Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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Item Unleashing The Potential: Illuminating Pedagogical Strategies Employed By Early Childhood Educators In Stem Education For Cultivating Algorithmic Thinking Skills In Young Learners(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-04-20) Abanoz, Tugba; Kalelioglu, FilizIn the digital age, it's crucial to equip children with twenty-first-century skills, including programming and other competencies such as creativity, analytical thinking, and collaboration. This study introduces an integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum focused on computer science for educators. It explores the pedagogical strategies employed by early childhood teachers to enhance children's algorithmic thinking skills. Descriptive analysis of videos depicting coding instruction in three cases revealed that teachers used question & answer and unplugged strategies to support algorithmic thinking. However, these practices primarily targeted lower-order thinking skills. Teachers employed algorithm design, reading and tracing code as programming-specific approaches. Additionally, worksheets with puzzles/grids and grid board games were commonly used as scaffolding materials in coding activities.Item Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training(INFORMATICS IN EDUCATION, 2024-10-02) Cimsir, Serap; Kalelioglu, Filiz; Gulbahar, YaseminThis study aims to examine the impact of interdisciplinary computational thinking (CT) skills training on primary school teachers' perceptions of CT skills. The sample of the study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative and qualitative methods were used together, qualitative data were obtained from the teacher identification form. Quantitative data were obtained from the scale for CT skills. After the pretest was applied to the study group, "CT Skills Training" was applied. During the training, the basic concepts of CT skills and the subskills were covered theoretically and practically. From the quantitative data, the education applied was determined to have had a positive effect on the primary school teachers' perceptions of CT skills. From the qualitative data, it was determined that the participants had a positive opinion about the applied training and thought that they gained skills related to CT.Item The Effect of Teaching Physical Programming on Computational Thinking Skills and Self-Efficacy Perceptions Towards Computational Thinking(JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, 2024-06) Yurdakok, Ezgi Arzu; Kalelioglu, FilizThe study examined the effect of teaching text-based programming with a physical programming tool on secondary school students' computational thinking skills and self-efficacy perceptions. The study was conducted according to a sequential explanatory design as a mixed method research. The study group consisted of 85 secondary school students. Within the scope of the study, a physical programming tool called Micro:bit was used to teach Python programming for a period of 6 weeks. Data were collected using the Self-Efficacy Perception Scale for Computational Thinking Skill, Bebras: International Challenge on Informatics and Computational Thinking Tasks, tests focused on programming tool, concepts, and processes, and through semi-structured interview questioning. According to the findings obtained from pretests and posttests, a significant and positive difference was found in the students' computational thinking skills and self-efficacy perceptions towards computational thinking skill. As a result of having received instruction in programming, the students satisfactorily learnt the required programming concepts and processes. Through learning Python programming with a physical programming tool, the students not only gained the skills required to write appropriate syntax, and to test and debug code, but they also learnt programming concepts such as variables, conditional expressions, loops, and functions.Item Snapshot of Computational Thinking in Turkey: A Critique of 2019 Bebras Challenge(2022) Kalelioglu, Filiz; Dogan, Dilek; Gulbahar, YaseminThis study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills. Explanatory sequential mixed method was adopted in the study in order to collect data according to the research questions. The participants of the study were 113,653 school students from different age levels. Anonymous data was collected electronically from the Turkey 2019 Bebras challenge. Factor analysis was employed to reveal the construct validity to determine how accurately the tool measured the abstract psychological characteristics of the participants. In ad-dition, the item discrimination index was calculated to measure how discriminating the items in the challenge were. Qualitative data gathered through the national Bebras workshop was analysed according to content analysis. The findings highlighted some interesting points about the implica-tions of the Bebras Challenge for Turkey, which are discussed in detail. Furthermore, common problems of Bebras tasks are identified and possible suggestions for improvement are listed.Item Bilgisayar Okuryazarlığı(2017) Cabı, Emine; Ersoy, Halil; Kalelioglu, Filiz; Avcı, Ümmühan; Koç, Serdar Engin; Çetinkaya, Hüseyin HakanItem The Effects of Using Web-Based 3D Design Environment on Spatial Visualisation and Mental Rotation Abilities of Secondary School Students(2020) Dere, H. Ebru; Kalelioglu, FilizThe purpose of this study is to investigate the effects of applications created using a web-based 3D design environment on the spatial visualisation and mental rotation abilities of secondary school students. A total of 63 school students from the sixth grade participated in the study. The researchers applied a mixed research method including both quantitative and qualitative measures. The Spatial Visualisation Test, Mental Rotation Test, and Santa Barbara Solids Test, which concurrently measure spatial orientation and spatial relations, were used as tools to measure the different components of spatial ability prior to and after the treatment application. Following the treatment, a focus group interview using structured questions was conducted. A statistically significant difference showed an increase in all three test scores of the students; also, the students stated that they were satisfied with being able to design and create something new.Item The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion(2014) Kalelioglu, Filiz; Gulbahar, YaseminThe aim of this research study was to explore the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion, based on triangulation design. Six Thinking Hats, Brainstorming, Role Playing, Socratic Seminar, and Anyone Here an Expert, were selected as an instructional techniques for online discussion. In the quantitative part, according to the results of ANOVA, except Socratic Seminar, there is no difference between groups in terms of scores of pre-tests and post-tests of critical thinking dispositions. In the qualitative part, according to the results of the analysis of critical thinking in online discussion, the Mixed Techniques group performed as having the best ability of critical thinking, the Anyone Here an Expert group was second and the Brainstorming group was third in terms of performing critical thinking ability in online discussion.Item 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-8110-2019Teaching 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.