlikli öğrenme

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