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BİLİŞİM ÖĞRETMENİ ADAYLARININ PROGRAMLAMA İLİŞKİN ÖZYETERLİKLERİNİN YORDAYICISI OLARAK BİLİŞİMSEL DÜŞÜNME VE PROBLEM ÇÖZMEYE İLİŞKİN YANSITICI DÜŞÜNME BECERİLERİ

Yıl 2018, Cilt: 19 Sayı: 1, 321 - 334, 01.08.2018

Öz

Öz-yeterlik, bireyin kendi yeteneklerine ve kapasitesine olan inancıdır. Kişi amaca ulaşabileceğine inanıyorsa bu durum performansına olumlu yansımaktadır. Programlama becerisi, birçok beceri alanıyla ilişkili olup, özyeterlik kavramı programlama becerisinin gelişiminde önemli bir yer tutmaktadır. Programlamaya ilişkin öz- yeterliği ise kişinin program yazarken amaca ulaşabileceğine olan inancı anlamı çıkarılabilir. Bu bağlamda araştırmanın amacı, bilgisayar ve öğretim teknolojileri eğitimi bölümü öğretmen adaylarının programlamaya ilişkin öz-yeterlik algılarının, bazı demografik değişkenler, Bilişimsel düşünme ve problem çözmeye ilişkin yansıtıcı düşünme becerileri ile ne ölçüde yordandığını ortaya koymaktır. Çalışmada öğretmen adaylarından 4 bölümden oluşan anket yardımıyla veriler toplanmıştır. Ankette, demografik verileri içeren kişisel bilgiler bölümü, Ramalingam ve Wiedenbeck 1998 tarafından geliştirilen ve Altun ve Mazman 2012 tarafından Türkçe’ye uyarlanan Programlama İlişkin Öz yeterlik Ölçeği, Kızılkaya ve Aşkar 2009 tarafından geliştirilen Problem Çözmeye İlişkin Yansıtıcı Düşünme Ölçeği ve Korkmaz, Çakır ve Özden 2017 tarafından geliştirilen Bilgisayarca Düşünme Ölçeği kullanılmıştır. Çalışmada kullanılan veri toplama aracı ile Türkiye’de bulunan dört farklı üniversitenin Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümlerinde okuyan öğretmen adaylarından veriler elde edilmiştir. Verilerin analizinde Çoklu Regresyon analizi kullanılmıştır. Analiz sonuçlarına göre bağımsız değişkenler programlamaya ilişkin özyeterliği değeri ile anlamlı şekilde yordamaktadır F 3, 99 = 24.880, p< .001 . Modelin oluşmasına en önemli katkıyı bilişimsel düşünme, sonrasında problem çözmeye ilişkin yansıtıcı düşünme ve bilgisayar ile ilgili gelişmeleri takip etme katkı sunmaktadır. uyarlanmış R2 değeri .413 düzeyindedir, ki bu durum model ile programlamaya ilişkin öz-yeterliğin %41’ini açıkladığını göstermektedir.

