Araştırma Makalesi
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Education on Programming with Robots: Examining Students’ Experiences and Views

Yıl 2017, Cilt: 8 Sayı: 4, 428 - 445, 31.10.2017
https://doi.org/10.17569/tojqi.343218

Öz

The present study aimed to determine the success and views of students
receiving education on programming with robots. In the study, which was carried
out with the mixed research method, the data were collected via a creative
problem-solving test, applied performance evaluation test for programming with
robots, a semi-structured interview form. The creative problem-solving skills
test was taken from PISA 2012 conducted by OECD. The study was carried out with
9 secondary school students. In the application process, first, the students
were asked to fill in the creative problem-solving test. The creative
problem-solving test included interactive simulations in online environment and
questions regarding these simulations. Following this, the students were given education
on programming with robots for one week. At the end of this education, a
performance evaluation test regarding this education was given. Lastly, an
interview form was used to determine the students’ views about the activity
carried out. Consequently, depending on the results of the applied performance
evaluation test, the education could be said to be beneficial. As a result of
the correlation test conducted, a moderate level of positive significant
relationship was found between the students’ creative problem-solving skills
and their performance scores. When the students’ responses to the interview
questions were examined, it was revealed that
the students generally had positive attitudes and that
the education given was motivating and entertaining and contributed to their
learning of programming. 

Kaynakça

  • Ala-Mutka, K. M. (2004). Problems in learning and teaching programming-a literature study for developing visualizations in the Codewitz-Minerva project. Codewitz Needs Analysis. 20 Eylül 2017 tarihinde https://www.cs.tut.fi/~edge/literature_study.pdf adresinden erişildi.
  • Alimisis, D. (2013). Themes in science and technology education. Themes in Science and Technology Education, 6(1), 63–71.
  • Álvarez, A. ve Larrañaga, M. (2015). Experiences incorporating Lego Mindstorms Robots in the basic programming syllabus: Lessons learned. Journal of Intelligent and Robotic Systems: Theory and Applications, 117–129. doi:10.1007/s10846-015-0202-6
  • Barr, V. ve Stephenson, C. (2011). Bringing Computational thinking to K-12: What is involved and qhat is the role of the computer science education community? ACM Inroads, 2(1), 48–54. doi:10.1145/1929887.1929905
  • Bureau of Labor Statistics. (2014). Occupational outlook handbook, 2014-15: Computer and Information Research Scientists. https://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-research-scientists.htm adresinden erişildi.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
  • Czerkawski, B. C. ve Lyman, E. W. (2015). Exploring issues about computational thinking in higher education. TechTrends, 59(2), 57–65. doi:10.1007/s11528-015-0840-3
  • Eguchi, A. (2015). RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition. Robotics and Autonomous Systems, 75, 692–699. doi:10.1016/j.robot.2015.05.013
  • Grover, S. ve Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43. doi:10.3102/0013189X12463051
  • Johnson, R. ve Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. doi:10.2307/3700093
  • Kelleher, C. ve Pausch, R. (2005). Lowering the barriers to programming. ACM Computing Surveys, 37(2), 83–137. doi:10.1145/1089733.1089734
  • Koç, A. ve Böyük, U. (2013). Fen ve teknoloji eğitiminde teknoloji tabanlı öğrenme: Robotik uygulamaları. Türk Fen Eğitimi Dergisi, 10(1), 139–155.
  • Korkmaz, O. (2016). The effect of Lego Mindstorms Ev3 based design activities on students’ attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. Baltic Journal of Modern Computing, 4(4), 994–1007. doi:10.22364/bjmc.2016.4.4.24
  • Kurebayashi, S., Kamada, T. ve Kanemune, S. (2009). Learning computer programming with autonomous robots. International Conference on Informatics in Secondary Schools - Evolution and Perspectives içinde (ss. 138–149).
  • Lau, W. W. F. ve Yuen, A. H. K. (2011). Modelling programming performance: Beyond the influence of learner characteristics. Computers and Education, 57(1), 1202–1213. doi:10.1016/j.compedu.2011.01.002
  • Liang, H. N., Fleming, C., Man, K. L. ve Tillo, T. (2013). A first introduction to programming for first-year students at a Chinese university using LEGO MindStorms. Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, 233–238. doi:10.1109/TALE.2013.6654435
  • Liu, A., Newsom, J., Schunn, C. ve Shoop, R. (2013). Students learn programming faster through robotic simulation. Tech Directions, 72(8), 16–19.
  • Lykke, M., Coto, M., Mora, S., Vandel, N. ve Jantzen, C. (2014). Motivating programming students by problem based learning and LEGO robots. IEEE Global Engineering Education Conference, 544–555. doi:10.1109/EDUCON.2014.6826146
  • Major, L., Kyriacou, T. ve Brereton, O. P. (2012). Systematic literature review: teaching novices programming using robots. IET Software, 6(6), 502. doi:10.1049/iet-sen.2011.0125
  • Mayer, R. E. (2013). Teaching and Learning Computer Programming: Multiple Research Perspectives. Routledge.
  • Passey, D. (2017). Computer science (CS) in the compulsory education curriculum: Implications for future research. Education and Information Technologies, 22(2), 421–443. doi:10.1007/s10639-016-9475-z
  • Patterson, R. (2011). Teaching Computer Programming Using Educational Robots. Yüksek Lisans Tezi, Information Systems, Athabasca University.
  • Robins, A., Rountree, J. ve Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education. doi:10.1076/csed.13.2.137.14200
  • Wang, Y., Li, H., Feng, Y., Jiang, Y. ve Liu, Y. (2012). Assessment of programming language learning based on peer code review model: Implementation and experience report. Computers and Education, 59(2), 412–422. doi:10.1016/j.compedu.2012.01.007
  • Witherspoon, E. B., Schunn, C. D., Higashi, R. M. ve Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3(1), 18. doi:10.1186/s40594-016-0052-1
  • Wong, G. K. W., Cheung, H. Y., Ching, E. C. C. ve Huen, J. M. H. (2016). School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices. Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering içinde (ss. 5–10). doi:10.1109/TALE.2015.7386007
  • Yildirim, A. ve Simsek, H. (2008). Sosyal Bilimlerde Nitel Arastirma Yontemleri (6. baski.). Ankara: Seckin Yayinevi.

