Araştırma Makalesi
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Yıl 2022, Cilt: 5 Sayı: 4 - ICETOL 2022 Special Issue, 1106 - 1121, 10.12.2022
https://doi.org/10.31681/jetol.1151170

Öz

Kaynakça

  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the game-design and learning (GDL) after-school program. Computers & Education, 75, 72-81. https://doi.org/10.1016/j.compedu.2014.02.003
  • Akpinar, Y., & Aslan, Ü. (2015). Supporting children’s learning of probability through video game programming. Journal of Educational Computing Research, 53(2), 228-259. https://doi.org/10.1177/0735633115598492
  • Atman Uslu, N., Mumcu, F. & Eğin, F. (2018).The effect of visual programming activities on secondary school students’ computational thinking skills. Journal of Ege Education Technologies, 2(1), 19-31.
  • Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada (Vol. 1, p. 25).
  • Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2008). Computer aided instruction as a vehicle for problem solving: Scratch boards in the middle years classroom. ASEE Annual Conference and Exposition, Conference Proceedings (pp. 22-24).
  • Burke, Q., & Kafai, Y. B. (2010). Programming & storytelling: Opportunities for learning about coding & composition. N. Parés & M. Oliver (Ed.), Proceedings of the 9th International Conference on Interaction Design and Children (pp. 348-351). New York: ACM. https://doi.org/10.1145/1810543.1810611
  • Büyükkarci, A. (2019). The effect of 5e model enriched with coding on 4th grade mathematics achievement, permanence and attitude. [Doctoral dissertation] Burdur Mehmet Akif Ersoy University.
  • Büyüköztürk, Ş. (2020a). In Data analysis for social sciences hand book. PegemA Pub.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2020b). Scientific research methods. PegemA Pub
  • Calao, L. A., Moreno-León, J., Correa, H. E., & Robles, G. (2015). Developing mathematical thinking with scratch. In European conference on technology enhanced learning (pp. 17-27). Springer, Cham.https://doi.org/10.1007/978-3-319-24258-3_2
  • Cam, E. & Kiyici, M. (2022). The impact of robotics assisted programming education on academic success, problem solving skills and motivation. Journal of Educational Technology & Online Learning, 5(1), 47-65
  • Ceylan, V. K. (2020). The effect of scenario based learning scratch curriculum on students’ computational thinking skills and learning outcomes of problem solving and programming unıt [Doctoral dissertation]. Adnan Menderes University.
  • Curzon, P. (2015). Computational Thinking: Searching to Speak. (2022, July 7) http://www.brunodaosimo.org/wp-content/uploads/2016/01/SearchingToSpeak.pdf
  • Çubukluöz, Ö. (2019). Overcoming Learning Difficulties Of 6th -Grade Students In Mathematics Class With Mathematical Games Designed With Scratch Program. [Master's thesis]. Bartın University.
  • El-Nasr, M. S., & Smith, B. K. (2006). Learning through game modding. CIE: Computers in Entertainment , 4(1), 7-es. https://doi.org/10.1145/1111293.1111301
  • Fadjo, C. L. (2012). Developing computational thinking through grounded embodied cognition (Unpublished dissertation). New York, NY: Columbia University.
  • Feurzeig, W., Papert, S., Bloom, M., Grant, R., & Solomon, C. (1970). Programming-languages as a conceptual framework for teaching mathematics. SIGCUE Outlook, 4(2), 13–17.
  • Genç, Z., & Karakuş, S. (2011). Learning through design: Using scratch in instructional computer games, design. In 5 th International Computer & Instructional Technologies Symposium (pp. 22-24).
  • Gülbahar, Y., Avcı, Ü., & Kalaycı, E. (2012). Learning by doing:An example application of”goal-based scenario”approach . Education and Science, 37(165).
  • Hava, K. (2012). The effect of educational computer game design method on elemantary 4th students’ academic success [Master's thesis]. Gazi University.
  • ISTE. (2015). CT Leadership toolkit. http://www.iste.org/docs/ct-documents/ctleadershipt-toolkit.pdf?sfvrsn=4.
  • Jenkins, T. (2002). On the difficulty of learning to program, In 3rd annual Conference of LTSN-ICS, Loughbrorough University, Leicestershire, UK
  • Joini, N. S., Jali, N., & Junaini, S. N. (2015). An interactive mathematics game using Scratch programming, Proceedings of Conference Technology and Innovation Conference, Sarawk, Malaysia.
  • Kafai, Y. B., Franke, M. L., Ching, C. C., & Shih, J. C. (1998). Game design as an interactive learning environment for fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3(2), 149-184. https://doi.org/10.1023/A:1009777905226
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210. https://doi.org/10.1016/j.chb.2015.05.047
