Scratch Yazılımının Öğrencilerin Bilgisayarca Düşünme Becerilerine Etkisi

Abstract

-The aim of this study is to determine the correlation between the scores of the computational thinking skills scale (CTSS) and the achievements of students' who took the Scratch programming education given within the scope of the course, Information & Communication Technology and Software and to investigate the effect of scratch education on the CTSS scores. In this quantitative study, the CTSS scores, the cumulative grade point averages (CGPA) of the students and the exam scores of the course were used. Before the experimental process, the CGPA scores of the 69 students were compared with t-test in two secondary schools in Balıkesir. It was found that students in two different schools have similar CGPAs. Scratch education was given to the students in the first school for a semester within the scope a course. At the end of the semester the CTSS was applied in two schools and it was found that students in the first school who were given scratch education had significantly higher scores in CTSS than the scores of students in the second schools who were not given scratch education.At this point, it can be assumed that Scratch education had a positive effect in the problem solving, algorithmic thinking and creative thinking skills which were dimensions of the CTSS. Besides, exam scores and CTSS scores of students in the experimental group were compared and it was found that there was a high level correlation between them. Accordingly, it can be said that students who are good at computational thinking skills are also good at programing. When the high scores of students in both CTSS and exam of the course was considered, it is important to disseminate the scratch education in K12 level.

Kodlama Eğitiminde Eğitsel Robot Kullanımının Özel Yetenekli Öğrencilerin Bilgi İşlemsel Düşünme Becerilerine Etkisi

“…Kontrol grubunda yer alan özel yetenekli öğrencilere verilen blok tabanlı kodlama eğitiminin BİD becerilerinin gelişimine olumlu etki ettiği söylenebilir. Alan yazında, Yünkül, Durak, Çankaya, Mısırlı (2017) ve Dinci, (2021)' nin çalışmaları araştırma bulgusunu desteklemektedir. Yünkül vd.…”

Ortaokul Öğrencilerinin Blok Temelli Kodlama Eğitimine Dönük Öz-yeterlik Algı Düzeyleri, STEM ve Bilgisayarca Düşünme Beceri Düzeyleri

“…Similarly, it was found that STEM and coding education were interrelated areas and affected each other. As a result of Yünkül, Durak, Çankaya and Mısırlı (2017) studies, it was found that EĞİTİM TEKNOLOJİSİ Kuram ve Uygulama there was a high level of relationship between computational skill thinking skills and programming skills and that students with high computational thinking skills were also successful in programming. Secondary school students' self-efficacy perception levels for block-based coding education affect (14%) the total variance of the total variance together with the skill level and STEM skill level.…”

Öğrencilerin Kodlamaya Yönelik Tutumları: Bir Ölçek Geliştirme Çalışması

“…Günümüzde okul uygulamaları yanında, akademik alanda da bilgi-işlemsel düşünme becerilerine odaklandığı görülmektedir. Araştırmalar kapsamında bilgi-işlemsel düşünme, analitik düşünme, mantıksal düşünme, program-lama ve akademik başarı arasında pozitif ilişkiler olduğunu gösteren akademik çalışmalar söz konusudur (Baratè, Ludovico ve Mangione, 2016;Sebetci ve Aksu, 2014;Yünkül, Durak, Çankaya ve Mısırlı, 2017). Yine blok tabanlı kodlama uygulamalarının problem çözme (Begosso ve da Silva, 2013), mantıksal ve matematiksel düşünmeyi geliştirme (Taylor, Harlow ve Forret, 2010) üzerinde olumlu etkisi olduğunu gösteren araştırma bulguları bulunmaktadır.…”