Kaynakça

  • Aho, A. V. (2012). Computation and computational thinking. Computer Journal, 55(7), 833–835. http://doi.org/10.1093/comjnl/bxs074
  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers and Education, 75, 72–81. http://doi.org/10.1016/j.compedu.2014.02.003
  • Aldağ, H., & Tekdal, M. (2015). Bilgisayar kullanımı ve programlama öğretiminde cinsiyet farklılıkları. Proceeding of 1. Uluslararası Çukurova Kadın Çalışmaları Kongresi, 236–243.
  • Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
  • Askar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1), 1303–6521. Retrieved from http://files.eric.ed.gov/fulltext/ED503900.pdf
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). New York: Academic.
  • Bargury, I. Zur, Haberman, B., Cohen, A., Muller, O., Zohar, D., Levy, D., & Hotoveli, R. (2012). Implementing a new Computer Science Curriculum for middle school in Israel. 2012 Frontiers in Education Conference Proceedings, 1–6. http://doi.org/10.1109/FIE.2012.6462365
  • Barut, E., Tuğtekin, U., & Kuzu, A. (2016). Robot uygulamalar ile bilgi işlemsel düşünme becerilerine bakış. Içinde 3rd International Conference on New Trend in Education (ICNTE 2016).
  • Bergin, S., Reilly, R., & Traynor, D. (2005). Examining the role of self-regulated learning on introductory programming performance. First International Workshop on Computing Education Research, 81–86. http://doi.org/10.1145/1089786.1089794
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers and Education, 72, 145–157. http://doi.org/10.1016/j.compedu.2013.10.020
  • Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. http://doi.org/10.1016/j.chb.2017.02.059
  • Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch Yazılımı İle Programlama Öğretiminin Durumu: Bir Doküman İnceleme Çalışması. Journal of Instructional Technologies & Teacher Education, 4(3). Tarihinde adresinden erişildi http://www.jitte.org/article/view/5000163313
  • Davidsson, K., Larzon, L., & Ljunggren, K. (2013). Self-Efficacy in Programming among STS Students. Retrieved from http://www.it.uu.se/edu/course/homepage/datadidaktik/ht10/reports/SelfEfficacy.pdf
  • Demir, Ö., & Seferoglu, S. S. (2017). Yeni Kavramlar, Farklı Kullanımlar: Bilgi-İşlemsel Düşünmeyle İlgili Bir Değerlendirme (ss. 801–830).
  • Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105,98-121.
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers and Education, 63, 87–97. http://doi.org/10.1016/j.compedu.2012.11.016
  • Gezgin, D. M., & Adnan, M. (2016). Makine Mühendisliği ve Ekonometri Öğrencilerinin Programlamaya İlişkin Öz Yeterlik Algılarının İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 509–525.
  • Govender, I., Govender, D., Havenga, M., Mentz, E., Breed, B., Dignum, F., & Dignum, V. (2014). Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving. TD The Journal for Transdisciplinary Research in Southern Africa, 10(1), 187–200.
  • Grout, V., & Houlden, N. (2014). Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project. Procedia - Social and Behavioral Sciences, 141, 680–685. http://doi.org/10.1016/j.sbspro.2014.05.119
  • Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. http://doi.org/10.3102/0013189X12463051
