The Beliefs of Electrical and Computer Engineering Students’ Regarding Computer Programming

Anastasiadou, Sofia; Καράκος, Αλέξανδρος

doi:10.18848/1832-3669/cgp/v07i01/56170

Cited by 44 publications

(39 citation statements)

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“…Computer Programming", Anastasiadou and Karakos (2011) suggested that positive attitude development of students towards computer programming reflects positively on the professional lives of students and that factors causing negations in students should be eliminated.…”

Section: As a Results Of Their Studies Named "The Beliefs Of Electricamentioning

confidence: 99%

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

Gençtürk¹,

Korucu²

2017

HES

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It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in "Programming Languages" lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. "Pre-test-Post-test Control Group Quasi-Experimental Design Model" is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade

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Section: As a Results Of Their Studies Named "The Beliefs Of Electricamentioning

confidence: 99%

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

Gençtürk¹,

Korucu²

2017

HES

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“…It is known that a number of factors are effective for success in the learning process and that self-efficacy and attitude are more important than other factors (Austin, 1987;Anastasiadou & Karakos, 2011). Self-efficacy can be defined as the perceptions of students regarding their own skills and is thought to be directly associated with their performance and effort in performing a task (Bandura, 1977).…”

Section: Self-efficacymentioning

confidence: 99%

“…Bunun için öğrencilerin bilgisayar programlamaya yönelik düşünceleri ve bilgisayar programlamadaki başarılarının değerlendirilmesi gerekmektedir. Öğrencilerin öz-yeterlilik düzeylerinin belirlenmesi, başarıları hakkında yorum yapabilmek için önemli bir faktör olarak görülmektedir (Aşkar & Davenport, 2009;Anastasiadou & Karakos, 2011). Farklı konu alanlarında öz-yeterlilik düzeyini ölçmek için pek çok araştırma olmasına rağmen, bilgisayar programlama öz-yeterliliğini ölçmek için yapılmış çalışma sayısının sınırlı olduğu ifade edilmektedir (Aşkar & Davenport, 2009).…”

Section: Introductionunclassified

“…Thus, it is required that the thoughts of students about computer programming and their success in computer programming be evaluated. Evaluating the self-efficacy levels of students is considered an important factor in terms of making an interpretation about how successful they are or will be (Aşkar & Davenport, 2009;Anastasiadou & Karakos, 2011). Even though there are various studies for measuring selfefficacy levels in different subject areas, there is a limited number of studies for measuring self-efficacy in relation to computer programming (Aşkar & Davenport, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Computer Programming Self-Efficacy Scale (Cpses) for Secondary School Students: Development, Validation and Reliability