  • Kalelioglu, F., & Gülbahar, Y. (2014). The effects of teaching programming via scratch on problem solving skills: a discussion from learners' perspective. Informatics in education, 13(1), 33-50.
  • Kandin, E. (2019). The effect of goal-based scenario used for programming education of 5th graders and students’ opinions [Master's thesis]. Ondokuz Mayis University.
  • Kandin, E., & Şendurur, E. (2022). The effects of goal-based scenarios used for programming education of 5th graders. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2022.2036199
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & education, 73, 26-39. https://doi.org/10.1016/j.compedu.2013.12.010
  • Korkmaz, Ö., Çakır, R., Özden, Y. M., Oluk, A., & Sarıoğlu, S. (2015). Examining ındividuals' computational thinking skills in terms of different variables. Ondokuz Mayis University Journal of Education Faculty, 34(2), 68-87.
  • Ministry of National Education (MoNE) (2018). Math class educational program. (2022, July 10). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329
  • Ministry of National Education (MoNE) (2019). PISA 2018 turkey preliminary report. (2022, July 11) https://pisa.meb.gov.tr/www/pisa-2018-turkiye-on-raporu-yayimlandi/icerik/3
  • Ministry of National Education (MoNE) (2020). TIMSS 2019 Turkey preliminary report. (2022, July 10) https://odsgm.meb.gov.tr/www/timss-2019-turkiye-raporu-aciklandi/icerik/613
  • Mercan, M. & Aktaş, M. (2018). The effect of scratch-supported teachıng of 6th grade mathematıcs course's algebraıc expressions on student succes ,International Social Sciences Studies Journal, 4(28): 6395-6409. http://dx.doi.org/10.26449/sssj.1134
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
  • Mohaghegh, M. & McCauley, M. (2016). Computational thinking: The skill set of the 21st century. IJCSIT :International Journal of Computer Science and Information Technologies , 7(3), 1524-1530.
  • Nam, D., Kim, Y., & Lee, T. (2010). The effects of scaffolding-based courseware for the Scratch programming learning on student problem solving skill. In Proceedings of the 18th International Conference on Computers in Education (Vol. 723, p. 727). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
  • Okuducu, A. (2020). The effect of scratch based mathematıcs ınstructıons on 6th grade students’ academıc achıevements and attıtudes ın algebraıc expressıons [Master's thesis]. Ağrı İbrahim Çeçen University.
  • Oluk, A. (2017). An ınvestigation of students on computational thinking skills in terms of logicalmathematical ıntellectuality and mathematics achievements [Master's thesis]. Amasya University.
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. Modern Education and Computer Science, 8(11), 1-7.
  • P21. 21st Century Skılls Early Learnıng Framework. (2022, July 12) https://static.battelleforkids.org/documents/p21/P21_ELF_Framework_Final_20pgs.pdf
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B. and Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67. https://doi.org/10.1145/1592761.1592779
  • Robertson, J., & Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578. https://doi.org/10.1016/j.compedu.2007.09.020
  • Schank, Roger C. (1996) Goal-based scenarios: case-based reasoning meets learning by doing. In: David Leake (ed) Case-Based Reasoning: Experiences, Lessons & Future Directions. AAAI Press/The MIT Press. 295-347.
  • Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.) Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, No. 2, pp. 161–181). Lawrence Erlbaum Associates.
  • Shin, S., & Park, P. (2014). A study on the effect affecting problem solving ability of primary students through the scratch programming. Advanced Science and Technology Letters, 59(1), 117-120. http://dx.doi.org/10.14257/astl.2014.59.27
  • Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6. baskı). Pearson.
  • Vatansever, Ö. (2018). Examining the effects of using scratch programming on 5th and 6th graders’ problem solving skills [Master's thesis]. Uludag University.
  • Yünkül, E., Durak, G., Çankaya, S., & Mısırlı, Z. A. (2017). The Effects of Scratch Software on Students’ Computational Thinking Skills. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 502-517.
  • Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of science education and technology, 25(1), 127-147. https://doi.org/10.1007/s10956-015-9581-5
  • Wing, J. M. (2006). Computational thinking. Communication of ACM 49:33-35. https://doi.org/10.1145/1118178.1118215
  • Wing, J. M. (2008). Computational thinking and thinking about computing. Phil. Trans. R. Soc. A, 366: 3717–3725. https://doi.org/10.1098/rsta.2008.0118