  • Haşlaman, T., & Aşkar, P. (2007). Programlama Dersi̇ ile İlgi̇li Özdüzenleyi̇ci̇ Öğrenme Strateji̇leri̇ ve Başarı Arasındaki İli̇şki̇ni̇n İncelenmesi̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110–122.
  • Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779– 1786. http://doi.org/10.1016/j.chb.2013.02.012
  • Igbaria, M., & Iivari, J. (1995). The effects of self-efficacy on computer usage. Omega, 23(6), 587–605.
  • Jaipal-Jamani, K., & Angeli, C. (2017). Effect of Robotics on Elementary Preservice Teachers’ SelfEfficacy, Science Learning, and Computational Thinking. Journal of Science Education and Technology, 26(2), 175–192. http://doi.org/10.1007/s10956-016-9663-z
  • Jones, S. P., Mitchell, B., & Humphreys, S. (2013). Computing at school in the UK : from guerrilla to gorilla. Communications of the ACM, (April), 1–13. http://doi.org/10.1016/j.compedu.2013.10.020
  • Kafai, Y. B., & Burke, Q. (2013). Computer Programming Goes Back to School. Phi Delta Kappan, 95(1), 61–65. http://doi.org/10.1177/003172171309500111
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200–210. http://doi.org/10.1016/j.chb.2015.05.047
  • Kalelioğlu F, Gülbahar Y, Akçay S, Dogan D. (2014). Curriculum Integration Ideas for Improving the Computational Thinking Skills of Learners through Programming via Scratch.. 7 th International Conference on Informatics in Schools: Situation, Evolution and Perspectives: İstanbul; 22/09/2014 - 25/09/2014
  • Karsten, R., Mitra, A., & Schmidt, D. (2012). Computer self-efficacy : A meta-analysis. Journal of Organizational Ans End User Computing, 24(4), 54–80.
  • 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 and Education, 73, 26–39. http://doi.org/10.1016/j.compedu.2013.12.010
  • Kher, H. V., Downey, J. P., & Monk, E. (2013). A longitudinal examination of computer self-efficacy change trajectories during training. Computers in Human Behavior, 29(4), 1816–1824. http://doi.org/10.1016/j.chb.2013.02.022
  • Kim, B., Kim, T., & Kim, J. (2013). Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution. Journal of Educational Computing Research, 49(4), 437–459. http://doi.org/10.2190/EC.49.4.b
  • Kizilkaya, G., & Aşkar, P. (2009). Problem çözmeye yönelik yansitici düşünme becerisi ölçeǧinin Geliştirilmesi. Egitim ve Bilim, 34(154), 82–92.
  • Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558–569. http://doi.org/10.1016/j.chb.2017.01.005
  • Lee, C., Teo, T., & Zealand, N. (2011). Shifting Pre-service Teachers â€TM Metaeognition Through Problem Solving, 3, 570–578.
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for Intermediate Statistics: Use and Interpretation (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
  • Liao, Y.-K. C., & Bright, G. W. (1991). Effects of Computer Programming on Cognitive Outcomes: A Meta-Analysis. Journal of Educational Computing Research, 7(3), 251–268. http://doi.org/10.2190/E53G-HH8K-AJRR-K69M
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BİLİŞİM ÖĞRETMENİ ADAYLARININ PROGRAMLAMA İLİŞKİN ÖZYETERLİKLERİNİN YORDAYICISI OLARAK BİLİŞİMSEL DÜŞÜNME VE PROBLEM ÇÖZMEYE İLİŞKİN YANSITICI DÜŞÜNME BECERİLERİ

