Robotik kodlama eğitiminin ortaöğretim öğrencilerinin programlama öz yeterlik düzeylerine ve yaratıcı düşünme becerilerine etkisi
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Dosyalar
Tarih
2020
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Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada robotik kodlama eğitiminin ortaöğretim öğrencilerinin programlama öz yeterlik düzeylerine ve yaratıcı düşünme becerilerine etkisi araştırılmıştır. Bu bağlamda araştırmanın örneklemini 2019-2020 eğitim öğretim yılında Hatay ilinin Antakya ilçesinde bulunan bir ortaöğretim kurumunda robotik kodlama eğitimi alan 71 öğrenci oluşturmaktadır. Öğrenciler deney ve kontrol grubu olmak üzere iki gruba ayrılmıştır. Deney grubunda bulunan öğrencilere eğitim öğretim süreci boyunca robotik kodlama eğitimleri verilirken kontrol grubunda bulunan öğrencilere müfredat içeriğine göre eğitimler düzenlenmiştir. Verilen eğitimlerin sonrasında öğrencilerin programlama öz yeterlik düzeylerinde ve yaratıcı düşünme becerilerinde anlamlı bir farklılaşma olup olmadığının tespit edilmesi amaçlanmıştır. Nicel yöntemlerle verilerin toplandığı araştırmada deneysel modellerden kontrol gruplu yarı deneysel model kullanılmıştır. Araştırma kapsamında robotik kodlama eğitimi alan ortaöğretim öğrencilerinin programlama öz yeterlik düzeylerini belirlemek için programlama öz yeterlik ölçeği ve yaratıcı düşünme becerilerini belirlemek için yaratıcılık ölçeği kullanılmıştır. Elde edilen veriler SPSS (Statistical Package for the Social Sciences) programında betimsel istatistikler, Bağımsız Gruplar t Testi, İlişkili Örneklemler t Testi, ANCOVA kullanılarak analiz edilmiştir. Araştırmada elde edilen sonuçlara göre robotik kodlama eğitimlerinin ortaöğretim öğrencilerinin programlama öz yeterlik düzeylerine ve yaratıcı düşünme becerilerini artırdığı sonucuna ulaşılmıştır.
This research aim to study the effect of robotic coding education on secondary education students programming self-efficacy levels and creative thinking skills. In this context, 71 students who received robotic coding education at a secondary education in Hatay, Antakya in 2019-2020 education year wake up the examples of this research. The students were divided into two groups, experimental group and control group. While the students in the experimental group received education on robotic coding education during the education year, the students in the control group received education according to the curriculum. Following the education process, it was aimed to find out whether there was a significant difference between the students programming self-efficacy levels and creative thinking skills. From models. The quasi experimental model with a control group was used in this research in which the data was collected through quantitative methods, in order to determine the programming self-efficacy levels and creative thinking skills of the students who received robotic coding education within this research a programming self-efficacy scale and a creativity scale were used. The acquired data was analyzed in SPSS (statistical package for the social sciences) by using descriptive statistics, independent groups t test, correlated examples t Test and ANCOVA. According to the data obtained from this research it was found out that robotic coding education has a positive effect on secondary education students programming self-efficacy levels and creative thinking skills.
This research aim to study the effect of robotic coding education on secondary education students programming self-efficacy levels and creative thinking skills. In this context, 71 students who received robotic coding education at a secondary education in Hatay, Antakya in 2019-2020 education year wake up the examples of this research. The students were divided into two groups, experimental group and control group. While the students in the experimental group received education on robotic coding education during the education year, the students in the control group received education according to the curriculum. Following the education process, it was aimed to find out whether there was a significant difference between the students programming self-efficacy levels and creative thinking skills. From models. The quasi experimental model with a control group was used in this research in which the data was collected through quantitative methods, in order to determine the programming self-efficacy levels and creative thinking skills of the students who received robotic coding education within this research a programming self-efficacy scale and a creativity scale were used. The acquired data was analyzed in SPSS (statistical package for the social sciences) by using descriptive statistics, independent groups t test, correlated examples t Test and ANCOVA. According to the data obtained from this research it was found out that robotic coding education has a positive effect on secondary education students programming self-efficacy levels and creative thinking skills.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
