Secondary School Students’ Self-Efficacy Perceptions related to Block-Based Programming and Computational Thinking Skills

Yıl 2022, Cilt: 18 Sayı: 2, 55 - 67, 31.12.2022

Özge Öztuzcu Gülcan Öztürk Dr. Abidin Mısırlı

https://doi.org/10.17244/eku.1166393

Öz

This study examined secondary school students’ self-efficacy perceptions related to block-based programming and computational thinking skills. 256 secondary school students comprised the study’s sample, and a correlational research design was utilised in the study. The study’s data collection tools consisted of a personal data form, Self-Efficacy Perception Related to Block-Based Programming scale, and Self-Efficacy Perception for Computational Thinking Skills scale. As a consequence of the research, researchers concluded that students’ self-efficacy perceptions related to block-based programming and computational thinking skills was moderate and that these two variables had a moderate and statistically significant positive relationship.

Anahtar Kelimeler

secondary school students, block-based programming, computational thinking, self-efficacy, relationship

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Ortaokul Öğrencilerinin Blok Temelli Programlamaya ve Bilgi İşlemsel Düşünme Becerilerine Yönelik Öz-Yeterlik Algıları

Öz

Bu çalışmanın amacı ortaokul öğrencilerinin blok temelli programlamaya ilişkin öz-yeterliklerini ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterliklerini belirlemektedir. Araştırmanın çalışma grubunu 256 ortaokul öğrencisi oluşturmaktadır ve araştırma nicel araştırma yöntemlerinden korelasyonel araştırma deseni ile tasarlanmıştır. Çalışma verileri kişisel bilgi formu, Blok Temelli Programlamaya İlişkin Öz-Yeterlik Algısı Ölçeği ve Ortaokul Öğrencileri İçin Bilgi İşlemsel Düşünme Becerisine Yönelik Öz-Yeterlik Algısı Ölçeği kullanılarak toplanmıştır. Araştırma sonucunda öğrencilerin blok temelli programlamaya ilişkin öz-yeterliklerini ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterliklerinin orta düzeyde olduğu, öğrencilerin blok temelli programlamaya ilişkin öz-yeterlikleri ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterlikleri arasında pozitif yönlü orta düzeyde ve anlamlı bir ilişki olduğu sonuçlarına ulaşılmıştır.

Anahtar Kelimeler

ortaokul öğrencileri, blok temelli programlama, bilgi işlemsel düşünme, öz-yeterlik, ilişki

Proje Numarası

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Kaynakça

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