Tasarım Odaklı Düşünmeye Dayalı Robotik Etkinliklerin Planlama Becerisine Etkisi

Year 2022, Volume: 55 Issue: 3, 808 - 853, 30.11.2022

Ayşegül Pürbudak , Mutluhan Yılmaz , Ayfer Alper

https://doi.org/10.30964/auebfd.1074656

Abstract

Bu araştırmada tasarım odaklı düşünmeye dayalı robotik etkinliklerin ilkokul öğrencilerinin planlama becerilerine olan etkisi ve sürece ilişkin öğrenci deneyimleri incelenmiştir. Araştırma 28 ilkokul 4. sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Açıklayıcı ardışık karma desende modellenen araştırmanın nicel boyutu, ön test son test tek gruplu yarı deneysel modelde, nitel boyutu ise fenomenolojik desende yürütülmüştür. Öğrencilerin planlama becerileri Londra Kulesi Testi 4 diskli dijital versiyonu kullanılarak ölçülmüştür. Nitel veriler ise yarı yapılandırılmış görüşme yöntemi ile saptanmıştır. Araştırma verilerinin analizinde tekrarlı ölçümler için tek yönlü ANOVA ve içerik analizi tercih edilmiştir. Araştırma sonuçları tasarım odaklı düşünmeye dayalı robotik etkinliklerin öğrencilerin planlamaya ayırdıkları zaman, planlama becerisi ve üç deneme içinde çözülen sorun sayılarını anlamlı bir şekilde artırdığını göstermektedir. İlk denemede çözülen sorun sayısında ise anlamlı bir etki saptanamamıştır. Planlama becerisine ilişkin tüm ölçümlerde de cinsiyet değişkenine ilişkin anlamlı bir fark bulunamamıştır. Bulgular, öğrencilerin robotik etkinliklere ilişkin algılarının değişim gösterdiğini, kodlamaya bağlı olarak robotik farkındalıklarının arttığını; etkinliklerin mekanik boyutunu zorlayıcı, sürecin genelini ise sandıklarından daha eğlenceli bulduklarını göstermektedir.

Keywords

Tasarım odaklı düşünme, eğitsel robotik etkinlikler, yönetsel fonksiyonlar, planlama.

Trends on Distance Education in the COVID-19: A Content Analysis Study

Abstract

It is clear that the world has changed with the latest pandemic known as the COVID-19. Moreover, a part of this change will be permanent. Because humanity has always been successful to create new alternatives during the crisis. When the COVID-19 pandemic was declared by World Health Organization (WHO) in March 2020, people worried about sustainable education as well as accessible health. Accessing and sustaining education were one of the main problems. This study is a content analysis. In this study, the re-searchers have investigated the educational sciences studies during the COVID-19 pan-demic. They have identified 61 relevant studies on Web of Science database and analysed them with the dimensions of research methods, data collection tools, working groups, sample size, parameters and findings/results. This examination has showed that most of these studies are quantitative studies. The most frequently used data collection tool is questionnaire. The most preferred working group are “university students” and “teachers”. The studies were conducted with groups between 1-101 and 101-200 individuals, at most respectively. The most compiled variables are “distance education” and “perception”. The most frequently reported points in the results are the limitations of distance education and the digital transition.

Keywords

distance education, covid-19, pandemic, content analysis, Tasarım odaklı düşünme, eğitsel robotik etkinlikler, yönetsel fonksiyonlar, planlama.

