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THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS

Yıl 2021, Cilt 9, Sayı Iconat Special Issue 2021, 129 - 144, 24.12.2021
https://doi.org/10.20290/estubtdb.1022748

Öz

It is aimed to examine the effects of computational thinking skills and critical thinking skills of students enrolled in the pedagogical formation certificate program, which is considered within the scope of lifelong learning in education faculties, on lifelong learning skills in this study. Scanning model principles were taken into account in order to achieve the aim. Structural regression analysis was used to test the relationship between variables in the study. The data were collected from 240 students who are continuing the pedagogical formation certificate program, which is based on lifelong learning. The Critical Thinking Scale (CT), Computational Thinking Self-Efficacy Scale (CoT) and The Lifelong Learning Tendency Scale (LLL) were used to collect the data. According to the results, CoT has a direct and significant effect on CT at the rate of 84%, and the CoT directly explains LLL at a rate of 59%.

Kaynakça

  • [1] Demiralay R, Karadeniz Ş. Developing Information Literacy Skills for Lifelong Learning in Primary Education Cypriot Journal of Educational Sciences, 2008; 2 (6), 92.
  • [2] Brine J. Lifelong learning and the knowledge economy: those that know and those that do not – the discourse of the European Union. British Educational Research, 2006 ; 32 (5), 649-665.
  • [3] Davies T. Creative teaching and learning in Europe: promoting a new paradigm. The Curriculum Journal, 2006; 17 (1), 37-57.
  • [4] Diamantopoulou A. The European dimension in Greek education in the context of European Union. Comparative Education, 2006; 42 (1), 131-151.
  • [5] Jones HC. Lifellong learning in the European Union: whiter the Lisbon Strategy? European Journal of Education, 2005; 40 (3), 247-260.
  • [6] Jarvis P, Holford J. Editorial. Lifelong learning: a concept revisited. International Journal of Lifelong Education, 2005; 24 (4), 283-285.
  • [7] Matthias D L, Rahaf A, Marc M, Sarah P, Xu J, Ales L, Gregory S, Tinne T. Continual learning: A comparative study on how to defy forgetting in classification tasks. Cornell University, 2021; arXiv preprint arXiv:1909.08383, 2019. 1
  • [8] German IP, Ronald K, Jose LP, Christopher K, Stefan W. Continual Lifelong Learning with Neural Networks: A Review. Neural Networks, 2019; 113, 54-71
  • [9] Voogt J, Roblin NP. A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 2012; 299e321. http://dx.doi.org/10.1080/ 00220272.2012.668938
  • [10] João M, Bravo B, Gomes J. The teaching of law post Bologna. Global Journal of Sociology: Current Issues, 2018; 8(1), 30-36. https://doi.org/10.18844/gjs.v8i1.3412
  • [11] Köğce D, Özpınar İ, Mandacı Şahin S, Aydoğan Y. Instructors' views on standards for the 21th century learners and lifelong learning. Dicle University Journal of Ziya Gökalp Faculty of Education, 2014; 22, 185-213.
  • [12] Renatovna AG, Renatovna AS. Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and Education Journal, 2021; 58(2), 4889-4902.
  • [13] Ross KN, Genevois I. Cross-national studies of the quality of education : planning their design and managing their impact. UNESCO, International Institute for Educational Planning, 2006. https://doi.org/10.4324/9780203882146
  • [14] Homayounzadeh M. Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?. Signum Temporis, 2015; 7(1), 1.
  • [15] Green P. Teaching critical thinking for lifelong learning. In The Palgrave handbook of critical thinking in higher education. Palgrave Macmillan, New York, 2015; 107-121.
  • [16] Deveci T, Ayish N. Correlation between critical thinking and lifelong learning skills of freshman students. Bartin University Journal of Faculty of Education, 2017; 6(1), 282-303.
  • [17] Wei TT. Critical Thinking and Lifelong Learning, 2020. https://www.macauz.com/aepmacau/theme/doce_09.htm Last Access Date: October,2020.
  • [18] ISTE (2011). Operational definition of computational thinking for K-12 education. http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf?sfvrsn=2 Last Access Date: October, 2020.
  • [19] Cuny J, Snyder L, Wing JM. Demystifying computational thinking for non-computer scientists. http://www.cs.cmu.edu/∼CompThink/resources/TheLinkWing.pdf Last Access Date: September, 2020.
  • [20] Lu JJ, Fletcher GH. Thinking about computational thinking. In ACM SIGCSE Bulletin 2009; 41, 260.
