Publication: 6. sınıf bilişim teknolojileri ve yazılım dersi öğretmen rehber kitabında yer alan blok tabanlı programlama etkinliklerinin bilgi işlemsel düşünme becerilerine etkisi
Abstract
Bu çalışmanın amacı; ülkemizde zorunlu dersler arasında yer alan 6. Sınıf Bilişim Teknolojileri ve Yazılım dersine ait öğretmen rehber kitabında yer alan blok tabanlı programlama etkinliklerinin, öğrencilerin bilgi işlemsel düşünme becerileri üzerine etkisini araştırmaktır. Araştırmada tek grup ön test - son test yarı deneysel desen kullanılmıştır. Bilişim Teknolojileri ve Yazılım dersini almayan 6.sınıf öğrenci çalışma grubuna ulaşmak mümkün olmadığı için tek grup ön test son test deseni seçilmiştir. Araştırmanın çalışma grubunu İstanbul’daki bir devlet okulunda öğrenim gören ve Bilişim Teknolojileri ve Yazılım dersini alan 6.sınıf düzeyindeki 121 öğrenci oluşturmaktadır Çalışma grubu belirlenirken, amaçlı örnekleme çeşitlerinden uygun örnekleme kullanılmıştır. Veri toplama aracı olarak “Bilgi İşlemsel Düşünme Testi” ve araştırmacı tarafından geliştirilen “Kişisel Bilgi Formu” kullanılmıştır. Veriler analiz edilirken bağımlı grup t-testi ve bağımsız grup t-testi kullanılmıştır. Araştırma bulgularına göre; 6.sınıf BTY dersi öğretmen rehber kitabında yer alan blok tabanlı programlama etkinlikleri öğrencilerin bilgi işlemsel düşünme becerileri üzerinde anlamlı bir farklılık oluşturmaktadır, (p<0.05). Bunun yanında cinsiyet ve 5.sınıfta BTY dersi alma durumunun öğrencilerin bilgi işlemsel becerileri üzerinde anlamlı bir farklılık oluşturmadığı tespit edilmiştir, (p>0.05). Araştırmanın sonuçlarının farklı yaş gruplarındaki öğrenciler için de geçerli olup olmadığını belirlemek amacıyla benzer çalışmalar yapılabilir. Özellikle ilkokul ve lise düzeyindeki öğrenciler üzerinde yapılan araştırmalar, blok tabanlı programlama etkinliklerinin etkisini daha geniş bir yaş aralığında değerlendirebilir. Blok tabanlı programlama etkinliklerinin öğrencilerin uzun vadeli bilgi işlemsel düşünme becerileri üzerindeki etkilerini araştıran daha uzun süreli takip çalışmaları yapılabilir. Bu sayede, bu etkinliklerin kalıcılığı ve öğrencilerin gelecekteki akademik ve kariyer başarılarına katkısı değerlendirilebilir.
The aim of this study is to investigate the impact of block-based programming activities, included in the teacher's guidebook for the 6th grade Information Technologies and Software course, which is a mandatory subject in our country, on students' computational thinking skills. A single-group pre-test post-test quasi-experimental design was used in the study. Since it was not possible to reach a working group of 6th-grade students who did not take the Information Technologies and Software course, a single-group pre-test post-test design was chosen. The study group consists of 121 6th-grade students attending a public school in Istanbul who are taking the Information Technologies and Software course. Purposeful sampling, specifically convenience sampling, was used to determine the study group. The data collection instruments used were the Computational Thinking Test and a Personal Information Form developed by the researcher. Dependent and independent samples t-tests were used to analyze the data. According to the research findings, the block-based programming activities in the 6th-grade Information Technology and Software course teacher's guidebook create a significant difference in students' computational thinking skills (p<0.05). Additionally, it was determined that gender and the status of taking the Information Technology and Software course in the 5th grade do not create a significant difference in students' computational thinking skills (p>0.05). Similar studies can be conducted to determine whether the results of this research are applicable to students in different age groups. Research conducted on elementary and high school students, in particular, can assess the impact of block-based programming activities across a broader age range. Longitudinal follow-up studies investigating the long-term effects of block-based programming activities on students' computational thinking skills can also be carried out. This would allow for an evaluation of the persistence of these activities and their contribution to students' future academic and career success.
The aim of this study is to investigate the impact of block-based programming activities, included in the teacher's guidebook for the 6th grade Information Technologies and Software course, which is a mandatory subject in our country, on students' computational thinking skills. A single-group pre-test post-test quasi-experimental design was used in the study. Since it was not possible to reach a working group of 6th-grade students who did not take the Information Technologies and Software course, a single-group pre-test post-test design was chosen. The study group consists of 121 6th-grade students attending a public school in Istanbul who are taking the Information Technologies and Software course. Purposeful sampling, specifically convenience sampling, was used to determine the study group. The data collection instruments used were the Computational Thinking Test and a Personal Information Form developed by the researcher. Dependent and independent samples t-tests were used to analyze the data. According to the research findings, the block-based programming activities in the 6th-grade Information Technology and Software course teacher's guidebook create a significant difference in students' computational thinking skills (p<0.05). Additionally, it was determined that gender and the status of taking the Information Technology and Software course in the 5th grade do not create a significant difference in students' computational thinking skills (p>0.05). Similar studies can be conducted to determine whether the results of this research are applicable to students in different age groups. Research conducted on elementary and high school students, in particular, can assess the impact of block-based programming activities across a broader age range. Longitudinal follow-up studies investigating the long-term effects of block-based programming activities on students' computational thinking skills can also be carried out. This would allow for an evaluation of the persistence of these activities and their contribution to students' future academic and career success.