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OPINIONS OF PRESCHOOL TEACHER CANDIDATES ABOUT CODING

Yıl 2022, Cilt 3, Sayı 1, 70 - 82, 27.06.2022

Öz

As in every field, computer-based environment-tools and materials are an inevitable part of learning and teaching in every level and type of education, including early childhood. It is possible to create products and services with coding to be done using advanced programming languages, as well as coding techniques that are simple to use for teaching children in education in early childhood education institutions. In this way, it is possible for children to realize what they want as a producer not only as a consumer, but with a more permanent learning. At the same time, learning of coding techniques for preschool teachers to use in the education of children in these age slices will make the education more participatory, collaborative, effective and successful. The “coding skills” that preschool teacher candidates will have will provide important benefits in their professional development. The aim of this study is to determine the coding knowledge, skills, experience and opinions of pre-school teacher candidates of Trakya University Education Faculty. A questionnaire consisting of 30 questions prepared by the researcher was applied to 213 students studying in Trakya University Education Faculty, Department of Basic Education Preschool Teaching Program in the fall semester of 2019-2020 academic year. As a result of the research, it was determined that pre-school teacher candidates did not have sufficient knowledge, skills and experience in coding and did not show a positive attitude about coding education.

Kaynakça

  • Balanskat, Anja & Engelhardt, Katja (2014) Computing our future: Computer programming and coding - Priorities, school curricula and initiatives across Europe. European Schoolnet. http://www.eun.org/resources/ detail?publicationID=481, [Erişim tarihi: 21.10.2020.]
  • Bower, Matt & Falkner, Katrina (2015). Computational thinking, the notional machine, pre-service teachers, and research opportunities. Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), Australia, 27-30 January, 37-46.
  • Brooker, Liz (2003). Integrating new technologies in UK classrooms: Lessons for teachers from early years practitioners. Childhood Education, 79(5): 261-267.
  • Clements, Douglas & Nastasi, Bonnie (1992) Computers and early childhood education, M. Gettinger, S.N. Elliott & T.R. Kratochwill (Eds) Advances in School Psychology: preschool and early childhood treatment directions. 187-246. Hillsdale: Lawrence Erlbaum Associates.
  • Clements, Douglas & Sarama, Julie (2002). The role of technology in early childhood learning. Teaching Children Mathematics, 8(6): 340-345.
  • Clements, Douglas (1999). Young children and technology. Washington, DC: American Association of the Advancement of Science.
  • Clements, Douglas (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, Volume 3, Number 2
  • Dupagne, Michel & Krendl, Kathy (1992). Teachers’ attitudes toward computers: A review of the literature. Journal of Research and Computing in Education, 24 (3): 420-430.
  • Edwards, Suzy. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21(2):192-210
  • Filipenko, Margot & Rolfsen, Gloria (1999). What will it take to get computers into an early childhood classroom? Canadian Children, 24(2): 35-38.
  • Finegan, Colleen & Austin, Nancy Jo (2002). Developmentally appropriate technology for young children. Information Technology in Childhood Education Annual, 87-102.
  • Gelman, Rochel & Baillargeon, Renée. (1983) A review of some piagetian concepts, P.H. Mussen (Ed.) Handbook of Child Psychology, 4th edn, vol. 3, 167-230. New York: John Wiley & Sons.
