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Bu araştırmanın amacı, oyunlaştırılmış eğitsel robot etkinliklerinin, ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerilerine ve bilgi işlemsel düşünme beceri düzeylerine etkisini belirlemektir. Araştırmada öntest sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın deney grubunu, 2018-2019 Eğitim-Öğretim Yılı’nda Bilişim Teknolojileri ve Yazılım Dersi 2. Dönem Destekleme ve Yetiştirme Kursuna kayıtlı 27 kişiden oluşan 6. sınıf öğrencileri oluşturmaktadır. Kontrol grubunu ise yine aynı kursta kayıtlı bulunan 24 öğrenci oluşturmaktadır. Araştırma verileri, Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Ölçeği ve Bilgi İşlemsel Düşünme Beceri Düzeyleri Ölçeği (Ortaokullar için) kullanılarak toplanmıştır. Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Ölçeği beşli likert tipinde olup 14 maddedir. Ölçeğin iç tutarlık katsayısı α = 0.83 olarak hesaplanmıştır. Bilgi İşlemsel Düşünme Beceri Düzeyleri Ölçeği de beşli likert tipinde ve 22 maddedir. Ölçeğin iç tutarlık katsayısı α = 0.81 olarak hesaplanmıştır. Elde edilen veriler aritmetik ortalama, standart sapma, karma ANOVA kullanılarak analiz edilmiş ve şu sonuçlara erişilmiştir: Oyunlaştırılmış eğitsel robot etkinlikleri öğrencilerin problem çözmeye yönelik yansıtıcı düşünme becerilerine ve bilgi işlemsel düşünme beceri düzeylerine anlamlı bir katkı sağlamaktadır.
The purpose of this study was to investigate the effect of gamified educational robotics activities on the reflective thinking skills towards problem solving and the computational thinking skills of the secondary school students. This study adopted a quasi-experimental research design. A total of 27 sixth grade students studying at a secondary school in Amasya during 2018-2019 academic year were recruited as the experimental group for this study in the scope of extra-curricular courses in Information Technologies and Software Course. The control group consisted of 24 sixth grade students. The data were obtained with Reflective Thinking Skill towards Problem Solving Scale and the Computational Thinking Scale. The Reflective Thinking Skill towards Problem Solving Scale is of the quintet likert type and consists of 14 items. The internal consistency coefficient of the scale was calculated as α = 0.83. The Computational Thinking Scale is also of the quintet likert type and consists of 22 items. The internal consistency coefficient of the scale was calculated as α = 0.81. The statistical data were analyzed via descriptive statistics and mixed ANOVA tests. The findings indicated that using the gamified robotics activities in coding education has significantly contributed to the development of the reflective thinking skills towards problem solving and the computing thinking skills of the students.
The purpose of this study was to investigate the effect of gamified educational robotics activities on the reflective thinking skills towards problem solving and the computational thinking skills of the secondary school students. This study adopted a quasi-experimental research design. A total of 27 sixth grade students studying at a secondary school in Amasya during 2018-2019 academic year were recruited as the experimental group for this study in the scope of extra-curricular courses in Information Technologies and Software Course. The control group consisted of 24 sixth grade students. The data were obtained with Reflective Thinking Skill towards Problem Solving Scale and the Computational Thinking Scale. The Reflective Thinking Skill towards Problem Solving Scale is of the quintet likert type and consists of 14 items. The internal consistency coefficient of the scale was calculated as α = 0.83. The Computational Thinking Scale is also of the quintet likert type and consists of 22 items. The internal consistency coefficient of the scale was calculated as α = 0.81. The statistical data were analyzed via descriptive statistics and mixed ANOVA tests. The findings indicated that using the gamified robotics activities in coding education has significantly contributed to the development of the reflective thinking skills towards problem solving and the computational thinking skills of the students.
Alan : Fen Bilimleri ve Matematik
Dergi Türü : Uluslararası
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