Metin tabanlı programlama

Kandemir, Celal Murat

doi:10.14527/9786052411117.11

Cited by 11 publications

(6 citation statements)

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“…On the other hand, computational perspectives constitute the affective dimension of CoT and are the insights developed by the learners against themselves, their relations with others and the technological world (Brennan & Resnick, 2012). CoT can be taught by computer-free (unplugged) programming, physical programming, block-based programming, text-based programming, and interdisciplinary applications (Kandemir, 2018;Loockwood & Mooney, 2017;Weinberg, 2013).…”

Section: Computational Thinking (Cot)mentioning

confidence: 99%

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Avcu¹,

Er²

2020

INT J EDUC METHODOL

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This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. "Computational Thinking Scale (CTS)", "Torrance Creative Thinking Test (TCTT-Figural)" and "Computer Programming Self-Efficacy Scale (CPSES)" were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

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Section: Computational Thinking (Cot)mentioning

confidence: 99%

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Avcu¹,

Er²

2020

INT J EDUC METHODOL

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“…Studies comparing block-based programming languages with text-based languages on various aspects show diverse implications. Numerous studies show that block-based languages demonstrate better achievement and satisfaction (Kandemir, 2018;Weintrop & Wilensky, 2017). This shows that motivational manipulation is necessary for teaching text-based languages.…”

Section: Motivation For Learning Programmingmentioning

confidence: 99%

Pioneers on the Case for Promoting Motivation to Teach Text-Based Programming

Efecan

Şendağ

Gedik

2020

Journal of Educational Computing Research

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Learning programming is a painful process for most students, especially those learning text- based programming languages. In this study, based on the principle of Bandura’s social learning theory, the vicarious real-life experiences of several pioneers in the field of IT and programming were presented as 15-minutes stories to a group of 9th graders learning to code in Python. A quasi-experimental research design was used to examine the effects of the theory and associated technique on student achievement. The 27 participants in the experiment group watched these presentations before engaging in programming activities while a control group were also observed who received no extra motivational intervention. Those in the experiment group were found to have significantly improved their programming achievement compared to those in the control group. Additionally, the functionality and originality of the experimental group projects were significantly better than those produced in the control group. They reported that they had been motivated by the pioneer stories, and their interest and self-efficacy beliefs in relation to creating high level programming projects were increased. The results highlight the benefits obtained from proper application of a “pioneer-story technique” to improve text-based programming skills.

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“…Yapılan bazı çalışmalarda öğrencilerin blok tabanlı ortamlardan programlama dillerine geçişte sıkıntılar yaşadıkları belirtilmiştir (Meerbaum-Salant, Armoni ve Ben-Ari, 2011;Weintrop ve Wilensky, 2015). Metin tabanlı programlama dillerine geçildiğinde öğrencilerin söz dizimi kurallarına dikkat etmediği ve hata tespiti yapmakta zorlandıkları belirtilmiştir (Kandemir, 2017). Metin tabanlı kodlama araçlarına örnek olarak HackerCan, Code Combat, Code HS, CodeMonkey, Kodris verilebilir.…”

Section: Kodlama öğRetimi Ve Araçlarunclassified

Bilişim Teknolojileri Öğretmenlerinin Kodlama Öğretimine İlişkin Görüşleri: Manisa Örneği

EĞİN

Arıkan

2020

Ege Eğitim Dergisi

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Bu araştırmanın amacı Bilişim Teknolojileri öğretmenlerinin, ortaokul düzeyinde kodlama öğretiminde kullandıkları kodlama araçlarına, öğretim yöntemlerine ve ölçme değerlendirme etkinliklerine ilişkin görüşlerini belirlemek ve kodlama öğretimi ile çeşitli değişkenler arasındaki uyumu incelemektir. Araştırma karma araştırma deseninde gerçekleştirilmiştir. Araştırma kapsamında ilk olarak araştırmacılar tarafından hazırlanan Bilişim Teknolojileri Öğretmenlerinin Kodlama Öğretimine İlişkin Görüşleri Anketi ile 105 Bilişim Teknolojileri öğretmeninin kodlama araçları, öğretim yöntemleri, ölçme ve değerlendirme araçlarına ilişkin görüşleri alınmıştır. Ardından 9 Bilişim Teknolojileri öğretmeni ile yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmada nicel verilerin analizinde frekans, yüzde ve uyum analizi kullanılmış, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmanın bulgularına göre Bilişim Teknolojileri öğretmenlerinin kodlama öğretiminde en çok blok tabanlı ve robotik kodlama araçlarını; gösterip yaptırma, oyun ve problem tabanlı öğretim etkinliklerini kullandıkları görülmüştür. Bilişim Teknolojileri öğretmenleri kodlama öğretiminde ölçme ve değerlendirme etkinliklerinde en çok uygulama sınavı, proje ve öğrenci ürün dosyası kullanmaktadırlar. Nicel veriler üzerinde yapılan analizler sonucunda Bilişim Teknolojileri öğretmenlerinin kodlama öğretimi deneyimi ile kullanılan ölçme ve değerlendirme araçları arasında anlamlı bir ilişki olduğu görülmüştür.

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Metin tabanlı programlama

Cited by 11 publications

References 0 publications

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Pioneers on the Case for Promoting Motivation to Teach Text-Based Programming

Bilişim Teknolojileri Öğretmenlerinin Kodlama Öğretimine İlişkin Görüşleri: Manisa Örneği

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