ÖZ. Hesaplamalı düşünmenin (computational thinking) her öğrencinin kazanması gereken bir "21 yüzyıl becerisi" olduğu düşüncesi bir çok ülkenin ilköğretim düzeyindeki öğretim programlarına görsel kodlama derslerinin dahil olmasını sağlamıştır. Bu araştırma da, halihazırda bilişim teknolojileri dersinde görsel programlama öğretimi yapan öğretmenlerin gözünden ilköğretimde görsel programlama öğretiminin incelenmesini amaçlamaktadır. Araştırma karma yöntem araştırma yaklaşımıyla yürütülmüş; öğretmenlerle yüz yüze görüşmeler sonrasında bir anket geliştirilerek uygulanmıştır. Bulgular, öğretmenlerin, programlamaya giriş amacıyla birbirlerinden farklı yöntemler kullandıklarını, gerçek hayattan örnekler, oyun tasarımı ve grup çalışmalarıyla ders işlediklerini, öğrencilerin genel akademik başarı durumları ve programlamaya ilgi düzeyleri arasındaki farklılıkların önemli olduğunu ortaya çıkarmıştır. Ayrıca programlamanın, öğrencilerin problem çözme, mantık yürütme ve algoritma oluşturma gibi farklı alanlardaki becerilerinin, yaratıcılık ve üreticiliklerinin gelişmesine katkı sağlayabileceği sonucuna varılmıştır. Anahtar kelimeler: Programlama eğitimi, bilişim teknolojileri öğretmenleri, hesaplamalı düşünme ABSTRACT. Since computational thinking is being discussed as a necessary skill for 21st century, many countries decided to integrate visual programming into the elementary school curricula. This study aims to investigate "teaching to code at elementary school level" through the opinions of teachers who have chosen to teach coding as a part of ICT and Software course. The research used a mixed methodology approach, and data were collected through interviews with ICT teachers and followed by a survey. Findings revealed that teachers use various strategies for introducing the coding concept, teach the lesson through examples from daily life, game development, and group studies. Based on interview data, the individual differences of students in terms of overall academic achievement status and interest in coding seemed to be important for coding lessons. Furthermore, findings indicate that learning to code may contribute to students' development on problem solving, logical thinking, and algorithm design skills, creativity and productivity. Keywords: Programming education, ICT teachers, computational thinking SUMMARY Purpose and Significance: Computational thinking is being discussed as a necessary skill for 21st century. In addition to many other strategies, teaching visual programming is used to teach computational thinking at elementary school level. It is known that some of the ICT teachers at Turkish upper-elementary schools started to teach programming at their courses. The purpose of this study is to investigate the teachers' point of view about teaching visual programming at elementary education.
This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: (1) a computer-supported argumentation group; (2) a computer-mediated discussion group; and (3) a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students' writings and also their moral reasoning.
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