  • Haugland, Susan (1992). The effect of computer software on preschool children’s developmental gains. Journal of Computing in Childhood Education, 3(1):15-30.
  • Haugland, Susan (1997). How teachers use computers in early childhood classrooms. Journal of Computing in Childhood Education, 8(1): 3-14.
  • Haugland, Susan (1999). What role should technology play in young children’s learning? Young Children, November, 26-43.
  • Howland, Kate & Good, Judith (2015). Learning to communicate computationally with Flip: A bi-modal programming language for game creation. Computers & Education, 80: 224-240.
  • Judge, Sharon. Puckett, Kathleen & Cabuk, Burcu (2004). Digital equity: New findings from the early childhood longitudinal study. Journal of Research on Technology in Education, 36(4): 383-396.
  • Marcoulides, George (1989). Measuring computer anxiety: The computer anxiety scale. Educational and Psychological Measurement, 49: 733-740.
  • Minuto, Andrea. Pittarello, Fabio & Nijholt, Anton (2015). Smart material ınterfaces for education. Journal of visual languages and computing, 31, 267-274. https://doi.org/10.1016/j.jvlc.2015.10.006 https://www.sciencedirect.com/science/article/pii/S1045926X15000634?via%3Dihub [Erişim Tarihi: 22.10. 2020]
  • O’Rourke, Maureen & Harrison, Cathie (2004). The introduction of new technologies: New possibilities for early childhood pedagogy. Australian Journal of Early Childhood, 29(2): 11-18.
  • Özcan, Betül (2017) Çocuklar için kodlama eğitimi. http://kodlamaegitim. blogspot.com/2017/01/cocuklar-icin-kodlama-egitimi.html [Erişim Tarihi: 22.10.2020]
  • Plowman, Lydia & Stephen, Christine (2005). Children, play and computers in pre-school education. British Journal of Educational Technology, 36(2): 145-157.
  • Potosky, Denise & Bobko, Philip (2001). A model for predicting computer experience from attitudes toward computers. Journal of Business and Psychology, 15(3): 391-404.
  • Rey, Dustine (2019). The importance of coding in early childhood. http://www.drdustinerey.com/the-importance-of-coding-in-early-childhood/ [Erişim Tarihi: 15.11.2019]
  • Shuster, Claudia (1996). A study of kindergarten and first grade report cards: what are young children expected to learn? American Educational Research Association Annual Meeting.
  • Simonson, Michael (1995). Instructional technology and attitude change. G.J. Aglin (Ed.) Instructional technology: Past, present, and future (365-373). Englewood, CO: Librairis Unlimited.
  • Siraj-Blatchford, John & Whitebread, David (2003). Supporting information and communications technology in the early years. Berkshire, UK: Open University Press.
  • Tağci, Çiğdem (2019). Kodlama eğitiminin ilkokul öğrencileri üzerindeki etkisinin incelenmesi. Afyon Kocatepe Üniversitesi Fen Bilimleri Enstitüsü Yüksek Lisans Tezi
  • Taylor, Merilyn. Harlow, Ann & Forret, Michael (2010). Using a computer programming environment and an ınteractive whiteboard to ınvestigate some mathematical thinking. ınternational conference on mathematics education research. Procedia Social and Behavioral Sciences. 8 (2010):561–570
  • Tsitouridou, Melpomeni & Vryzas, Konstantinos (2003). Early childhood teachers’ attitudes towards computer and information technology: the case of Greece. Information Technology in Childhood Education Annual, 187-207
  • Wachenchauzer, Rosita (2004). Work in progress promoting critical thinking while learning programming language concepts and paradigms. 34th ASEE/IEEE Frontiers in Education Conference. Savannah, GA, 20-23 October.
  • Yelland, Nicola (1998). Empowerment and control with technology in the early childhood years. Educational Practice and Theory, 20(2): 45-55.