  • [21] Czerkawski B, Lyman E. Exploring issues about CT in higher education. TechTrends, 59(2), 2015; 57-65. doi:10.1007/s11528-015-0840-3.
  • [21] Lee I, Martin F, Denner J, Coulter B., Allan W Erickson J, Smith J, Werner L. “Computational Thinking for Youth in Practice”, ACM Inroads, 2011; 2(1), 32-37.
  • [22] Angeli C, Giannakos M. Computational thinking education: Issues and challenges. Computers in Human Behavior, 2020; 105, 106185.
  • [23] Wing JM. Computational thinking. Communications of the ACM, 2006; 49(3), 33-35.
  • [24] Booth WA. Mixed-methods study of the impact of a computational thinking course on student attitudes about technology and computation (Doctoral dissertation), 2013; Baylor University, USA. [25] Lockwood J, Mooney A. Computational Thinking in Secondary Education: Where does it fit? A systematic literary review. International Journal of Computer Science Education in Schools, 2018; 2(1), 41-60.
  • [26] Yadav A, Gretter S, Good J, McLean T. Computational thinking in teacher education. In Emerging research, practice, and policy on computational thinking. Springer, Cham, 2017; 205-220.
  • [27] Durak HY, Şahin Z. Investigation of The Contribution of Coding Training in Teaching Candidates to The Development of Lifelong Learning Competencies Journal of Ege Education Technologies, 2018; 2(2), 55-67.
  • [28] https://www.media.mit.edu/groups/lifelong-kindergarten/applicant-information/ Last Access Date: January, 2020
  • [29] Cusso Calabuig R, Gil M. Implementation of Web 2.0 Tools and Virtual Platforms to PBL Methodology: a Case Study. In SIIE 2012. Actas del XIV simposio Internacional de Informática Educativa: Andorra La Vella, 2012; 145-150.
  • [30] Göksan TS, Uzundurukan S, Keskin SN. Yaşam boyu öğrenme ve avrupa birliği'nin yaşam boyu öğrenme programlari. İnşaat Mühendisliği Eğitimi Sempozyumu, 2009; 143.
  • [31] Župarić J. The role of universities in promoting lifelong learning: European experience and Croatian perspective. Interdisciplinary Management Research, 2009; 5, 255-263.
  • [32] Dinevski D, Dinevski IV. The concepts of university lifelong learning provision in Europe. Transition Studies Review, 2004; 11(3), 227-235.
  • [33] Çakın İ. Information access environments of our universities: General evaluation. Hacettepe University Journal of Faculty of Letters, Special Issue for the 75th Anniversary of Our Republic, 1998; 37-67.
  • [34] Soran H, Akkoyunlu B, Kavak Y. Life-long learning skills and training faculty members: A project at Hacettepe University. H.U Journal of Education, 2006; 30(30), 201-210.
  • [35] Cendon E. Lifelong learning at universities: future perspectives for teaching and learning. Journal New Approaches in Educational Research, 2018; 7(2), 81-87.
  • [36] Büyüköztürk Ş, Çakmak EK, Akgün ÖE, Karadeniz Ş, Demirel F. Scientific research methods 2017; Pegem, 1-360.
  • [37] Fraenkel RJ, Wallen EN. How to Design and Evaluate Research in Education. McGraw-Hill, New York, 2006.
  • [38] Friede CR, Irani TA, Rhoades EB, Fuhrman NE, Gallo M. It's in the Genes: Exploring Relationships between Critical Thinking and Problem Solving in Undergraduate Agriscience Students' Solutions to Problems in Mendelian Genetics. Journal of agricultural education, 2008; 49(4), 25-37.
  • [39] Kılıç HE, Şen Aİ. Turkish Adaptation Study of UF/EMI Critical Thinking Disposition Instrument. Education and Science, 2014; 39(176).
  • [40] Yağcı M. A valid and reliable tool for examining computational thinking skills. Education and Information Technologies, 2019; 24(1), 929-951.
  • [41] Coşkun YD, Demirel M. Lifelong learning tendency scale: the study of validity and reliability. Procedia-Social and Behavioral Sciences, 2010; 5, 2343-2350.
  • [42] Cohen J. Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: L. Erlbaum Associates, 1988.
  • [43] Voskoglou MG, Buckley S. Problem solving and computational thinking in a learning environment. Egyptian Computer Science Journal, 2012; 36(4), 28-45.
  • [44] Chen G, Shen J, Barth-Cohen L, Jiang S, Huang X, Eltoukhy, M. Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers & Education, 2017; 109, 162-175.
  • [45] Wing JM. Computational thinking. Communications of the ACM, 2006; 49(3), 33-35.
  • [46] Mannila L, Settle A, Dagiene V, Demo B, Grgurina N, Mirolo C, Rolandsson L. Computational thinking in K-9 education. In Proceedings of the working group reports of the 2014 on innovation & technology in computer science education conference, 2014; 1-29.

THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS

Yıl 2021, Cilt 9, Sayı Iconat Special Issue 2021, 129 - 144, 24.12.2021
https://doi.org/10.20290/estubtdb.1022748

Öz

It is aimed to examine the effects of computational thinking skills and critical thinking skills of students enrolled in the pedagogical formation certificate program, which is considered within the scope of lifelong learning in education faculties, on lifelong learning skills in this study. Scanning model principles were taken into account in order to achieve the aim. Structural regression analysis was used to test the relationship between variables in the study. The data were collected from 240 students who are continuing the pedagogical formation certificate program, which is based on lifelong learning. The Critical Thinking Scale (CT), Computational Thinking Self-Efficacy Scale (CoT) and The Lifelong Learning Tendency Scale (LLL) were used to collect the data. According to the results, CoT has a direct and significant effect on CT at the rate of 84%, and the CoT directly explains LLL at a rate of 59%.

Kaynakça

  • [1] Demiralay R, Karadeniz Ş. Developing Information Literacy Skills for Lifelong Learning in Primary Education Cypriot Journal of Educational Sciences, 2008; 2 (6), 92.
  • [2] Brine J. Lifelong learning and the knowledge economy: those that know and those that do not – the discourse of the European Union. British Educational Research, 2006 ; 32 (5), 649-665.
  • [3] Davies T. Creative teaching and learning in Europe: promoting a new paradigm. The Curriculum Journal, 2006; 17 (1), 37-57.
  • [4] Diamantopoulou A. The European dimension in Greek education in the context of European Union. Comparative Education, 2006; 42 (1), 131-151.
  • [5] Jones HC. Lifellong learning in the European Union: whiter the Lisbon Strategy? European Journal of Education, 2005; 40 (3), 247-260.
  • [6] Jarvis P, Holford J. Editorial. Lifelong learning: a concept revisited. International Journal of Lifelong Education, 2005; 24 (4), 283-285.
  • [7] Matthias D L, Rahaf A, Marc M, Sarah P, Xu J, Ales L, Gregory S, Tinne T. Continual learning: A comparative study on how to defy forgetting in classification tasks. Cornell University, 2021; arXiv preprint arXiv:1909.08383, 2019. 1
  • [8] German IP, Ronald K, Jose LP, Christopher K, Stefan W. Continual Lifelong Learning with Neural Networks: A Review. Neural Networks, 2019; 113, 54-71
  • [9] Voogt J, Roblin NP. A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 2012; 299e321. http://dx.doi.org/10.1080/ 00220272.2012.668938
  • [10] João M, Bravo B, Gomes J. The teaching of law post Bologna. Global Journal of Sociology: Current Issues, 2018; 8(1), 30-36. https://doi.org/10.18844/gjs.v8i1.3412
  • [11] Köğce D, Özpınar İ, Mandacı Şahin S, Aydoğan Y. Instructors' views on standards for the 21th century learners and lifelong learning. Dicle University Journal of Ziya Gökalp Faculty of Education, 2014; 22, 185-213.
  • [12] Renatovna AG, Renatovna AS. Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and Education Journal, 2021; 58(2), 4889-4902.
  • [13] Ross KN, Genevois I. Cross-national studies of the quality of education : planning their design and managing their impact. UNESCO, International Institute for Educational Planning, 2006. https://doi.org/10.4324/9780203882146
  • [14] Homayounzadeh M. Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?. Signum Temporis, 2015; 7(1), 1.
  • [15] Green P. Teaching critical thinking for lifelong learning. In The Palgrave handbook of critical thinking in higher education. Palgrave Macmillan, New York, 2015; 107-121.
  • [16] Deveci T, Ayish N. Correlation between critical thinking and lifelong learning skills of freshman students. Bartin University Journal of Faculty of Education, 2017; 6(1), 282-303.
  • [17] Wei TT. Critical Thinking and Lifelong Learning, 2020. https://www.macauz.com/aepmacau/theme/doce_09.htm Last Access Date: October,2020.
  • [18] ISTE (2011). Operational definition of computational thinking for K-12 education. http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf?sfvrsn=2 Last Access Date: October, 2020.
  • [19] Cuny J, Snyder L, Wing JM. Demystifying computational thinking for non-computer scientists. http://www.cs.cmu.edu/∼CompThink/resources/TheLinkWing.pdf Last Access Date: September, 2020.
  • [20] Lu JJ, Fletcher GH. Thinking about computational thinking. In ACM SIGCSE Bulletin 2009; 41, 260.