References

• Aupetit, S. D. (2020). Enseignement à distance et inégalités au Mexique : les limites de la continuité éducative. International Journal of Technolo-gies in Higher Education, 17(2), 104-121. https://doi.org/10.18162/ritpu-2020-v17n2-11
• Bagriacik Yilmaz, A. and Banyard, P. (2020). Engagement in distance education settings: A trend analysis. Turkish Online Journal of Distance Educa-tion, 21(1), 101-120. https://doi.org/10.17718/ tojde.690362 https://doi.org/
• Ballová Mikušková, E., & Verešová, M. (2020). Distance education during COVID-19: the perspective of Slovak teachers. Problems of Education in the 21st Century, 78(6), Continuous. presented at the Decem-ber/2020. doi:10.33225/pec/20.78.884
• Bautista, A. Lissen, E. (2020). E-learning in 15 days. Challenges and renovations in Primary and Secondary Education of the Republic of Croatia during the COVID-19 crisis. How have we introduced distance learning?. Re-vista Española de Educación Comparada. 36, 181-195. doi: 10.5944/reec.36.2020.27637
• Bouznad, S., & Ibourk, A. (2020). School Closures, Equality of Opportunity: Some Recommendations. Revista Romaneasca pentru Educatie Multi-dimensionala, 12(2Sup1), 103-110. https://doi.org/10.18662/rrem/12.2Sup1/295
• Bozkurt, A., Kumtepe, E. G., Kumtepe, A. T., Aydın, I. E., Bozkaya, M. and Ay-dın, C. H. (2015). Research trends in Turkish distance education: A content analysis of dissertations, 1986-2014. European Journal of Open, Distance and E-learning, 18(2), 1-21. https://doi.org/10.1515/eurodl-2015-0010
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. (25th ed.). Ankara: Pegem Academy.
• Chen, F. S., Ke, H. S., & Chen, Y. C. (2020). Online learning as a panacea?: An empirical study to discuss problem-based cooperative learning in Tai-wan. International Journal of Emerging Technologies in Learning, 15(18), 251–259. https://doi.org/10.3991/ijet.v15i18.15079
• Clark, J. T. (2020). Distance education. In Clinical engineering handbook (pp. 410-415). Academic Press.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed.). New York, NY: Routledge.
• Çiçek, İ, Tanhan, A, Tanrıverdi, S. (2020). COVID-19 ve eğitim . Milli Eğitim Dergisi , Salgın sürecinde Türkiye'de ve Dünyada eğitim , 1091-1104 . DOI: 10.37669/milliegitim.787736
• Dinh, L. & Nguyen, T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam, So-cial Work Education, 39:8, 1074-1083, DOI: 10.1080/02615479.2020.1823365
• DushDushkevych, M., Barabashchuk, H., & Hutsuliak, N. (2020). Peculiarities of student distance learning in emergency situation condition. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 71-77. https://doi.org/10.18662/rrem/12.1sup2/248
• Ellis, V., Steadman, S., & Mao, Q. (2020). ‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?. European Journal of Teacher Education, 43(4), 559-572. https://doi.org/10.1080/02619768.2020.1821186
• Erdoğmuş, F. & Çağıltay, K. (2009). Research trends in CEIT MS and PhD theses in Turkey analysis. Yayınlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi, Ankara, Türkiye.
• Erkut, E . (2020). Higher Education after COVID-19. Journal of Higher Educa-tion, 10 (2) , 125-133 . DOI: 10.2399/yod.20.002
• Erümit, S. (2020): The distance education process in K–12 schools during the pandemic period: Evaluation of implementations in Turkey from the student perspective, Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2020.1856178
• Fatani, T.H. (2020). Student satisfaction with video-conferencing teaching quality during the COVID-19 pandemic. BMC Med Educ 20, 396. https://doi.org/10.1186/s12909-020-02310-2
• Ferraro FV, Ambra FI, Aruta L, Iavarone ML. (2020). Distance learning in the COVID-19 era: Perceptions in Southern Italy. Education Sciences. 10(12):355. https://doi.org/10.3390/educsci10120355
• García-Peñalvo, F. Corell, A. Abella-García, V. Grand, M. (2020).Online as-sessment in higher education in the time of COVID-19.education in the knowledge society. https://doi.org/21. 10.14201/eks.23013.