Robotlarla Programlama Eğitimi: Öğrencilerin Deneyimlerinin ve Görüşlerinin İncelenmesi

Yıl 2017, Cilt: 8 Sayı: 4, 428 - 445, 31.10.2017
https://doi.org/10.17569/tojqi.343218

Öz

Bu çalışmada robotlarla
programla eğitimi alan öğrencilerin başarılarının ve görüşlerinin belirlenmesi
amaçlanmıştır.
 Karma araştırma yönteminin kullanıldığı
çalışmada yaratıcı problem çözme testi, robotlar programlamaya yönelik
uygulamalı performans değerlendirme sınavı ve yarı yapılandırılmış görüşme
formu ile veri toplanmıştır. Yaratıcı problem çözme becerileri testi OECD
tarafından yapılan PISA 2012 sınavından alınmıştır.  Çalışmaya 9 ortaokul öğrencisi katılmıştır. Uygulama
sürecinde ilk olarak öğrencilerin yaratıcı problem çözme testini doldurmaları
istenmiştir. Yaratıcı problem çözme testi, çevrimiçi bir ortamda etkileşimli
simülasyonlar ve bu simülasyonlara yönelik sorulardan oluşmaktadır. Daha sonra
öğrencilere bir hafta boyunca robotlarla programlama eğitimi verilmiştir. Programlama
eğitimi sonunda eğitim ile ilgili performans değerlendirme sınavı yapılmıştır.
Son olarak ise hazırlanan bir görüşme formu ile öğrencilerin gerçekleştirilen
etkinlik hakkındaki görüşlerine başvurulmuştur. Sonuç olarak öğrencilerin
uygulamalı performans değerlendirme sınav sonuçları incelendiğinde almış
oldukları eğitimin yararlı söylenebilir. Yapılan korelasyon testi sonucunda
öğrencilerin yaratıcı problem çözme becerileri ile performans puanları
arasındaki pozitif yönde, anlamlı ve orta düzey bir ilişki olduğu tespit
edilmiştir. Görüşme sorularına verilen yanıtlar incelendiğinde ise öğrencilerin
genel olarak olumlu tutuma sahip oldukları, yapılan eğitimin güdüleyici, eğlenceli
ve programlama öğrenmelerine katkı sağladığı sonucuna ulaşılmıştır.