  • [21] Czerkawski B, Lyman E. Exploring issues about CT in higher education. TechTrends, 59(2), 2015; 57-65. doi:10.1007/s11528-015-0840-3.
  • [21] Lee I, Martin F, Denner J, Coulter B., Allan W Erickson J, Smith J, Werner L. “Computational Thinking for Youth in Practice”, ACM Inroads, 2011; 2(1), 32-37.
  • [22] Angeli C, Giannakos M. Computational thinking education: Issues and challenges. Computers in Human Behavior, 2020; 105, 106185.
  • [23] Wing JM. Computational thinking. Communications of the ACM, 2006; 49(3), 33-35.
  • [24] Booth WA. Mixed-methods study of the impact of a computational thinking course on student attitudes about technology and computation (Doctoral dissertation), 2013; Baylor University, USA. [25] Lockwood J, Mooney A. Computational Thinking in Secondary Education: Where does it fit? A systematic literary review. International Journal of Computer Science Education in Schools, 2018; 2(1), 41-60.
  • [26] Yadav A, Gretter S, Good J, McLean T. Computational thinking in teacher education. In Emerging research, practice, and policy on computational thinking. Springer, Cham, 2017; 205-220.
  • [27] Durak HY, Şahin Z. Investigation of The Contribution of Coding Training in Teaching Candidates to The Development of Lifelong Learning Competencies Journal of Ege Education Technologies, 2018; 2(2), 55-67.
  • [28] https://www.media.mit.edu/groups/lifelong-kindergarten/applicant-information/ Last Access Date: January, 2020
  • [29] Cusso Calabuig R, Gil M. Implementation of Web 2.0 Tools and Virtual Platforms to PBL Methodology: a Case Study. In SIIE 2012. Actas del XIV simposio Internacional de Informática Educativa: Andorra La Vella, 2012; 145-150.
  • [30] Göksan TS, Uzundurukan S, Keskin SN. Yaşam boyu öğrenme ve avrupa birliği'nin yaşam boyu öğrenme programlari. İnşaat Mühendisliği Eğitimi Sempozyumu, 2009; 143.
  • [31] Župarić J. The role of universities in promoting lifelong learning: European experience and Croatian perspective. Interdisciplinary Management Research, 2009; 5, 255-263.
  • [32] Dinevski D, Dinevski IV. The concepts of university lifelong learning provision in Europe. Transition Studies Review, 2004; 11(3), 227-235.
  • [33] Çakın İ. Information access environments of our universities: General evaluation. Hacettepe University Journal of Faculty of Letters, Special Issue for the 75th Anniversary of Our Republic, 1998; 37-67.
  • [34] Soran H, Akkoyunlu B, Kavak Y. Life-long learning skills and training faculty members: A project at Hacettepe University. H.U Journal of Education, 2006; 30(30), 201-210.
  • [35] Cendon E. Lifelong learning at universities: future perspectives for teaching and learning. Journal New Approaches in Educational Research, 2018; 7(2), 81-87.
  • [36] Büyüköztürk Ş, Çakmak EK, Akgün ÖE, Karadeniz Ş, Demirel F. Scientific research methods 2017; Pegem, 1-360.
  • [37] Fraenkel RJ, Wallen EN. How to Design and Evaluate Research in Education. McGraw-Hill, New York, 2006.
  • [38] Friede CR, Irani TA, Rhoades EB, Fuhrman NE, Gallo M. It's in the Genes: Exploring Relationships between Critical Thinking and Problem Solving in Undergraduate Agriscience Students' Solutions to Problems in Mendelian Genetics. Journal of agricultural education, 2008; 49(4), 25-37.
  • [39] Kılıç HE, Şen Aİ. Turkish Adaptation Study of UF/EMI Critical Thinking Disposition Instrument. Education and Science, 2014; 39(176).
  • [40] Yağcı M. A valid and reliable tool for examining computational thinking skills. Education and Information Technologies, 2019; 24(1), 929-951.
  • [41] Coşkun YD, Demirel M. Lifelong learning tendency scale: the study of validity and reliability. Procedia-Social and Behavioral Sciences, 2010; 5, 2343-2350.
  • [42] Cohen J. Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: L. Erlbaum Associates, 1988.
  • [43] Voskoglou MG, Buckley S. Problem solving and computational thinking in a learning environment. Egyptian Computer Science Journal, 2012; 36(4), 28-45.
  • [44] Chen G, Shen J, Barth-Cohen L, Jiang S, Huang X, Eltoukhy, M. Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers & Education, 2017; 109, 162-175.
  • [45] Wing JM. Computational thinking. Communications of the ACM, 2006; 49(3), 33-35.
  • [46] Mannila L, Settle A, Dagiene V, Demo B, Grgurina N, Mirolo C, Rolandsson L. Computational thinking in K-9 education. In Proceedings of the working group reports of the 2014 on innovation & technology in computer science education conference, 2014; 1-29.