• Gonçalves, S. P., Sousa, M. J., & Pereira, F. S. (2020). Distance learning percep-tions from higher education students—the case of Portugal. Education Sciences, 10(12), 374. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci10120374
• Guangul, F.M., Suhail, A.H., Khalit, M.I. et al. (2020). Challenges of remote assessment in higher education in the context of COVID-19: A case study of Middle East College. Educ Asse Eval Acc 32, 519–535. https://doi.org/10.1007/s11092-020-09340-w
• Habib, M.N., Jamal, W., Khalil, U. et al. (2021). Transforming universities in interactive digital platform: case of city university of science and in-formation technology. Educ Inf Technol 26, 517–541. https://doi.org/10.1007/s10639-020-10237-w
• Hash, P. (2021). Remote learning in school bands during the COVID-19 shut-down. Journal of Research in Music Education, Vol. 68(4) 381–397.
• Horzum, M. B. , Özkaya, M. , Demirci, M. & Alpaslan, M. (2013). Türkçe uzak-tan eğitim araştırmalarının incelenmesi . İnönü Üniversitesi Eğitim Fakültesi Dergisi , 14 (2) , 79-100 . Retrieved from https://dergipark.org.tr/tr/pub/inuefd/issue/8693/108602
• Ivaniuk, I. V., and O. V. Ovcharuk. (2020). The response of Ukrainian teachers to COVID-19: challenges and needs ın the use of digital tools for dis-tance learning. Information Technologies and Learning Tools, Vol. 77, no. 3, pp. 282-91, doi:10.33407/itlt.v77i3.3952.
• Karadağ, E , Yucel, C . (2020). Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions. Journal of Higher Education, 10 (2) , 181-192 . DOI: 10.2399/yod.20.730688
• Kaur, G. (2020). Digital life: Boon or bane in teaching sector on COVID-19. CLIO an Annual Interdisciplinary Journal of History, 6(6), 416-427.
• Khlaif, Z. Salha, S. Affouneh, S. Rashed, H. & ElKimishy, L. (2020). The COVID-19 epidemic: Teachers’ responses to school closure in develop-ing countries, Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2020.1851752
• Koçoglu, E., & Tekdal, D. (2020). Analysis of Distance Education Activities Conducted during COVID-19 Pandemic. Educational Research and Re-views, 15(9), 536-543.
• Kruszewska, A., Nazaruk, S. & Szewczyk, K. (2020). Polish teachers of early education in the face of distance learning during the COVID-19 pan-demic – The difficulties experienced and suggestions for the future, Education, 3-13, DOI: 10.1080/03004279.2020.1849346
• Liu, J., Liao, X., Qian, S., Yuan, J., Wang, F., Liu, Y., Wang, Z., Wang, F. S., Liu, L., & Zhang, Z. (2020). Community Transmission of Severe Acute Res-piratory Syndrome Coronavirus 2. Emerging infectious diseases. doi.org/10.3201/eid2606.200239
• Long, N. N., & Khoi, B. H. (2020). The Intention to Study Using Zoom During the SARSCoV-2 Pandemic. International Journal of Emerging Tech-nologies in Learning, 15(21). https://doi.org/10.3991/ijet.v15i21.16777
• Machynska, N., & Dzikovska, M. (2020). Challenges to Manage the Educational Process in the HEI during the Pandemic. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 92-99. https://doi.org/10.18662/rrem/12.1sup2/251
• Minghat, A. D., Ana, A., Purnawarman, P., Saripudin, S., Muktiarni, M., Dwiyanti, V., & Mustakim, S. S. (2020). Students’ Perceptions of the Twists and Turns of E-learning in the Midst of the Covid 19 Outbreak. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 15-26. https://doi.org/10.18662/rrem/12.1sup2/242
• Moore, M. G., & Kearsley, G. G. (2005). Distance education: A system view. Wadsworth.
• Nuere, S., de Miguel, L. (2020). The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching. Tech Know Learn. https://doi.org/10.1007/s10758-020-09454-6
• Osipov, A. Y., Kudryavtsev, M. D., Galimova, A. G., Plotnikova, I. I., & Sku-rikhina, N. V. (2020). How can Distance Learning be Used in the Physi-cal Education of Students?. Revista Romaneasca Pentru Educatie Mul-tidimensionala, 12(2Sup1), 77-85. https://doi.org/10.18662/rrem/12.2Sup1/292
• Özen, E. & Baran, H. (2019). Uzaktan eğitimde yönelimler: 2016-2018 yılları arasında Proquest veri tabanında yayınlanan tezlerin içerik analizi . Açıköğretim Uygulamaları ve Araştırmaları Dergisi , 5 (3) , 28-40 . Re-trieved from https://dergipark.org.tr/tr/pub/auad/issue/50201/645949
