Robotik Kodlama Destekli Eğitim Programı’nın Okul Öncesi Dönem Çocuklarının 21. Yüzyıl Becerilerine Etkisi

Öz

Çalışmanın amacı, robotik kodlama destekli eğitim programının okul öncesi dönem çocuklarının 21. yüzyıl becerilerine olan etkisini ortaya koymaktır. Araştırma, nicel araştırma yöntemlerinden yarı deneysel desen kullanılarak gerçekleştirilmiştir. Çalışma grubu, Kütahya ilinin Emet ilçesinde Millî Eğitim Bakanlığına bağlı bir ilkokulun anasınıfında öğrenim gören toplam 34 çocuktan oluşmaktadır. Sabah eğitimine devam eden 16 çocuk deney grubunu, öğleden sonra eğitimine devam eden 18 çocuk ise kontrol grubunu oluşturmuştur. Veriler, “Genel Bilgi Formu” ve Yalçın, Simsar ve Dinler (2020) tarafından hazırlanan “5-6 Yaş Çocuklar İçin 21. Yüzyıl Becerileri Ölçeği (DAY-2)” aracılığıyla toplanmıştır. Araştırmanın başlangıcında, deney ve kontrol grubundaki çocuklara söz konusu ölçek ön test olarak uygulanmıştır. Ön testlerin ardından, deney grubuna 12 hafta süresince haftada iki gün olmak üzere “Robotik Kodlama Destekli Eğitim Programı” uygulanmıştır. Uygulamanın tamamlanmasının ardından her iki gruba da son test uygulanarak programın etkisi değerlendirilmiştir. Ayrıca programın kalıcılığını belirlemek amacıyla, uygulamanın bitiminden dört hafta sonra deney grubuna aynı ölçek tekrar uygulanmıştır. Elde edilen bulgular, robotik kodlama destekli eğitim programının çocukların 21. yüzyıl becerilerini kazanmalarına katkı sağladığını ortaya koymaktadır. Çalışmanın, okul öncesi öğretmenlerine günlük eğitim akışlarında bu becerilere yer verme konusunda rehberlik edebileceği ve alan yazına önemli katkılar sunabileceği düşünülmektedir.

Anahtar Kelimeler

• Robotik kodlama
• 21.yüzyıl becerileri
• okul öncesi dönem

The Impact of a Robotics Coding-Supported Education Program on Preschool Children's 21st Century Skills

Öz

The present study aims to examine the impact of robotic coding-supported education program on the development of 21st century skills in preschool children. The research was designed using a quasi-experimental model, a type of quantitative research methodology. The study group consisted of 34 children enrolled in the kindergarten of a primary school under the authority of the Ministry of National Education in the Emet district of Kütahya province. 16 children attending the morning session constituted the experimental group, while 18 children attending the afternoon session constituted the control group. Data were collected through the “General Information Form” and the “21st Century Skills Scale for 5–6-Year-Old Children (DAY-2)” developed by Yalçın, Simsar, and Dinler (2020). At the outset of the study, the scale was administered as a pre-test to both the experimental and control groups. Subsequently, the experimental group participated in the “Robotic Coding-Supported Education Program” twice a week over a period of 12 weeks. Upon completion of the intervention, the post-test was administered to both groups in order to evaluate the effectiveness of the program. Additionally, to assess the retention of the program’s impact, the same scale was re-administered to the experimental group four weeks after the intervention concluded. The findings indicate that the robotic coding-supported education program significantly contributed to the development of children’s 21st century skills. It is anticipated that this study will provide valuable guidance for preschool educators in integrating these skills into daily educational practices and offer a meaningful contribution to the existing body of literature.

Anahtar Kelimeler

• Robotic coding
• 21st century skills
• preschool period

Kaynakça

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