Eğitim Bilimleri Fakültesi / Faculty of Education

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

Browse

Author: search.filters.author.Kalelioglu, Filizsearch.filters.applied.f.language: search.filters.language.en_US

Search Results

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training
    (INFORMATICS IN EDUCATION, 2024-10-02) Cimsir, Serap; Kalelioglu, Filiz; Gulbahar, Yasemin
    This 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.
  • No Thumbnail Available
    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, Filiz
    The 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.