The effect of block-based game development activities on the geometry achievement, computational thinking skills and opinions of seventh-grade students

Yıl 2022, Cilt: 5 Sayı: 4 - ICETOL 2022 Special Issue, 1106 - 1121, 10.12.2022
https://doi.org/10.31681/jetol.1151170

Öz

The aim of study to investigate the effects of block-based game development activities carried out on the goal-based scenario approach on the geometry achievement and computational thinking skills of seventh-grade students and to reveal their opinions regarding the process. The study used a one-group pretest-posttest experimental model an experimental research design. Overall, 43 seventh-grade students from a district of the province of Van, Turkey, during the 2021–2022 academic year constituted the participants of the study. The participants were determined using the criterion sampling technique a purposeful sampling technique. Within the scope of the study, a goal-based scenario about the topic of polygons was presented to the students, and implementations were carried out. The Computational Thinking Skills Scale, polygons achievement test and a structured interview form were used to collect data. The quantitative data obtained were analyzed using t-test, and the qualitative data were analyzed using content analysis. The results revealed that the block-based game development activities carried

Kaynakça

  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the game-design and learning (GDL) after-school program. Computers & Education, 75, 72-81. https://doi.org/10.1016/j.compedu.2014.02.003
  • Akpinar, Y., & Aslan, Ü. (2015). Supporting children’s learning of probability through video game programming. Journal of Educational Computing Research, 53(2), 228-259. https://doi.org/10.1177/0735633115598492
  • Atman Uslu, N., Mumcu, F. & Eğin, F. (2018).The effect of visual programming activities on secondary school students’ computational thinking skills. Journal of Ege Education Technologies, 2(1), 19-31.
  • Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada (Vol. 1, p. 25).
  • Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2008). Computer aided instruction as a vehicle for problem solving: Scratch boards in the middle years classroom. ASEE Annual Conference and Exposition, Conference Proceedings (pp. 22-24).
  • Burke, Q., & Kafai, Y. B. (2010). Programming & storytelling: Opportunities for learning about coding & composition. N. Parés & M. Oliver (Ed.), Proceedings of the 9th International Conference on Interaction Design and Children (pp. 348-351). New York: ACM. https://doi.org/10.1145/1810543.1810611
  • Büyükkarci, A. (2019). The effect of 5e model enriched with coding on 4th grade mathematics achievement, permanence and attitude. [Doctoral dissertation] Burdur Mehmet Akif Ersoy University.
  • Büyüköztürk, Ş. (2020a). In Data analysis for social sciences hand book. PegemA Pub.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2020b). Scientific research methods. PegemA Pub
  • Calao, L. A., Moreno-León, J., Correa, H. E., & Robles, G. (2015). Developing mathematical thinking with scratch. In European conference on technology enhanced learning (pp. 17-27). Springer, Cham.https://doi.org/10.1007/978-3-319-24258-3_2
  • Cam, E. & Kiyici, M. (2022). The impact of robotics assisted programming education on academic success, problem solving skills and motivation. Journal of Educational Technology & Online Learning, 5(1), 47-65
  • Ceylan, V. K. (2020). The effect of scenario based learning scratch curriculum on students’ computational thinking skills and learning outcomes of problem solving and programming unıt [Doctoral dissertation]. Adnan Menderes University.
