Bilişim Teknolojileri ve Yazılım Dersi Öğretmen Adaylarının Programlamaya İlişkin Algılanan Öz Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi

Year 2018, Volume: 26 Issue: 6, 2163 - 2176, 15.11.2018

Arif Akçay , Ahmet Naci Çoklar

https://doi.org/10.24106/kefdergi.2904

Cited By: 2

Abstract

Programlama becerileri, teknolojinin toplumlardaki yansımalarına ayak
uydurmak adına temel bilişim teknolojileri okur-yazarlığının yeterli olmadığı
günümüzde kazanılması ve uygulanması gerekli olan becerilerdir. Programlama
becerilerinin kazanılması amacı ile yapılan programlama eğitimleri, hem eğitsel
hem de toplumsal yararlar sağlamaktadır. Öğrencilerin yapılan programlama
eğitimi sürecinde başarılı olma durumları üzerinde birden çok etken
bulunmaktadır. Bu etkenlerden biri de öz yeterliliktir. İlköğretimde
yetiştirilmesi beklenen öğrenci profili göz önüne alındığında Bilişim
Teknolojileri ve Yazılım dersi öğretmen adaylarının çeşitli programlama
becerilerini elde etmesi ve bu süreçte etkili olan değişkenlerin incelenmesi
önemlidir. Buradan yola çıkarak çalışmada Bilişim Teknolojileri ve Yazılım
dersi öğretmen adaylarının programlamaya ilişkin algılanan öz yeterliliklerinin
çeşitli değişkenler ile incelenmesi amaçlanmıştır. Araştırmada nicel araştırma
yöntemlerinden nedensel-karşılaştırma modeli kullanılmıştır. Araştırmaya 8
farklı üniversitenin BÖTE bölümlerinde okuyan 1. ve 4. sınıf öğrencileri
katılım göstermişlerdir. Araştırmada Ramalingam ve Wiedenbeck (1998) tarafından
geliştirilen Altun ve Mazman (2012) tarafından Türkçeye uyarlanan
“Programlamaya İlişkin Öz Yeterlilik Algısı Ölçeği” kullanılmıştır. Verilerin
analizinde t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır.
Araştırmanın sonucunda Bilişim Teknolojileri ve Yazılım dersi öğretmen
adaylarının programlamaya ilişkin algılanan öz yeterliliklerinin
cinsiyetlerine, sınıf düzeylerine, bölüm tercih sebeplerine, mezun olunan lise
eğitimlerine ve algılanan yabancı dil düzeylerine göre anlamlı farklılık
gösterdikleri görülmüştür.

Keywords

Programlama, öz yeterlilik, öğretmen adayları

Investigation of Perceived Self-Efficacy of Pre-Service Information Technology and Software Teachers for Programming Regarding Different Variables

Abstract

Programming skills are the skills that need to be acquired and applied
in today when literacy of basic information technologies is not enough to keep
pace with the reflections of technology in society.  Programming training with the intent of
acquiring programming skills provides both educational and social benefits.
There are multiple factors that influence students' success in the programming
training process. One of these factors is self-efficacy. Considering the
student profile expected to be trained in primary education, it is important
that the teacher candidates of Information Technologies and Software course
acquire various programming skills and the variables that are effective in this
process to be examined. From this, it is aimed to examine the perceived self-efficacy
of Information Technology and Software course teacher candidates' programming
skills by using various variables in the study. A causal-comparison model of
quantitative research methods was used in the research. The first and fourth
grade students studying at 8 different universities in CEIT (Computer Education
and Information Technologies) department participated in the research. The
"Programming Self-Efficacy Perception Scale" developed by Ramalingam
and Wiedenbeck (1998) and adapted to Turkish by Altun and Mazman (2012) was
used in the research. In the analysis of the data, t-test and one-way analysis
of variance (ANOVA) were used. As a result of the research, it is observed that
the perceived programming self-efficacy of the Information Technologies and
Software course teacher candidates differ significantly based on gender, class
levels, department choice reasons, graduated high school education and
perceived foreign language levels.

Keywords

Programming, self-efficacy, teacher candidates

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