Kaynakça

  • Ala-Mutka, K. M. (2004). Problems in learning and teaching programming-a literature study for developing visualizations in the Codewitz-Minerva project. Codewitz Needs Analysis. 20 Eylül 2017 tarihinde https://www.cs.tut.fi/~edge/literature_study.pdf adresinden erişildi.
  • Alimisis, D. (2013). Themes in science and technology education. Themes in Science and Technology Education, 6(1), 63–71.
  • Álvarez, A. ve Larrañaga, M. (2015). Experiences incorporating Lego Mindstorms Robots in the basic programming syllabus: Lessons learned. Journal of Intelligent and Robotic Systems: Theory and Applications, 117–129. doi:10.1007/s10846-015-0202-6
  • Barr, V. ve Stephenson, C. (2011). Bringing Computational thinking to K-12: What is involved and qhat is the role of the computer science education community? ACM Inroads, 2(1), 48–54. doi:10.1145/1929887.1929905
  • Bureau of Labor Statistics. (2014). Occupational outlook handbook, 2014-15: Computer and Information Research Scientists. https://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-research-scientists.htm adresinden erişildi.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
  • Czerkawski, B. C. ve Lyman, E. W. (2015). Exploring issues about computational thinking in higher education. TechTrends, 59(2), 57–65. doi:10.1007/s11528-015-0840-3
  • Eguchi, A. (2015). RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition. Robotics and Autonomous Systems, 75, 692–699. doi:10.1016/j.robot.2015.05.013
  • Grover, S. ve Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43. doi:10.3102/0013189X12463051
  • Johnson, R. ve Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. doi:10.2307/3700093
  • Kelleher, C. ve Pausch, R. (2005). Lowering the barriers to programming. ACM Computing Surveys, 37(2), 83–137. doi:10.1145/1089733.1089734
  • Koç, A. ve Böyük, U. (2013). Fen ve teknoloji eğitiminde teknoloji tabanlı öğrenme: Robotik uygulamaları. Türk Fen Eğitimi Dergisi, 10(1), 139–155.
  • Korkmaz, O. (2016). The effect of Lego Mindstorms Ev3 based design activities on students’ attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. Baltic Journal of Modern Computing, 4(4), 994–1007. doi:10.22364/bjmc.2016.4.4.24
  • Kurebayashi, S., Kamada, T. ve Kanemune, S. (2009). Learning computer programming with autonomous robots. International Conference on Informatics in Secondary Schools - Evolution and Perspectives içinde (ss. 138–149).
  • Lau, W. W. F. ve Yuen, A. H. K. (2011). Modelling programming performance: Beyond the influence of learner characteristics. Computers and Education, 57(1), 1202–1213. doi:10.1016/j.compedu.2011.01.002
  • Liang, H. N., Fleming, C., Man, K. L. ve Tillo, T. (2013). A first introduction to programming for first-year students at a Chinese university using LEGO MindStorms. Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, 233–238. doi:10.1109/TALE.2013.6654435
  • Liu, A., Newsom, J., Schunn, C. ve Shoop, R. (2013). Students learn programming faster through robotic simulation. Tech Directions, 72(8), 16–19.
  • Lykke, M., Coto, M., Mora, S., Vandel, N. ve Jantzen, C. (2014). Motivating programming students by problem based learning and LEGO robots. IEEE Global Engineering Education Conference, 544–555. doi:10.1109/EDUCON.2014.6826146
  • Major, L., Kyriacou, T. ve Brereton, O. P. (2012). Systematic literature review: teaching novices programming using robots. IET Software, 6(6), 502. doi:10.1049/iet-sen.2011.0125
  • Mayer, R. E. (2013). Teaching and Learning Computer Programming: Multiple Research Perspectives. Routledge.
  • Passey, D. (2017). Computer science (CS) in the compulsory education curriculum: Implications for future research. Education and Information Technologies, 22(2), 421–443. doi:10.1007/s10639-016-9475-z
  • Patterson, R. (2011). Teaching Computer Programming Using Educational Robots. Yüksek Lisans Tezi, Information Systems, Athabasca University.
  • Robins, A., Rountree, J. ve Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education. doi:10.1076/csed.13.2.137.14200
  • Wang, Y., Li, H., Feng, Y., Jiang, Y. ve Liu, Y. (2012). Assessment of programming language learning based on peer code review model: Implementation and experience report. Computers and Education, 59(2), 412–422. doi:10.1016/j.compedu.2012.01.007
  • Witherspoon, E. B., Schunn, C. D., Higashi, R. M. ve Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3(1), 18. doi:10.1186/s40594-016-0052-1
  • Wong, G. K. W., Cheung, H. Y., Ching, E. C. C. ve Huen, J. M. H. (2016). School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices. Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering içinde (ss. 5–10). doi:10.1109/TALE.2015.7386007
  • Yildirim, A. ve Simsek, H. (2008). Sosyal Bilimlerde Nitel Arastirma Yontemleri (6. baski.). Ankara: Seckin Yayinevi.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Serkan Çankaya

