Matematik Öğretmenlerinin Zihin Tipleri ile Bilgisayarca Düşünme Becerileri Arasındaki İlişki

Yıl 2021, Sayı: 52, 301 - 325, 27.04.2021

Yeliz Özkan Hıdıroğlu , Çağlar Naci Hıdıroğlu

https://doi.org/10.9779/pauefd.696511

Cited By: 2

Öz

Çalışmanın amacı, matematik öğretmenlerinin geleceği şekillendirecek zihin tipleri ile bilgisayarca düşünme becerileri arasındaki ilişkiyi açıklamaktır. Araştırma nicel-ilişkisel tarama modeli çalışmasıdır. Bu çalışma seçkisiz örnekleme yöntemine göre seçilmiş ve gönüllü 481 matematik öğretmeni ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak “Bilgisayarca Düşünme Becerileri Ölçeği” ve “Zihin Tipleri Ölçeği” kullanılmıştır. Verilerin analizinde betimsel istatistik, korelasyon ve regresyon analizinden yararlanılmıştır. Matematik öğretmenlerinin algılarına göre sahip oldukları etik zihin ve bilgisayarca düşünme becerileri “çok yüksek”; disiplinli zihin, sentezci zihin, yaratıcı zihin, saygılı zihin ve beşli zihin düzeyleri yüksektir. Matematik öğretmenlerinin algılarına göre sahip oldukları beşli zihinleri ile bilgisayarca düşünme becerileri arasında pozitif yönde yüksek düzeyde anlamlı bir ilişki vardır ve sahip oldukları beşli zihinler (hem boyut hem de bütün yapıda) bilgisayarca düşünmenin anlamlı bir yordayıcısıdır.

Anahtar Kelimeler

bilgisayarca düşünme, geleceği şekillendirecek beş zihin, matematik öğretmeni

The Relationship between Mathematics Teachers' Mind Types and Computational Thinking Skills

Öz

The aim of the study is to investigate the relationship between the mind types of mathematics teachers which will shape the future and their computational thinking skills. The study was designed according to quantitative-relational survey model. This study was carried out with 481 volunteer mathematics teachers determined according to the random sampling method. "Computational Thinking Skills Scale" and "Mind Types Scale" were used as data collection tools in the study. In the analysis of the data, descriptive statistics, correlation and regression analyses were benefited. According to the perceptions of the mathematics teachers, the level of their ethical mind and computational thinking skills are “very high” while their disciplined mind, synthesizing mind, creating mind, respectful mind and quinary mind levels are high. Also, according to the perceptions of mathematics teachers, there is a high level significant positive relationship between their quinary minds and computational thinking skills, and their quinary minds (both in sub-dimesnions and as a whole) are a significant predictor of their computational thinking.

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