ACE Cycle in Programming Education by Using Visualization

Yıl 2014, Cilt: 5 Sayı: 3, 274 - 303, 24.12.2014

İbrahim Çetin , Ercan Top

https://doi.org/10.16949/turcomat.72987

Cited By: 3

Öz

Students experience difficulties in learning computer programming. Researchers have conducted several studies with different perspectives to help students learn programming. The ACE cycle constructed in the context of mathematics education was adapted to programming education and called PACE cycle. The aim of the study was to test effectiveness of the PACE cycle by using both quantitative and qualitative measures. The sample of the study included 62 mechanical engineering students. The students were randomly assigned to control and experimental groups. Experimental group was instructed by using PACE cycle whereas control group was instructed by using ‘traditional instruction’. Both quantitative and qualitative data were gathered before and after the treatment. It was found that there is no significant difference between achievement and attitude scores of experimental and control group students. Nevertheless, it is hard to announce PACE cycle as ineffective depending only on this result. Qualitative data showed that students, in the control group, did not percieve their instruction as traditional one. This might show us that the definition of ‘traditional instruction’ can change depending on the context. It might be the case that students’ perception and experience related to their instruction affected the results of the study.

Key Words:    ACE cycle, programming education, PACE cycle, mixed-method design

Anahtar Kelimeler

ACE cycle, programming education, PACE cycle, mixed-method design

Programlama Eğitiminde Görselleştirme ile ACE Döngüsü

Öz

Öğrenciler bilgisayar programlamayı öğrenirken çeşitli zorluklarla karşılaşmaktadır. Araştırmacılar öğrencilere bu zorlukları aşmada yardımcı olmak için çalışmalar yapmışlardır. Bu çalışmada matematik eğitimi bağlamında geliştirilmiş olan ACE döngüsü isimli öğretim ortamı programlama eğitimine PACE döngüsü olarak uyarlanmıştır. Çalışmanın amacı PACE döngüsünün etkililiğini nicel ve nitel boyutlarıyla araştırmaktır. Çalışmanın örneklemini 62 makine mühendisliği öğrencisi oluşturmaktadır. Öğrenciler deney ve kontrol gruplarına rastgele atanmıştır. Deney grubunda PACE döngüsü kontrol grubunda ise ‘geleneksel öğretim’ uygulanmıştır. Öğretim sürecinden önce ve sonra nicel ve nitel yöntemler kullanılarak veri toplanmıştır. Elde edilen sonuçlara göre kontrol ve deney gruplarının başarı ve tutum puanları arasında anlamlı bir fark bulunamamıştır. Fakat sadece bu sonuca bağlı olarak PACE döngüsünün etkililiği yeterince değerlendirilemez. Nitel veriden elde edilen bulgular kontrol grubundaki öğrencilerin verilen öğretimi yenilikçi bir ortam olarak tanımladıklarını göstermektedir. Bu da ‘geleneksel öğretim’ ortamı tarifinin bağlamsal olarak değişebileceğine işaret eder. Öğrencilerin öğretim ortamı algısı ve deneyimleri çalışmanın sonuçlarını etkilemiş olabilir.

Anahtar Kelimeler:    ACE döngüsü, programlama eğitimi, PACE döngüsü, karma desen

Anahtar Kelimeler

ACE döngüsü, programlama eğitimi, PACE döngüsü, karma desen

Kaynakça

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• Çetin, İ. ve Top, E. (2014). Programlama eğitiminde görselleştirme ile ACE döngüsü. Türk Bilgisayar ve
• Matematik Eğitimi Dergisi, 5(3), 274-303.
• Citation Information
• Çetin, İ., & Top, E. (2014). ACE cycle in programming education by using visualization. Turkish Journal of
• Computer and Mathematics Education, 5(3), 274-303.