  • Curzon, P. (2015). Computational Thinking: Searching to Speak. (2022, July 7) http://www.brunodaosimo.org/wp-content/uploads/2016/01/SearchingToSpeak.pdf
  • Çubukluöz, Ö. (2019). Overcoming Learning Difficulties Of 6th -Grade Students In Mathematics Class With Mathematical Games Designed With Scratch Program. [Master's thesis]. Bartın University.
  • El-Nasr, M. S., & Smith, B. K. (2006). Learning through game modding. CIE: Computers in Entertainment , 4(1), 7-es. https://doi.org/10.1145/1111293.1111301
  • Fadjo, C. L. (2012). Developing computational thinking through grounded embodied cognition (Unpublished dissertation). New York, NY: Columbia University.
  • Feurzeig, W., Papert, S., Bloom, M., Grant, R., & Solomon, C. (1970). Programming-languages as a conceptual framework for teaching mathematics. SIGCUE Outlook, 4(2), 13–17.
  • Genç, Z., & Karakuş, S. (2011). Learning through design: Using scratch in instructional computer games, design. In 5 th International Computer & Instructional Technologies Symposium (pp. 22-24).
  • Gülbahar, Y., Avcı, Ü., & Kalaycı, E. (2012). Learning by doing:An example application of”goal-based scenario”approach . Education and Science, 37(165).
  • Hava, K. (2012). The effect of educational computer game design method on elemantary 4th students’ academic success [Master's thesis]. Gazi University.
  • ISTE. (2015). CT Leadership toolkit. http://www.iste.org/docs/ct-documents/ctleadershipt-toolkit.pdf?sfvrsn=4.
  • Jenkins, T. (2002). On the difficulty of learning to program, In 3rd annual Conference of LTSN-ICS, Loughbrorough University, Leicestershire, UK
  • Joini, N. S., Jali, N., & Junaini, S. N. (2015). An interactive mathematics game using Scratch programming, Proceedings of Conference Technology and Innovation Conference, Sarawk, Malaysia.
  • Kafai, Y. B., Franke, M. L., Ching, C. C., & Shih, J. C. (1998). Game design as an interactive learning environment for fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3(2), 149-184. https://doi.org/10.1023/A:1009777905226
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210. https://doi.org/10.1016/j.chb.2015.05.047
  • Kalelioglu, F., & Gülbahar, Y. (2014). The effects of teaching programming via scratch on problem solving skills: a discussion from learners' perspective. Informatics in education, 13(1), 33-50.
  • Kandin, E. (2019). The effect of goal-based scenario used for programming education of 5th graders and students’ opinions [Master's thesis]. Ondokuz Mayis University.
  • Kandin, E., & Şendurur, E. (2022). The effects of goal-based scenarios used for programming education of 5th graders. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2022.2036199
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & education, 73, 26-39. https://doi.org/10.1016/j.compedu.2013.12.010
  • Korkmaz, Ö., Çakır, R., Özden, Y. M., Oluk, A., & Sarıoğlu, S. (2015). Examining ındividuals' computational thinking skills in terms of different variables. Ondokuz Mayis University Journal of Education Faculty, 34(2), 68-87.
  • Ministry of National Education (MoNE) (2018). Math class educational program. (2022, July 10). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329
  • Ministry of National Education (MoNE) (2019). PISA 2018 turkey preliminary report. (2022, July 11) https://pisa.meb.gov.tr/www/pisa-2018-turkiye-on-raporu-yayimlandi/icerik/3
  • Ministry of National Education (MoNE) (2020). TIMSS 2019 Turkey preliminary report. (2022, July 10) https://odsgm.meb.gov.tr/www/timss-2019-turkiye-raporu-aciklandi/icerik/613
  • Mercan, M. & Aktaş, M. (2018). The effect of scratch-supported teachıng of 6th grade mathematıcs course's algebraıc expressions on student succes ,International Social Sciences Studies Journal, 4(28): 6395-6409. http://dx.doi.org/10.26449/sssj.1134