OKUL ÖNCESİ ÖĞRETMEN ADAYLARININ KODLAMAYA İLİŞKİN GÖRÜŞLERİ

Yıl 2022, Cilt 3, Sayı 1, 70 - 82, 27.06.2022

Öz

Her alanda olduğu gibi erken çocukluk dönemi de dâhil olmak üzere eğitimin her kademe ve türünde bilgisayar temelli ortam-araç ve gereçler öğrenmenin ve öğretmenin kaçınılmaz bir parçası olmaktadır. İleri programlama dilleri kullanılarak yapılacak kodlamayla ürün ve hizmetler oluşturmak mümkün olduğu gibi erken çocukluk eğitim kurumlarında eğitimde çocuklara öğretmek için basit düzeyde kullanım şekli olan kodlama teknikleri de vardır. Bu sayede çocukların sadece tüketici değil üretici olarak istediklerini daha kalıcı bir öğrenmeyle gerçekleştirmeleri mümkündür. Aynı zamanda okul öncesi öğretmenlerinin bu yaş dilimlerindeki çocukların eğitiminde kullanmak üzere bazı kodlama tekniklerini öğrenmesi eğitimi daha katılımcı, işbirlikçi, etkin ve başarılı kılacaktır. Okul öncesi öğretmen adaylarının sahip olacağı “kodlama becerileri” onların mesleki gelişimlerinde önemli faydalar sağlayacaktır. Bu çalışmanın amacı, Trakya Üniversitesi Eğitim Fakültesi okul öncesi öğretmen adaylarının kodlama bilgi, beceri, deneyim ve bu konu hakkındaki görüşlerini saptamaktır. Trakya Üniversitesi Eğitim Fakültesi, Temel Eğitim Bölümü Okul öncesi öğretmenliği programında 2019-2020 öğretim yılı güz döneminde öğrenim gören 213 öğrenciye 30 sorudan oluşan araştırmacının hazırladığı anket uygulanmıştır. Araştırma sonucunda okul öncesi öğretmen adaylarının kodlama konusunda yeterli bilgi, beceri ve deneyime sahip olmadıkları, kodlama eğitimi hakkında olumlu tutum göstermedikleri saptanmıştır.