• Özkanal, Ü , Yüksel, İ , Başaran Uysal, B . (2020). The pre-service teachers’ reflection-on-action during distance practicum: A critical view on Eba TV English courses. Eğitimde Nitel Araştırmalar Dergisi , 8 (4) , 1347-1364 . Retrieved from https://dergipark.org.tr/tr/pub/enad/issue/57561/817294.
• Paiva, J., Abreu, A., & Costa, E. (2021). Distance learning in higher education during the COVID-19 pandemic: A systematic literature review. Re-search Bulletin (Cadernos De Investigação) of the Master in E-Business, 1(1). Retrieved from https://www.iscap.pt/ebusiness-rj/index.php/mne-rj/article/view/44
• Qiu, W., Rutherford, S., Mao, A., & Chu, C. (2017). The pandemic and its im-pacts. Health, culture and society, 9, 1-11.
• Rana, T. Hackett, C. Quezada, T. Chaturvedi, A. Bakalov, V. Leonardo, j. & Rana, S. (2020). Medicine and surgery residents’ perspectives on the impact of COVID-19 on graduate medical education, Medical Educa-tion Online, 25:1, 1818439, DOI: 10.1080/10872981.2020.1818439
• Sari, T., Nayir, F. (2020). Challenges in distance education during the (COVID-19) pandemic period. Qualitative Research in Education, 9(3), 328-360. doi:10.17583/qre.2020.5872
• Schneider, L., & Meirovich, A. (2020). Student Guided Learning - from Teach-ing to E - learning. Revista Romaneasca Pentru Educatie Multidimen-sionala, 12(1Sup2), 115-121. https://doi.org/10.18662/rrem/12.1sup2/254
• Schuck, R. K., & Lambert, R. (2020). “Am I doing enough?” Special educators’ experiences with emergency remote teaching in Spring 2020. Education Sciences, 10(11), 320. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci10110320
• Selvanathan, M. Hussin, N. Azazi, N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learn-ing Institutions. Teaching Public Administration. 1-10. https://doi.org/10.1177/0144739420977900
• Sharadgah, T A., & Sa’di, R. A. (2020). Preparedness of institutions of higher education for assessment in virtual learning environments during the COVID-19 lockdown: Evidence of bona fide challenges and pragmatic solutions. Journal of Information Technology Education: Research, 19, 755-774.
• Spoel, I., Noroozi, O. Schuurink, E. & Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19- pandemic in the Netherlands, European Journal of Teacher Education, 43(4), 623-638, DOI: 10.1080/02619768.2020.1821185
• Stoiljković, Č. (2020). The impact of the COVID-19 pandemic on the educa-tional work of kindergarten teachers, International Journal of Cogni-tive Research in Science, Engineering and Education (IJCRSEE), 8(3), 123-133.
• Şiraz, F. (2021). The literature review on changes in research trends regarding distance education before and during the COVID-19 pandemic (2017-2020). Pegem Journal of Education and Instruction, 11(4), 82-99. https://doi.org/10.47750/pegegog.11.04.09
• Tavşancıl, E. ve Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: (Epsilon Yayınları)
• Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Re-search, 5(4).
• Van der Spoel, I., Noroozi, O., Schuurink, E., & Van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid 19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638. https://doi.org/10.1080/02619768.2020.1821185
• Verbytska, A., & Syzonenko, O. (2020). Forced Virtualization for Research Activities at the Universities: Challenges and Solutions. Revista Roma-neasca Pentru Educatie Multidimensionala, 12(2Sup1), 93-102. https://doi.org/10.18662/rrem/12.2Sup1/294
• WHO (World Health Organization) (2020, Feb 23). WHO Timeline - COVID-19.Retrieved from https://www.who.int/news/item/27-04-2020-who-timeline---COVID-19
• WHO (World Health Organization) (2021). Coronavirus Disease (COVID-19) Dashboard. Retrieved from https://covid19.who.int/table Zhong, R. (2020, March 17). The coronavirus exposes education’s digital di-vide. Retrieved from The New York Times: https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html