Programlama dersinde proje kullanımının öğrencilerin bilgi işlemsel düşünme becerilerine ve programlama öz yeterlilik inancına etkisi
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Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi, Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı programlama öğretiminde proje tabanlı öğrenme yönteminin kullanılmasının, öğrencilerin programlamaya yönelik öz yeterlilik inançlarına ve bilgi işlemsel düşünme becerilerine etkilerini ortaya koymaktır. Araştırmada "Tek Grup Öntest-Sontest Deneysel Desen" yöntemi kullanılmıştır. Araştırma 2017-2018 Eğitim Öğretim yılında, İzmir ilinde bir merkez ilçede bulunan Mesleki ve Teknik Anadolu Lisesi'nde 12. sınıfta öğrenim gören 14 öğrenci ile Nesne Tabanlı Programlama (NTP) dersi kapsamında, araştırmacı tarafından yürütülmüştür. Araştırmada ders kapsamındaki C# programlama dilinin öğretimi 18 hafta boyunca proje tabanlı öğrenme yöntemi uygulanarak gerçekleştirilmiştir. Araştırma sürecinde programlama öğretiminde kullanılan proje tabanlı öğrenme yönteminin öğrencilerin bilgisayar programlamaya ilişkin öz yeterliliklerine etkisi olup olmadığını incelemek için Altun ve Mazman (2012) tarafından geçerlilik ve güvenirlik çalışması yapılmış olan Programlamaya İlişkin Öz Yeterlilik Ölçeği ön test ve son test olarak uygulanırken, programlama öğretiminde proje tabanlı öğrenme yönteminin öğrencilerin bilgi işlemsel düşünme becerilerinin gelişimine olan etkisini incelemek için Korkmaz, Çakır, Özden, Oluk, Sarıoğlu (2015) tarafından geçerlilik ve güvenirlik çalışması yapılmış olan Bilgisayarca Düşünme Beceri Düzeyleri Ölçeği ön test ve son test olarak uygulanmıştır. Araştırmada, öğrencilerin bilgisayar programlamaya ilişkin öz yeterlilikleri ve bilgi işlemsel düşünme becerileri ön test son test ölçümlerinden elde edilen verilerin analizinde parametrik olmayan testlerden Wilcoxon İşaretli Sıralar Testi (Wilcoxon Signed Ranks Test) kullanılmıştır. Araştırma sonucunda, proje tabanlı öğrenme yöntemi öncesi ve sonrası öğrencilerin programlamaya ilişkin öz yeterlilikleri arasındaki farkın anlamlı olduğu (z= -2,030, p= 0,042) görülürken, öğrencilerin bilgi işlemsel düşünme becerileri arasındaki farkın ise anlamlı olmadığı (z= -0,440, p= 0,66) görülmüştür.
The aim of the research is to investigate the effects of project-based learning method on students' computer programming self-efficacy and computational thinking skills in programming teaching. In this research, "Single Group Pretest-Posttest Experimental Pattern" method was used. The research was carried out by the researcher in the scope of Object-Oriented Programming course with 14 students in the 12th grade in Vocational and Technical Anatolian High School located in a central district in İzmir in 2017-2018 academic year. In the study, C # programming language was taught by using project based learning method for 18 weeks. In order to investigate whether the project-based learning method has an effect on the self-efficacy of the students in computer programming, the self-efficacy scale for programming, which has been adapted to Turkish by Altun and Mazman (2012), was applied as a pre-test and a post-test. In order to investigate the effect of project-based learning method on the development of students' computational thinking skills in programming language teaching, the computational thinking skills scale, which was developed by Korkmaz, Çakır, Özden, Oluk, Sarıoğlu (2015), was applied as pre-test and post-test. In the study, the students' computer programming self-efficacy and computational thinking skills were analyzed by using the Wilcoxon Signed Ranks Test, a type of nonparametric tests. As a result of the research, it was seen that the difference between computer programming self-efficacy of the students before and after the project-based learning method was significant (z = -2,030, p = 0,042), whereas the difference between the students' computational thinking skills was not significant (z = -0,440, p = 0, 66).
The aim of the research is to investigate the effects of project-based learning method on students' computer programming self-efficacy and computational thinking skills in programming teaching. In this research, "Single Group Pretest-Posttest Experimental Pattern" method was used. The research was carried out by the researcher in the scope of Object-Oriented Programming course with 14 students in the 12th grade in Vocational and Technical Anatolian High School located in a central district in İzmir in 2017-2018 academic year. In the study, C # programming language was taught by using project based learning method for 18 weeks. In order to investigate whether the project-based learning method has an effect on the self-efficacy of the students in computer programming, the self-efficacy scale for programming, which has been adapted to Turkish by Altun and Mazman (2012), was applied as a pre-test and a post-test. In order to investigate the effect of project-based learning method on the development of students' computational thinking skills in programming language teaching, the computational thinking skills scale, which was developed by Korkmaz, Çakır, Özden, Oluk, Sarıoğlu (2015), was applied as pre-test and post-test. In the study, the students' computer programming self-efficacy and computational thinking skills were analyzed by using the Wilcoxon Signed Ranks Test, a type of nonparametric tests. As a result of the research, it was seen that the difference between computer programming self-efficacy of the students before and after the project-based learning method was significant (z = -2,030, p = 0,042), whereas the difference between the students' computational thinking skills was not significant (z = -0,440, p = 0, 66).
Açıklama
Anahtar Kelimeler
Programlama Öğretimi, Proje Tabanlı Öğrenme, Bilgi İşlemsel Düşünme, Programlamaya İlişkin Öz Yeterlilik, Programming Teaching, Project-Based Learning, Computational Thinking, Self-Efficacy For Programming