Kaynakça

  • Balanskat, Anja & Engelhardt, Katja (2014) Computing our future: Computer programming and coding - Priorities, school curricula and initiatives across Europe. European Schoolnet. http://www.eun.org/resources/ detail?publicationID=481, [Erişim tarihi: 21.10.2020.]
  • Bower, Matt & Falkner, Katrina (2015). Computational thinking, the notional machine, pre-service teachers, and research opportunities. Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), Australia, 27-30 January, 37-46.
  • Brooker, Liz (2003). Integrating new technologies in UK classrooms: Lessons for teachers from early years practitioners. Childhood Education, 79(5): 261-267.
  • Clements, Douglas & Nastasi, Bonnie (1992) Computers and early childhood education, M. Gettinger, S.N. Elliott & T.R. Kratochwill (Eds) Advances in School Psychology: preschool and early childhood treatment directions. 187-246. Hillsdale: Lawrence Erlbaum Associates.
  • Clements, Douglas & Sarama, Julie (2002). The role of technology in early childhood learning. Teaching Children Mathematics, 8(6): 340-345.
  • Clements, Douglas (1999). Young children and technology. Washington, DC: American Association of the Advancement of Science.
  • Clements, Douglas (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, Volume 3, Number 2
  • Dupagne, Michel & Krendl, Kathy (1992). Teachers’ attitudes toward computers: A review of the literature. Journal of Research and Computing in Education, 24 (3): 420-430.
  • Edwards, Suzy. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21(2):192-210
  • Filipenko, Margot & Rolfsen, Gloria (1999). What will it take to get computers into an early childhood classroom? Canadian Children, 24(2): 35-38.
  • Finegan, Colleen & Austin, Nancy Jo (2002). Developmentally appropriate technology for young children. Information Technology in Childhood Education Annual, 87-102.
  • Gelman, Rochel & Baillargeon, Renée. (1983) A review of some piagetian concepts, P.H. Mussen (Ed.) Handbook of Child Psychology, 4th edn, vol. 3, 167-230. New York: John Wiley & Sons.
  • Haugland, Susan (1992). The effect of computer software on preschool children’s developmental gains. Journal of Computing in Childhood Education, 3(1):15-30.
  • Haugland, Susan (1997). How teachers use computers in early childhood classrooms. Journal of Computing in Childhood Education, 8(1): 3-14.
  • Haugland, Susan (1999). What role should technology play in young children’s learning? Young Children, November, 26-43.
  • Howland, Kate & Good, Judith (2015). Learning to communicate computationally with Flip: A bi-modal programming language for game creation. Computers & Education, 80: 224-240.
  • Judge, Sharon. Puckett, Kathleen & Cabuk, Burcu (2004). Digital equity: New findings from the early childhood longitudinal study. Journal of Research on Technology in Education, 36(4): 383-396.
  • Marcoulides, George (1989). Measuring computer anxiety: The computer anxiety scale. Educational and Psychological Measurement, 49: 733-740.
  • Minuto, Andrea. Pittarello, Fabio & Nijholt, Anton (2015). Smart material ınterfaces for education. Journal of visual languages and computing, 31, 267-274. https://doi.org/10.1016/j.jvlc.2015.10.006 https://www.sciencedirect.com/science/article/pii/S1045926X15000634?via%3Dihub [Erişim Tarihi: 22.10. 2020]
  • O’Rourke, Maureen & Harrison, Cathie (2004). The introduction of new technologies: New possibilities for early childhood pedagogy. Australian Journal of Early Childhood, 29(2): 11-18.
  • Özcan, Betül (2017) Çocuklar için kodlama eğitimi. http://kodlamaegitim. blogspot.com/2017/01/cocuklar-icin-kodlama-egitimi.html [Erişim Tarihi: 22.10.2020]
  • Plowman, Lydia & Stephen, Christine (2005). Children, play and computers in pre-school education. British Journal of Educational Technology, 36(2): 145-157.
  • Potosky, Denise & Bobko, Philip (2001). A model for predicting computer experience from attitudes toward computers. Journal of Business and Psychology, 15(3): 391-404.
  • Rey, Dustine (2019). The importance of coding in early childhood. http://www.drdustinerey.com/the-importance-of-coding-in-early-childhood/ [Erişim Tarihi: 15.11.2019]
  • Shuster, Claudia (1996). A study of kindergarten and first grade report cards: what are young children expected to learn? American Educational Research Association Annual Meeting.
  • Simonson, Michael (1995). Instructional technology and attitude change. G.J. Aglin (Ed.) Instructional technology: Past, present, and future (365-373). Englewood, CO: Librairis Unlimited.
  • Siraj-Blatchford, John & Whitebread, David (2003). Supporting information and communications technology in the early years. Berkshire, UK: Open University Press.
  • Tağci, Çiğdem (2019). Kodlama eğitiminin ilkokul öğrencileri üzerindeki etkisinin incelenmesi. Afyon Kocatepe Üniversitesi Fen Bilimleri Enstitüsü Yüksek Lisans Tezi
  • Taylor, Merilyn. Harlow, Ann & Forret, Michael (2010). Using a computer programming environment and an ınteractive whiteboard to ınvestigate some mathematical thinking. ınternational conference on mathematics education research. Procedia Social and Behavioral Sciences. 8 (2010):561–570
  • Tsitouridou, Melpomeni & Vryzas, Konstantinos (2003). Early childhood teachers’ attitudes towards computer and information technology: the case of Greece. Information Technology in Childhood Education Annual, 187-207
  • Wachenchauzer, Rosita (2004). Work in progress promoting critical thinking while learning programming language concepts and paradigms. 34th ASEE/IEEE Frontiers in Education Conference. Savannah, GA, 20-23 October.
  • Yelland, Nicola (1998). Empowerment and control with technology in the early childhood years. Educational Practice and Theory, 20(2): 45-55.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Ayşegül Zeynep ERGİN> (Sorumlu Yazar)
Milli Eğitim Bakanlığı Çerkezköy Bilim ve Sanat Merkezi
0000-0003-3163-0286
Türkiye


Zülfiye Gül ERCAN>
TRAKYA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0002-7532-5251
Türkiye

Yayımlanma Tarihi 27 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 3, Sayı 1

Kaynak Göster

APA Ergin, A. Z. & Ercan, Z. G. (2022). OKUL ÖNCESİ ÖĞRETMEN ADAYLARININ KODLAMAYA İLİŞKİN GÖRÜŞLERİ . Eğitim Yönetimi ve Politikaları Dergisi , 3 (1) , 70-82 . Retrieved from https://dergipark.org.tr/tr/pub/eypd/issue/70597/1119498