Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS
(2017) Kalelioglu, Filiz; Adnan, Muge; Gulbahar, Yasemin; 0000-0002-7729-5674; AAF-8110-2019
Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.
The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective
(2014) Kalelioglu, Filiz; Gulbahar, Yasemin; 0000-0002-7729-5674; AAF-8110-2019
Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' problem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the factor of "self-confidence in their problem solving ability". When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.
A New Way of Teaching Programming Skills to K-12 Students: Code.org
(2015) Kalelioglu, Filiz; 0000-0002-7729-5674; AAF-8110-2019
This study attempts to investigate the effect of teaching code.org site on reflective thinking skills towards problem solving. More specifically, this study attempts to investigate whether there is a gender difference in terms of students' reflective thinking skills towards problem solving. This triangulation study was conducted with 32 primary school students. The quantitative part of the study was conducted in pre-test/post-test comparison design of quasi-experimental design. The scores of reflective problem solving skills were gathered through the reflective thinking skill scale towards problem solving and the students' performances in the code-org site were examined. In the qualitative part of the research, after the five-week experimental process, focus group interviews were conducted with ten students and a reflection paper from the IT teacher was analysed. According to the t-test results, teaching programming to primary school students in the code.org site did not cause any differences in reflective thinking skills towards problem solving. However, there is a slight increment in the means of female students' reflective thinking skills towards problem solving over the males' reflective thinking skills towards problem solving. On the other hand, qualitative data provided more information about the students' experiences. Students developed a positive attitude towards programming, and female students showed that they were as successful as their male counterparts, and that programming could be part of their future plans. (C) 2015 Elsevier Ltd. All rights reserved.
Pedagogy of teaching introductory text-based programming in terms of computational thinking concepts and practices
(2020) Kandemir, Celal Murat; Kalelioglu, Filiz; Gulbahar, Yasemin; 0000-0002-7729-5674
Introduction Programming can be an intellectually satisfying skill and is definitely considered useful. However, problem-solving with a computer involves much more than just learning programming language syntax. The theory and practice are interrelated in fascinating ways. Whether one thinks that the purpose of college or higher education is to prepare students for an occupation or to develop foundational knowledge with lifetime benefits (or both), computer science (CS) has become a fundamental part of 21st-century life. Even students studying in areas other than CS are likely to have significant encounters with computational thinking (CT) later on in life. Motivation and Objectives Colleges and universities offer the opportunity for students to take as many courses as they desire in coding, programming, and CS taught by faculty members from that discipline area. However, this approach alone is deemed insufficient for computer-based problem-solving and computer programming. Effective programming teaching pedagogy also requires organizational principles that can guide us in formulating the overall design of a programming science curriculum (CS). In particular, we need strategies that help us structure multiple paradigm-based teaching curricula into manageable modules. This study aims to develop a framework for programming pedagogy. Research Methodology and Methods A systematic literature review was conducted for identifying, evaluating, and interpreting relevant research to explore programming paradigms that could be incorporated for novice programmers, possible implementation strategies, and instructional methods for teaching text-based programming, CT concepts, and practices. Results and Findings This paper's focus was on the pedagogical phenomenon of teaching programming considering the evolving paradigms, implementation strategies, and instructional methods and techniques through the lens of CT. Hence, a framework to design a learning path for pedagogical approaches that consist of CT concepts and practices within text-based programming were proposed. The proposed framework is based on the assumption that "any ongoing research on computing pedagogy requires a review of what CT is, how it impacts on teaching and learning and its role within the pedagogy advocated." The programming pedagogy framework consists of four fundamental components: programming paradigm, implementation strategy, instructional methods, and instructional techniques.
A Snapshot of the First Implementation of Bebras International Informatics Contest in Turkey
(2015) Kalelioglu, Filiz; Gulbahar, Yasemin; Madran, Orcun; 0000-0002-7729-5674; 0000-0002-1726-3224; AAF-8110-2019; AAG-6637-2020
Computing was perceived as an essential skill for computer scientists, engineers, mathematicians and those from similar disciplines. Today, to the contrary, people of most ages are expected to possess basic computing skills in parallel with the requirements of up-to-date technological tools. To equip students with the necessary skills, computer science courses need to be delivered compulsorily, or at least delivered as a part of another course for almost all age groups and levels. Besides delivering these courses, awareness of this valuable skill is also essential, and for this aim, Olympiads or contests are now held in many countries. Bebras International Contest is one such organisation. In December 2014, Turkey also participated in this contest with 1,788 elementary students from different cities. This paper examines the student performance of the 2014 Bilge Kunduz (the Turkish term for Bebras) International Informatics Contest and explores coordinators' perceptions about the contest. Based on the student performance and overall success, the average score in Turkey was 65.01 (where scores varied between 0 and 135). According to the perceptions of coordinators, it can be said that the contest was favoured by all coordinators, but that some enhancements to the contest platform are needed.
Teaching with physical computing in school: the case of the micro:bit
(2020) Kalelioglu, Filiz; Sentance, Sue; 0000-0002-7729-5674; AAF-8110-2019
Many physical devices supporting the learning of programming and digital making are now available which have the potential to make learning fun, accessible and creative for children and young adults. The advent of this new technology necessitates research to inform pedagogical approaches that work in the classroom. We carried out a study which explored the pedagogy around the use of the physical devices for programming, drawing on teachers' experiences of teaching and assessment. The device used was the micro:bit, but the findings are applicable to use with any similar device in school. A mixed-methods study was designed including a survey of 50 Computing teachers, followed by interviews with ten teachers about their use of the micro:bit. The study revealed that the most commonly used teaching methods with this physical computing device were live coding demonstrations, pair programming, discussion, collaborative work and tinkering. Strategies teachers used did not always align to what they felt was effective, with design and code tracing being seen as effective methods, although not the most popular strategies to use. Perceptions and experiences of the teachers participating in the research may be useful to teachers elsewhere who want to use the micro:bit and other physical computing devices to teach programming to children.