Publication: Bilgi işlemsel düşünmeye dayalı fen etkinliklerinin 8. sınıf öğrencilerinin kavramsal anlamalarına, bilimsel yaratıcılıklarına ve bilgi işlemsel düşünme öz yeterlik algılarının gelişimine etkisinin incelenmesi
Abstract
Bilgi işlemsel düşünme becerisi, 21. yüzyıl becerileri içerisinde önemli bir yeri olan problem çözme becerisinin bir uzantısıdır ve bir problem çözme yöntemi olarak bilgi işlemsel düşünme, çağımızda teknoloji ile bağları güçlü olan öğrencilerin eğitiminde destekleyici etkisinin olacağı düşünülmektedir. Bu becerinin öğrencilere kazandırılması ile öğrencilerde disiplinlerarası düşünmenin, bilimsel yaratıcılığın ve kavramsal anlamaların gelişmesi beklenmektedir. Dolayısıyla bu çalışmanın amacı; bilgi işlemsel düşünme basamaklarını fen eğitimine uyarlayarak hazırlanan hem bilgisayar kullanımı içeren hem de bilgisayar kullanımını içermeyen fen etkinlikleri ile öğretimin, 8. sınıf öğrencilerinde bilgi işlemsel düşünme öz yeterlik algılarının gelişimini gözlemlemek, bilimsel yaratıcılığa etkisini tespit etmek ve Basınç ünitesindeki kavramsal anlamalarında gelişim olup olmadığını araştırmaktır. Araştırmada ön test ve son test kontrol gruplu yarı deneysel model kullanılmıştır. Araştırmanın çalışma grubunu Kocaeli’de bir devlet okulunda öğrenim gören, 8. sınıf öğrencileri oluşturmaktadır. Çalışma grupları, kontrol grubu 17 ve deney grubu 19 öğrenci olmak üzere toplamda 36 öğrenciden oluşmaktadır. Dersler, deney grubunda bilgi işlemsel düşünmeye dayalı fen etkinlikleriyle desteklenerek işlenirken, kontrol grubunda Fen Bilimleri Dersi Öğretim kapsamındaki kazanım ve etkinliklere göre işlenmiştir. Veri toplama aracı olarak her iki gruba ön test ve son test şeklinde Bilgi İşlemsel Düşünme Becerisine Yönelik Öz Yeterlik Algısı Ölçeği (BİDBÖA), Bilimsel Yaratıcılık Testi (BYT) ve Kavramsal Anlama Testi (KAT) uygulanmıştır. Veri toplama araçlarından elde edilen verilerin istatistiksel olarak analiz edilmesi sonucunda, uygulanan bilgi işlemsel düşünme becerisine dayalı fen etkinliklerinin öğrencilerde bilgi işlemsel düşünme becerisi öz yeterlik algısını, bilimsel yaratıcılığı ve kavramsal anlamayı geliştirmede etkili olduğu belirlenmiştir. Kontrol grubu bilgi işlemsel düşünme öz yeterlik algıları ön test ve son test puanları ve bilimsel yaratıcılık ön test ve son test puanları arasında anlamlı bir farklılık oluşmazken, deney grubu bilgi işlemsel düşünme öz yeterlik algıları ön test ve son test puanları ve bilimsel yaratıcılık ön test ve son test puanları arasında son test lehine anlamlı bir farklılık oluştuğu belirlenmiştir. Kontrol ve deney grubu bilgi işlemsel düşünme öz yeterlik algıları son test puanlarının karşılaştırılması ile deney grubu lehine anlamlı farklılık olduğu tespit edilmiştir. Kontrol ve deney grubu bilimsel yaratıcılık son test puanlarının karşılaştırılması ile deney grubu lehine anlamlı farklılık olduğu tespit edilmiştir. Kontrol ve deney gruplarının her ikisinde de kavramsal anlama ön test ve son test puanları arasında son test lehine anlamlı bir farklılık oluştuğu belirlenmiştir. Ancak kontrol ve deney grubu kavramsal anlama son test puanlarının karşılaştırılması sonucunda deney grubu lehine anlamlı farklılık olduğu tespit edilmiştir. Bununla birlikte kavramsal anlama testinde açık uçlu sorulara yönelik yapılan betimsel analiz sonucunda tam kavramsal anlama oranının deney grubunda daha iyi gelişme gösterdiği belirlenmiştir.