Ayrıntılar

Birincil Dil İngilizce
Konular Temel Bilimler
Bölüm Makaleler
Yazarlar

Emine Nur ÜNVEREN BİLGİÇ
DUZCE UNIVERSITY
0000-0001-9684-4192
Türkiye


Emre ÇAM
TOKAT GAZIOSMANPASA UNIVERSITY
0000-0001-9413-0292
Türkiye


Nazire Burçin HAMUTOĞLU (Sorumlu Yazar)
Eskişehir Teknik Üniversitesi
0000-0003-0941-9070
Türkiye

Yayımlanma Tarihi 24 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 9, Sayı Iconat Special Issue 2021

Kaynak Göster

Bibtex @araştırma makalesi { estubtdb1022748, journal = {Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler}, issn = {2667-419X}, address = {btdb@anadolu.edu.tr}, publisher = {Eskişehir Teknik Üniversitesi}, year = {2021}, volume = {9}, pages = {129 - 144}, doi = {10.20290/estubtdb.1022748}, title = {THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS}, key = {cite}, author = {Ünveren Bilgiç, Emine Nur and Çam, Emre and Hamutoğlu, Nazire Burçin} }
APA Ünveren Bilgiç, E. N. , Çam, E. & Hamutoğlu, N. B. (2021). THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS . Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler , Iconat Special Issue 2021 , 129-144 . DOI: 10.20290/estubtdb.1022748
MLA Ünveren Bilgiç, E. N. , Çam, E. , Hamutoğlu, N. B. "THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS" . Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler 9 (2021 ): 129-144 <https://dergipark.org.tr/tr/pub/estubtdb/issue/66417/1022748>
Chicago Ünveren Bilgiç, E. N. , Çam, E. , Hamutoğlu, N. B. "THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS". Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler 9 (2021 ): 129-144
RIS TY - JOUR T1 - THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS AU - Emine Nur Ünveren Bilgiç , Emre Çam , Nazire Burçin Hamutoğlu Y1 - 2021 PY - 2021 N1 - doi: 10.20290/estubtdb.1022748 DO - 10.20290/estubtdb.1022748 T2 - Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler JF - Journal JO - JOR SP - 129 EP - 144 VL - 9 IS - Iconat Special Issue 2021 SN - 2667-419X- M3 - doi: 10.20290/estubtdb.1022748 UR - https://doi.org/10.20290/estubtdb.1022748 Y2 - 2021 ER -
EndNote %0 Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS %A Emine Nur Ünveren Bilgiç , Emre Çam , Nazire Burçin Hamutoğlu %T THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS %D 2021 %J Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler %P 2667-419X- %V 9 %N Iconat Special Issue 2021 %R doi: 10.20290/estubtdb.1022748 %U 10.20290/estubtdb.1022748
ISNAD Ünveren Bilgiç, Emine Nur , Çam, Emre , Hamutoğlu, Nazire Burçin . "THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS". Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler 9 / Iconat Special Issue 2021 (Aralık 2021): 129-144 . https://doi.org/10.20290/estubtdb.1022748
AMA Ünveren Bilgiç E. N. , Çam E. , Hamutoğlu N. B. THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS. Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler. 2021; 9(Iconat Special Issue 2021): 129-144.
Vancouver Ünveren Bilgiç E. N. , Çam E. , Hamutoğlu N. B. THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS. Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler. 2021; 9(Iconat Special Issue 2021): 129-144.
IEEE E. N. Ünveren Bilgiç , E. Çam ve N. B. Hamutoğlu , "THE EFFECTS OF LIFELONG LEARNING TENDENCIES ON CRITICAL THINKING AND COMPUTATIONAL THINKING SKILLS", Eskişehir Teknik Üniversitesi Bilim ve Teknoloji Dergisi B - Teorik Bilimler, c. 9, sayı. Iconat Special Issue 2021, ss. 129-144, Ara. 2021, doi:10.20290/estubtdb.1022748