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
  • Mohaghegh, M. & McCauley, M. (2016). Computational thinking: The skill set of the 21st century. IJCSIT :International Journal of Computer Science and Information Technologies , 7(3), 1524-1530.
  • Nam, D., Kim, Y., & Lee, T. (2010). The effects of scaffolding-based courseware for the Scratch programming learning on student problem solving skill. In Proceedings of the 18th International Conference on Computers in Education (Vol. 723, p. 727). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
  • Okuducu, A. (2020). The effect of scratch based mathematıcs ınstructıons on 6th grade students’ academıc achıevements and attıtudes ın algebraıc expressıons [Master's thesis]. Ağrı İbrahim Çeçen University.
  • Oluk, A. (2017). An ınvestigation of students on computational thinking skills in terms of logicalmathematical ıntellectuality and mathematics achievements [Master's thesis]. Amasya University.
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. Modern Education and Computer Science, 8(11), 1-7.
  • P21. 21st Century Skılls Early Learnıng Framework. (2022, July 12) https://static.battelleforkids.org/documents/p21/P21_ELF_Framework_Final_20pgs.pdf
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B. and Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67. https://doi.org/10.1145/1592761.1592779
  • Robertson, J., & Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578. https://doi.org/10.1016/j.compedu.2007.09.020
  • Schank, Roger C. (1996) Goal-based scenarios: case-based reasoning meets learning by doing. In: David Leake (ed) Case-Based Reasoning: Experiences, Lessons & Future Directions. AAAI Press/The MIT Press. 295-347.
  • Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.) Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, No. 2, pp. 161–181). Lawrence Erlbaum Associates.
  • Shin, S., & Park, P. (2014). A study on the effect affecting problem solving ability of primary students through the scratch programming. Advanced Science and Technology Letters, 59(1), 117-120. http://dx.doi.org/10.14257/astl.2014.59.27
  • Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6. baskı). Pearson.
  • Vatansever, Ö. (2018). Examining the effects of using scratch programming on 5th and 6th graders’ problem solving skills [Master's thesis]. Uludag University.
  • Yünkül, E., Durak, G., Çankaya, S., & Mısırlı, Z. A. (2017). The Effects of Scratch Software on Students’ Computational Thinking Skills. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 502-517.
  • Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of science education and technology, 25(1), 127-147. https://doi.org/10.1007/s10956-015-9581-5
  • Wing, J. M. (2006). Computational thinking. Communication of ACM 49:33-35. https://doi.org/10.1145/1118178.1118215
  • Wing, J. M. (2008). Computational thinking and thinking about computing. Phil. Trans. R. Soc. A, 366: 3717–3725. https://doi.org/10.1098/rsta.2008.0118
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

İrem Gizem Acar Bu kişi benim 0000-0003-0327-0893

Filiz Dikkartın Övez 0000-0003-2646-5327

Erken Görünüm Tarihi 18 Ekim 2022
Yayımlanma Tarihi 10 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 5 Sayı: 4 - ICETOL 2022 Special Issue

Kaynak Göster

APA Acar, İ. G., & Dikkartın Övez, F. (2022). The effect of block-based game development activities on the geometry achievement, computational thinking skills and opinions of seventh-grade students. Journal of Educational Technology and Online Learning, 5(4), 1106-1121. https://doi.org/10.31681/jetol.1151170


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