Computational thinking skill is an extension of problem-solving skill, which has an important place in 21st century skills, and computational thinking as a problem-solving method is thought to have a supportive effect in the education of students who have strong ties with technology in our age. With the acquisition of this skill, students are expected to develop interdisciplinary thinking, scientific creativity and conceptual understanding. Therefore, the aim of this study is; of science activities with and without computer use that are prepared by adapting the steps of computational thinking to science education, 8th grade students' to observe the development of computational thinking self-efficacy perceptions, to determine the effect of scientific creativity, investigate whether there is improvement in their conceptual understanding of the Pressure unit. A quasi-experimental model with pre-test and post-test control group was used in the research. The study group of the research consists of 8th grade students studying at a public school in Kocaeli. The study groups consisted of a total of 36 students, 17 in the control group and 19 in the experimental group. While the lessons were taught with the support of science activities based on computational thinking in the experimental group, they were taught according to the achievements and activities within the scope of the Science Curriculum in the control group. As a data collection tool, the Self-Efficacy Perception Scale for Computational Thinking Skills, Scientific Creativity Test and Conceptual Understanding Test were administered to both groups in the form of pre-test and post-test. As a result of the statistical analysis of the data obtained from the data collection tools, it was determined that the applied science activities based on computational thinking skills were effective in improving the students' self-efficacy perception of computational thinking skills, scientific creativity and conceptual understanding. While there was no significant difference between the control group's computational thinking self-efficacy perceptions pre test and post test scores and scientific creativity pre test and post test scores, it was determined that there was a significant difference between the experimental group's computational thinking self-efficacy perceptions pre test and post test scores and scientific creativity pre test and post test scores in favor of the post test. By comparing the post test scores of the control and experimental groups' computational thinking self-efficacy perceptions, it was determined that there was a significant difference in favor of the experimental group. By comparing the scientific creativity post-test scores of the control and experimental groups, it was determined that there was a significant difference in favor of the experimental group. It was determined that there was a significant difference in favor of the post test between the conceptual understanding pre test and post test scores in both control and experimental groups. However, as a result of the comparison of the conceptual understanding post-test scores of the control and experimental groups, it was determined that there was a significant difference in favor of the experimental group. However, as a result of the descriptive analysis of open-ended questions in the conceptual understanding test, it was determined that the rate of full conceptual understanding showed better improvement in the experimental group.
Computational thinking skill is an extension of problem-solving skill, which has an important place in 21st century skills, and computational thinking as a problem-solving method is thought to have a supportive effect in the education of students who have strong ties with technology in our age. With the acquisition of this skill, students are expected to develop interdisciplinary thinking, scientific creativity and conceptual understanding. Therefore, the aim of this study is; of science activities with and without computer use that are prepared by adapting the steps of computational thinking to science education, 8th grade students' to observe the development of computational thinking self-efficacy perceptions, to determine the effect of scientific creativity, investigate whether there is improvement in their conceptual understanding of the Pressure unit. A quasi-experimental model with pre-test and post-test control group was used in the research. The study group of the research consists of 8th grade students studying at a public school in Kocaeli. The study groups consisted of a total of 36 students, 17 in the control group and 19 in the experimental group. While the lessons were taught with the support of science activities based on computational thinking in the experimental group, they were taught according to the achievements and activities within the scope of the Science Curriculum in the control group. As a data collection tool, the Self-Efficacy Perception Scale for Computational Thinking Skills, Scientific Creativity Test and Conceptual Understanding Test were administered to both groups in the form of pre-test and post-test. As a result of the statistical analysis of the data obtained from the data collection tools, it was determined that the applied science activities based on computational thinking skills were effective in improving the students' self-efficacy perception of computational thinking skills, scientific creativity and conceptual understanding. While there was no significant difference between the control group's computational thinking self-efficacy perceptions pre test and post test scores and scientific creativity pre test and post test scores, it was determined that there was a significant difference between the experimental group's computational thinking self-efficacy perceptions pre test and post test scores and scientific creativity pre test and post test scores in favor of the post test. By comparing the post test scores of the control and experimental groups' computational thinking self-efficacy perceptions, it was determined that there was a significant difference in favor of the experimental group. By comparing the scientific creativity post-test scores of the control and experimental groups, it was determined that there was a significant difference in favor of the experimental group. It was determined that there was a significant difference in favor of the post test between the conceptual understanding pre test and post test scores in both control and experimental groups. However, as a result of the comparison of the conceptual understanding post-test scores of the control and experimental groups, it was determined that there was a significant difference in favor of the experimental group. However, as a result of the descriptive analysis of open-ended questions in the conceptual understanding test, it was determined that the rate of full conceptual understanding showed better improvement in the experimental group.