Yıl 2018, Cilt: 19 Sayı: 1, 321 - 334, 01.08.2018

Öz

Kaynakça

  • Aho, A. V. (2012). Computation and computational thinking. Computer Journal, 55(7), 833–835. http://doi.org/10.1093/comjnl/bxs074
  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers and Education, 75, 72–81. http://doi.org/10.1016/j.compedu.2014.02.003
  • Aldağ, H., & Tekdal, M. (2015). Bilgisayar kullanımı ve programlama öğretiminde cinsiyet farklılıkları. Proceeding of 1. Uluslararası Çukurova Kadın Çalışmaları Kongresi, 236–243.
  • Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
  • Askar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1), 1303–6521. Retrieved from http://files.eric.ed.gov/fulltext/ED503900.pdf
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). New York: Academic.
  • Bargury, I. Zur, Haberman, B., Cohen, A., Muller, O., Zohar, D., Levy, D., & Hotoveli, R. (2012). Implementing a new Computer Science Curriculum for middle school in Israel. 2012 Frontiers in Education Conference Proceedings, 1–6. http://doi.org/10.1109/FIE.2012.6462365
  • Barut, E., Tuğtekin, U., & Kuzu, A. (2016). Robot uygulamalar ile bilgi işlemsel düşünme becerilerine bakış. Içinde 3rd International Conference on New Trend in Education (ICNTE 2016).
  • Bergin, S., Reilly, R., & Traynor, D. (2005). Examining the role of self-regulated learning on introductory programming performance. First International Workshop on Computing Education Research, 81–86. http://doi.org/10.1145/1089786.1089794
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers and Education, 72, 145–157. http://doi.org/10.1016/j.compedu.2013.10.020
  • Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. http://doi.org/10.1016/j.chb.2017.02.059
  • Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch Yazılımı İle Programlama Öğretiminin Durumu: Bir Doküman İnceleme Çalışması. Journal of Instructional Technologies & Teacher Education, 4(3). Tarihinde adresinden erişildi http://www.jitte.org/article/view/5000163313
  • Davidsson, K., Larzon, L., & Ljunggren, K. (2013). Self-Efficacy in Programming among STS Students. Retrieved from http://www.it.uu.se/edu/course/homepage/datadidaktik/ht10/reports/SelfEfficacy.pdf
  • Demir, Ö., & Seferoglu, S. S. (2017). Yeni Kavramlar, Farklı Kullanımlar: Bilgi-İşlemsel Düşünmeyle İlgili Bir Değerlendirme (ss. 801–830).
  • Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105,98-121.
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers and Education, 63, 87–97. http://doi.org/10.1016/j.compedu.2012.11.016
  • Gezgin, D. M., & Adnan, M. (2016). Makine Mühendisliği ve Ekonometri Öğrencilerinin Programlamaya İlişkin Öz Yeterlik Algılarının İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 509–525.
  • Govender, I., Govender, D., Havenga, M., Mentz, E., Breed, B., Dignum, F., & Dignum, V. (2014). Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving. TD The Journal for Transdisciplinary Research in Southern Africa, 10(1), 187–200.
  • Grout, V., & Houlden, N. (2014). Taking Computer Science and Programming into Schools: The Glyndŵr/BCS Turing Project. Procedia - Social and Behavioral Sciences, 141, 680–685. http://doi.org/10.1016/j.sbspro.2014.05.119
  • Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. http://doi.org/10.3102/0013189X12463051
  • Haşlaman, T., & Aşkar, P. (2007). Programlama Dersi̇ ile İlgi̇li Özdüzenleyi̇ci̇ Öğrenme Strateji̇leri̇ ve Başarı Arasındaki İli̇şki̇ni̇n İncelenmesi̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110–122.
  • Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779– 1786. http://doi.org/10.1016/j.chb.2013.02.012
  • Igbaria, M., & Iivari, J. (1995). The effects of self-efficacy on computer usage. Omega, 23(6), 587–605.
  • Jaipal-Jamani, K., & Angeli, C. (2017). Effect of Robotics on Elementary Preservice Teachers’ SelfEfficacy, Science Learning, and Computational Thinking. Journal of Science Education and Technology, 26(2), 175–192. http://doi.org/10.1007/s10956-016-9663-z
  • Jones, S. P., Mitchell, B., & Humphreys, S. (2013). Computing at school in the UK : from guerrilla to gorilla. Communications of the ACM, (April), 1–13. http://doi.org/10.1016/j.compedu.2013.10.020
  • Kafai, Y. B., & Burke, Q. (2013). Computer Programming Goes Back to School. Phi Delta Kappan, 95(1), 61–65. http://doi.org/10.1177/003172171309500111
  • Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200–210. http://doi.org/10.1016/j.chb.2015.05.047
  • Kalelioğlu F, Gülbahar Y, Akçay S, Dogan D. (2014). Curriculum Integration Ideas for Improving the Computational Thinking Skills of Learners through Programming via Scratch.. 7 th International Conference on Informatics in Schools: Situation, Evolution and Perspectives: İstanbul; 22/09/2014 - 25/09/2014
  • Karsten, R., Mitra, A., & Schmidt, D. (2012). Computer self-efficacy : A meta-analysis. Journal of Organizational Ans End User Computing, 24(4), 54–80.
  • 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 and Education, 73, 26–39. http://doi.org/10.1016/j.compedu.2013.12.010
  • Kher, H. V., Downey, J. P., & Monk, E. (2013). A longitudinal examination of computer self-efficacy change trajectories during training. Computers in Human Behavior, 29(4), 1816–1824. http://doi.org/10.1016/j.chb.2013.02.022