Kukul¹,

Gökçearslan²,

Günbatar³

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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Computer programming has been included in the curriculum of K12 education around the world and this has necessitated a tool for the assessment of the computer programming selfefficacy. Thus, this study aims to suggest the necessary scale for the field. In the scale development, the steps of classical measurement theory were applied. Following the expert review, the item pool was conducted with 233 students in a public secondary school which provides education to the age group of 12-14 in the school year 2014-2015. As a result of the study, a unidimensional 5-point Likert scale of 31 items was obtained. The factor loads varied between 0.47 and 0.71 and the explained variance rate was 41.15%. In the analysis of the internal consistency, sufficient values were found; the Cronbach alpha as 0.95 and the equivalent halves method result as 0.96. For the construct validity, exploratory and confirmatory factor analysis were applied and the result showed that the scale is valid and reliable. Günümüzde, bilişim teknolojilerindeki gelişmelerle insanların problemlere çözüm arayışları farklılaşmıştır. Uzun sürede bitirilebilecek bir iş ya da görev teknolojiyi kullanarak kısa sürede bitirebilmektedir. Dijital teknolojinin içerisinde büyüyen çocukların, sadece o teknolojiyi kullanmaları değil, gerekirse yeni teknolojiler üreterek üst düzey düşünme becerilerinin gelişmesi beklenmektedir (Kalelioğlu, 2015). Bu üst düzey becerilerden bir tanesi de Bilgi İşlemsel Düşünmedir (Computational Thinking) (Philips, 2009;Wing 2010). Bilgi İşlemsel Düşünme, sadece bilgisayar bilimcilerinin değil tüm insanların sahip olmaları gereken bir beceri olarak görülmektedir (Korkmaz, Çakir, & Özden, 2017;Wing, 2006;Wing, 2008;Wing, 2010). KeywordsBilgi İşlemsel Düşünme becerisinin öğrencilere kazandırılmasında sık kullanılan yöntemlerden bir tanesi, "Başlangıç Öğrenme Ortamları" olarak değerlendirilen görsel programlama araçlarıyla bilgisayar programlama öğretimidir (Weinberg, 2013). Programlama becerisi yaratıcı düşünme, problem çözme, mantıksal çıkarım gibi üst düzey düşünme becerilerinin geliştirilmesine olanak tanımaktadır (Fesakis & Serafeim, 2009;Fessakis, Gouli, & Mavroudi, 2013;Kay & Knaack, 2005). Bilgisayar programlama becerisinin öğrencilere sağladığı katkı, eğitimcilerin ve araştırmacıların ilgisini çekmiş (Gökçearslan & Alper, 2015), bu doğrultuda Avrupa ve Amerika'da erken yaşlar için bilgisayar programlama öğretimine yönelik ders ve etkinlikler üzerine yapılan çalışmalar artmıştır (Grover & Pea, 2013;Kafai & Burke, 2013). Birçok ülke erken yaşlar için bilgisayar programlamayı ulusal programlarına entegre etmeye başlamışlardır (Kalelioğlu, 2015).Geçmişte öğrencilere bilgisayar programlamanın öğretilmeye çalışılıp, sadece az sayıdaki öğrencinin başarılı olması (Resnick et al., 2009), "bu sefer de aynı sorunla karşı karşıya kalınır mı?" sorusunu akla getirmektedir. Bunun için öğrencilerin bilgisayar programlamaya yönelik düşünceleri ve bilgisayar programlamadaki başarılarının değerlendirilmesi gerekmektedir. Öğrencilerin öz-yeterl...

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“…It has been stated that especially negative perception, motivation and attitude are more important factors than the other factors affecting academic success (Anastasiadou and Karakos, 2011;Erdogan et al, 2008). Self-efficacy is defined as the belief in achieving a job.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Lego Mindstrom Eve 3 Based Design Activities on Students’ Attitudes towards Learning Computer Programming, Self-efficacy Beliefs and Levels of Academic Achievement

Korkmaz¹

2016

BJMC

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Abstract. The aim of the study was to present the effect of Lego Mindstorms Ev3 based design activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research is a pretest-posttest with control group semiexperimental study. The study group of the research consisted of 53 students attending the faculty of engineering. The experimental group was administered a teaching method with Lego Mindstorms Ev3 based design activities. On the other hand, in the control group C++ topics were directly taught via editor. Research data were collected via the implementing academic achievement test (Kr-20= 0.71), attitude towards learning programming scale (Cronbach's Alpha =0.84) and computer programming self-efficacy scale (Cronbach's Alpha= 0.966). Obtained findings were: The education using Lego Mindstorms Ev3 design activities contributed more meaningfully to the academic success of the students in terms of C++ programming language compared to the traditional method.

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The Beliefs of Electrical and Computer Engineering Students’ Regarding Computer Programming

Cited by 44 publications

References 0 publications

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

Computer Programming Self-Efficacy Scale (Cpses) for Secondary School Students: Development, Validation and Reliability

The Effect of Lego Mindstrom Eve 3 Based Design Activities on Students’ Attitudes towards Learning Computer Programming, Self-efficacy Beliefs and Levels of Academic Achievement

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