Gürhan Durak

Eyup Yünkül

Yayımlanma Tarihi 31 Ekim 2017
Gönderilme Tarihi 13 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 8 Sayı: 4

Kaynak Göster

APA Çankaya, S., Durak, G., & Yünkül, E. (2017). Education on Programming with Robots: Examining Students’ Experiences and Views. Turkish Online Journal of Qualitative Inquiry, 8(4), 428-445. https://doi.org/10.17569/tojqi.343218
AMA Çankaya S, Durak G, Yünkül E. Education on Programming with Robots: Examining Students’ Experiences and Views. TOJQI. Ekim 2017;8(4):428-445. doi:10.17569/tojqi.343218
Chicago Çankaya, Serkan, Gürhan Durak, ve Eyup Yünkül. “Education on Programming With Robots: Examining Students’ Experiences and Views”. Turkish Online Journal of Qualitative Inquiry 8, sy. 4 (Ekim 2017): 428-45. https://doi.org/10.17569/tojqi.343218.
EndNote Çankaya S, Durak G, Yünkül E (01 Ekim 2017) Education on Programming with Robots: Examining Students’ Experiences and Views. Turkish Online Journal of Qualitative Inquiry 8 4 428–445.
IEEE S. Çankaya, G. Durak, ve E. Yünkül, “Education on Programming with Robots: Examining Students’ Experiences and Views”, TOJQI, c. 8, sy. 4, ss. 428–445, 2017, doi: 10.17569/tojqi.343218.
ISNAD Çankaya, Serkan vd. “Education on Programming With Robots: Examining Students’ Experiences and Views”. Turkish Online Journal of Qualitative Inquiry 8/4 (Ekim 2017), 428-445. https://doi.org/10.17569/tojqi.343218.
JAMA Çankaya S, Durak G, Yünkül E. Education on Programming with Robots: Examining Students’ Experiences and Views. TOJQI. 2017;8:428–445.
MLA Çankaya, Serkan vd. “Education on Programming With Robots: Examining Students’ Experiences and Views”. Turkish Online Journal of Qualitative Inquiry, c. 8, sy. 4, 2017, ss. 428-45, doi:10.17569/tojqi.343218.
Vancouver Çankaya S, Durak G, Yünkül E. Education on Programming with Robots: Examining Students’ Experiences and Views. TOJQI. 2017;8(4):428-45.

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