  • Kim, B., Kim, T., & Kim, J. (2013). Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution. Journal of Educational Computing Research, 49(4), 437–459. http://doi.org/10.2190/EC.49.4.b
  • Kizilkaya, G., & Aşkar, P. (2009). Problem çözmeye yönelik yansitici düşünme becerisi ölçeǧinin Geliştirilmesi. Egitim ve Bilim, 34(154), 82–92.
  • Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558–569. http://doi.org/10.1016/j.chb.2017.01.005
  • Lee, C., Teo, T., & Zealand, N. (2011). Shifting Pre-service Teachers â€TM Metaeognition Through Problem Solving, 3, 570–578.
  • Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for Intermediate Statistics: Use and Interpretation (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
  • Liao, Y.-K. C., & Bright, G. W. (1991). Effects of Computer Programming on Cognitive Outcomes: A Meta-Analysis. Journal of Educational Computing Research, 7(3), 251–268. http://doi.org/10.2190/E53G-HH8K-AJRR-K69M
  • Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51–61. http://doi.org/10.1016/j.chb.2014.09.012
  • Maddrey, E. (2011). The Effect of Problem-Solving Instruction on the Programming Self- efficacy and Achievement of Introductory Computer Science Students. Information Sciences. Nova Southeastern University.
  • Mazman, S. G., & Altun, A. (2013). The effect of introductory to programming course on programming self efficacy of CEIT students. Journal of Instructional Technologies & Teacher Education, 2(3), 24–29.
  • Ni, L., & Guzdial, M. (2012). Who AM I?: Understanding high school computer science teachers’ professional identity. SIGCSE ’12: Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 499–504. http://doi.org/10.1145/2157136.2157283
  • Özyurt, Ö., & Özyurt, H. (2015). A study for determinin computer programming students’ attitudes towards progmming and their programming self-efficacy. Eğitimde Kuram ve Uygulama Articles /Makaleler Journal of Theory and Practice in Education, 11(1), 51–67.
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
  • Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35(2), 157–170. http://doi.org/https://doi.org/10.1016/j.chb.2014.02.048
  • Pellas, N., & Peroutseas, E. (2016). Gaming in Second Life via Scratch4SL: Engaging High School Students in Programming Courses. Journal of Educational Computing Research, 54(1), 108–143. http://doi.org/10.1177/0735633115612785
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583–602. http://doi.org/10.1007/s11251-017-9421-5
  • Ramalingham, V., & Wiedenbeck, S. (1998). Development and Validation of Scores on a Computer Programming Self-Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy. Journal of Educational Computing Research, 19(4), 367–381.
  • Román-González, M. (2015). Computational Thinking Test : Design Guidelines and Content Validation Computational Thinking Test : Design Guidelines and Content Validation. Proceedings of EDULEARN15 Conference, (July), 2436–2444. http://doi.org/10.13140/RG.2.1.4203.4329
  • Saeli, M., Perrenet, J., Jochems, W. M. G., Zwaneveld, B., Nederland, O. U., & Centrum, R. D. M. (2011). Teaching Programming in Secondary School : A Pedagogical Content Knowledge Perspective. Informatics in Education, 10(1), 73–88. http://doi.org/10.1145/2016911.2016943
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3–5.
  • Soloway, E. (1993). Should we teach students to program? Communications of the ACM, 36(10), 21–24. http://doi.org/10.1145/163430.164061
  • Şahiner, A., & Kert, S. (2016). Komputasyonel Düşünme Kavramı ile İlgili 2006-2015 Yılları Arasındaki Çalışmaların İncelenmesi. European Journal of Science and Technology, Avrupa Bilim ve Teknoloji Dergisi, 5, 38–43.
  • Werner, L., & Denning, J. (2009). Pair Programming in Middle School. Journal of Research on Technology in Education, 42(1), 29–49. http://doi.org/10.1080/15391523.2009.10782540
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33. http://doi.org/10.1145/1118178.1118215
  • Yağcı, M. (2016). Effect of attitudes of information technologies (IT) preservice teachers and computer programming (CP) students toward programming on their perception regarding their selfsufficiency for programming Bilişim teknolojileri (BT) öğretmen adaylarının. International Journal of Human Sciences, 13(1). http://doi.org/10.14687/ijhs.v13i1.3502
  • Zell, E., & Krizan, Z. (2014). Do people have insight into their Abilities? A metasynthesis. Perspectives on Psychological Science, 9, 111-125.
  • Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing Self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Serdar Çiftçi Bu kişi benim

Meltem Çengel Bu kişi benim

Muhammed Paf Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 19 Sayı: 1

Kaynak Göster

APA Çiftçi, S., Çengel, M., & Paf, M. (2018). BİLİŞİM ÖĞRETMENİ ADAYLARININ PROGRAMLAMA İLİŞKİN ÖZYETERLİKLERİNİN YORDAYICISI OLARAK BİLİŞİMSEL DÜŞÜNME VE PROBLEM ÇÖZMEYE İLİŞKİN YANSITICI DÜŞÜNME BECERİLERİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 321-334.

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