Bilgi İşlemsel Düşünme Becerisinin Değerlendirilmesine İlişkin Sistematik Alanyazın Taraması

Year 2019, Volume: 1 Issue: 2, 99 - 120, 20.12.2019

Ezgi Tosik-gün , Tolga Güyer

https://doi.org/10.38151/akef.597505

Abstract

Yeni nesil bireylerde
bulunması beklenen beceriler listesine teknolojik gelişmelere paralel olarak
bilgi işlemsel düşünme (BİD) becerisi de eklenmiştir. Kısaca “teknolojiyi kullanarak
problem çözme” olarak tanımlayabileceğimiz bu beceriyi geliştirmek amacıyla
hazırlanan eğitimlerin etkilerinin belirlenmesi amacıyla sıra değerlendirmeye
geldiğinde, henüz kabul edilen, geçerli ve güvenilir yöntemlerin oluşmadığı
görülmektedir. Bu nedenle alanyazındaki farklı değerlendirme yöntemlerinin
belirlenmesinin, farklılıkların ortaya konmasının ve bu yöntemlerin
pozitif/negatif yönlerinin tartışılmasının geliştirilecek değerlendirme
yöntemleri için önemli katkı sağlayacağı düşünülmektedir. Bu amaçla Scholar
Google, Web of Science ve ERIC veri tabanlarından dahil etme ve çıkarma
kriterlerine uyan 47 araştırma analiz edilmek üzere seçilmiştir. Bu
araştırmaların BİD becerisini değerlendirmek amacıyla kullandıkları yöntemler,
yapılan içerik analizi sonucu şu başlıklarda incelenmiştir: i) en çok
değerlendirilen BİD becerisi bileşenleri, 
ii) veri toplama yöntemleri, iii) veri analiz yöntemleri, iv) veri
toplama araçlarının içerikleri, v) hedef kitle ve vi) değerlendirme
yöntemlerine ait geçerlik/güvenirlik çalışmaları. Analiz sonuçlarına göre BİD
becerisinin en fazla değerlendirilen bileşenleri; soyutlama, algoritmik
düşünme, ayrıştırma, test etme hata ayıklama ve veri okuryazarlığı olarak
sıralanmaktadır. Veri toplama yöntemi olarak ilk beş sırada görev, çoktan
seçmeli soru, proje, açık uçlu soru ve görüşmenin kullanıldığı, toplanan
verilerin çoğunlukla likert/rubriklerle analiz edildiği ortaya konmuştur. Veri
toplama araçlarının içeriklerinin ise programlama, algı/tutum, matematik, günlük
hayat problemleri, ve genel yetenekten oluştuğu belirlenmiştir. Değerlendirme
yöntemlerinin hedef kitlesini en fazla K-12 seviyesi oluşturmuştur. Ayrıca
incelen 47 araştırmadan altısına ait hem geçerlik, hem güvenirlik çalışmalarına
ulaşılmıştır. Belirlenen birbirinden farklı değerlendirme yöntemleri
karşılaştırılmış, avantajlı ve dezavantajlı yönleri tartışılmıştır. Elde edilen
sonuçlara göre BİD becerisini değerlendirme yöntemlerine yönelik gelecek
araştırmalar için öneriler sunulmuştur.

Keywords

bilgi işlemsel düşünme becerisi, değerlendirme, sistematik alanyazın taraması

A Systematic Literature Review on Assessing Computational Thinking

Abstract

Computational
thinking (CT) has been added to the list of expected skills from individuals in
parallel with technological advances. There is no fully-accepted, valid, and
reliable methods to evaluate this skill which can be defined as “problem
solving with using technology”. Therefore, identifying the different assessment
methods, revealing their differences, and discussing the positive/negative
aspects of these methods will contribute to the new assessment methods to be
developed. In order to achieve this purpose, 47 studies that meet the
inclusion/exclusion criteria from Scholar Google, Web of Science and ERIC
databases were selected for analysis. After the content analysis, these studies
were examined under the following headings: i)the most evaluated CT components,
ii)data collection methods, iii)data analysis methods, iv)content of data
collection tools, v)audience, and vi)validity and reliability studies.
According to the results of the analysis, the most evaluated components of CT
can be listed as; abstraction, algorithmic thinking, decomposition, testing,
debugging and data literacy. The top five data collection methods were tasks,
multiple choice questions, projects, open-ended questions, and interviews. The
data collected by using these methods were mostly analyzed with Likert
scale/rubrics. The contents of the data collection tools consist of
programming, perception/attitude, mathematics, daily life problems, and general
ability. The target group of the assessment methods was mostly the K-12 level.
Additionally, there are 6 out of 47 studies which include both validity and
reliability were obtained. The advantages/disadvantages of different assessment
methods were discussed. Also, suggestions for future studies about the methods
of evaluating CT are presented.

Keywords

computational thinking, assessment, systematic literature review

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