Computational thinking skills self-efficacy perceptions in secondary education: A review of the effectiveness of the New Information Technology and Software Curriculum

Yıl 2020, Cilt: 10 Sayı: 2, 303 - 316, 01.05.2020

Emin Ibılı , Mustafa Serkan Günbatar

https://doi.org/10.24315/tred.620278

Cited By: 5

Öz

This research looks into self-efficacy perceptions of
secondary school students' high-level thinking and information-processing
thinking skills, and the effect of different variables. Descriptive survey
model was employed.  The data was
collected from 232 students in four different secondary schools in the central
districts of Van province during 2018-2019 academic year. Data were collected
after the first implementation of the Information Technology and Software
course which was updated in 2018. The Self-Efficacy Perception Scale for
Computational Thinking Skill (CTSSP) developed by Gülbahar, Kert and Kalelioğlu
(2018) was used. The findings show that students usually have moderate
self-efficacy, and 40% have high self-efficacy, while only a few have low self-efficacy.
In terms of grade variable, the students differ both according to the total
score of the CTSSP and its sub-scales. While the total scale score in terms of
block-based programming tool usage time showed significant difference according
to algorithm design and basic programming, no difference was observed in terms
of gender variable. 

Anahtar Kelimeler

Computational thinking, self-efficacy, secondary school students.

Ortaokul Öğrencilerinin Bilgi-İşlemsel Düşünme Becerisi Öz Yeterlik Algıları: Yeni Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programının Etkinliğinin Bir İncelemesi

Öz

Bu çalışmada ortaöğretim öğrencilerinin üst düzey
düşünme becerisi olan bilgi-işlemsel düşünme becerisine yönelik öz yeterlilik
algıları incelenmiş ve farklı değişkenlerin bu değişken üzerindeki etkileri araştırılmıştır.
Çalışma ilişkisel tarama modelinde yürütülmüştür. Araştırma verileri 2018-2019
eğitim-öğretim yılında Van ili merkez ilçelerinde öğrenim gören dört farklı
ortaokuldaki 232 öğrenciden elde edilmiştir. Öğrenciler 5.,6. ve 8. sınıflarda
öğrenim görmektedirler. Veriler 2018 yılında güncellenen Bilişim Teknolojileri
ve Yazılım dersi öğretim programının ilk kez uygulanmasının ardından
toplanmıştır. Ölçme aracı olarak ise Gülbahar, Kert ve Kalelioğlu (2018)
tarafından ortaokul öğrencileri için geliştirilen Bilgi İşlemsel Düşünme Becerisine
Yönelik Öz Yeterlik Algısı (BİDBÖA) ölçeği kullanılmıştır. Öğrenciler ağırlıklı
olarak orta düzey öz yeterlilik algısına sahiptirler. %40’lık bir bölümü yüksek
öz yeterlilik algısına sahip iken sadece çok az bir kısmı düşük öz yeterlilik
algısına sahiptir. Öğrenim görülen sınıf değişkeni açısından öğrenciler hem
BİDBÖA ölçeği toplam puanına göre hem de alt faktörlere göre
farklılaşmaktadırlar. Öte yandan Blok tabanlı programlama aracı kullanma süresi açından toplam
ölçek puanı ile Algoritma tasarlama ve Temel programlama alt boyutlarına göre
farklılaşırken cinsiyet değişkeni açısından ise herhangi bir farklılık
görülmemiştir. 

Anahtar Kelimeler

Bilgi-işlemsel düşünme, öz-yeterlilik, ortaokul öğrencileri

Kaynakça

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