Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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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 Pedagogy of teaching introductory text-based programming in terms of computational thinking concepts and practices(2020) Kandemir, Celal Murat; Kalelioglu, Filiz; Gulbahar, Yasemin; 0000-0002-7729-5674Introduction 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.Item A Framework for Computational Thinking Based on a Systematic Research Review(2016) Kalelioglu, Filiz; Gulbahar, Yasemin; Kukul, VolkanComputational Thinking (CT) has become popular in recent years and has been recognised as an essential skill for all, as members of the digital age. Many researchers have tried to define CT and have conducted studies about this topic. However, CT literature is at an early stage of maturity, and is far from either explaining what CT is, or how to teach and assess this skill. In the light of this state of affairs, the purpose of this study is to examine the purpose, target population, theoretical basis, definition, scope, type and employed research design of selected papers in the literature that have focused on computational thinking, and to provide a framework about the notion, scope and elements of CT. In order to reveal the literature and create the framework for computational thinking, an inductive qualitative content analysis was conducted on 125 papers about CT, selected according to pre-defined criteria from six different databases and digital libraries. According to the results, the main topics covered in the papers composed of activities (computerised or unplugged) that promote CT in the curriculum. The targeted population of the papers was mainly K-12. Gamed-based learning and constructivism were the main theories covered as the basis for CT papers. Most of the papers were written for academic conferences and mainly composed of personal views about CT. The study also identified the most commonly used words in the definitions and scope of CT, which in turn formed the framework of CT. The findings obtained in this study may not only be useful in the exploration of research topics in CT and the identification of CT in the literature, but also support those who need guidance for developing tasks or programs about computational thinking and informatics.