A Systematic Analysis on Graduate Theses Published in The Field of Computer Programming in K-12 Education Between 2018 and 2022
Abstract
This study is designed to reveal the research trends of graduate theses published in the field of computer programming in K-12 between 2018 and 2022. Document analysis was used for data collection in this study. The data was divided into 9 categories, and the results demonstrated that the scholars in the Departments of Computer Educational and Instructional Technologies (CEIT) at Atatürk University and Ondokuz Mayıs University of Türkiye mainly published master’s theses in this field in 2019. Another result was that though CEIT is also the main department for doctoral theses, no difference exists in terms of years or universities. “Teaching, learning, and training programming” and "computational thinking" are the most frequently used keywords in graduate programs, respectively. While quantitative and mixed method (parallel, convergent), convenience sampling, and psychometric scales are preferred in master's theses, mixed method (explanatory, mixed), purposive sampling, interviews/focus group interviews, and psychometric scales are preferred in doctoral theses, respectively. Observation and semi-structured interview forms are used as data collection tools in the theses. Although quantitative methods are mainly utilized in data analysis, parametric and non-parametric statistical tests are also used, and content analysis is resorted to as part of qualitative methods. Whilst validity and reliability studies have been carried out measurement tools are employed in master's theses, scales have been developed in doctoral theses. The present study also offers some suggestions for future research on teaching computer programming
Keywords
References
- Akpınar, Y. ve Altun, Y. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1), 1-4.
- Alp, Y. (2019). Blok tabanlı programlama öğretiminin ortaokul öğrencilerinin problem çözme becerisine ve bilgisayara yönelik tutumuna etkisi. Yüksek lisans tezi, İnönü Üniversitesi, Malatya.
- Benzer, A. İ., & Erümit, A. K. (2017). Programlama öğretimine yönelik lisansüstü tezlerin incelenmesi. Journal of Instructional Technologies & Teacher Education, 6(3), 99-110.
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. Büyüköztürk Ş., Kılıç Çakmak E., Akgün E. Ö., Karadeniz Ş. ve Demirel F. (2021). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi
- Çakıroğlu, Ü., Sarı, E. & Akkan, Y. (2011). The View of the Teachers about the Contribution of Teaching Programming to the Gifted Students in the Problem Solving. Paper presented at 5th International Computer & Instructional Technologies Symposium (22-24 September), Fırat University, Elazığ.
- Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch yazılımı ile programlama öğretiminin durumu bir doküman inceleme çalışması. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25.
- Çelik, Ş. B. (2019). Robotik programlama eğitiminin ortaokul öğrencilerinin eleştirel düşünme becerilerine etkisi. Yüksek lisans tezi, Süleyman Demirel Üniversitesi, Isparta.
- Deniz, G., & Eryılmaz, S. (2019). Türkiye'de programlama eğitimi ile ilgili yapılan çalışmaların incelemesi: Bir betimsel analiz çalışması. Eğitimde Kuram ve Uygulama, 15(4), 319-338.
- Gökçearslan, Ş., & Alper, A. (2015). The effect of locus of control on learners' sense of community and academic success in the context of online learning communities. The Internet and Higher Education, 27, 64-73.
- Gök, T. & Sılay, İ. (2005). Lisansüstü eğitime yüksek lisans ve doktora koşullarının irdelenmesi üzerine bir çalışma, lisansüstü eğitim. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, Özel Sayı 1, 137-140.
