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Bu araştırmada lise öğrencilerinin Bilgi-işlemsel Düşünme (BİD) becerileri incelenmiştir ve BİD becerileri bazı değişkenler açısından karşılaştırılmıştır. Bu kapsamda cinsiyetin, öğrenim görülen okul ve sınıf seviyesinin, programlama deneyiminin ve bilgisayar sahipliğinin BİD becerileri üzerindeki etkisi araştırılmıştır. Araştırmanın örneklemini Van ili merkez İpekyolu ilçesindeki 3 farklı meslek lisesinde öğrenim gören 9., 10., 11. ve 12. Sınıftaki toplam 591 öğrenci oluşturmaktadır. Araştırmada öğrencilerin BİD becerilerini ölçmek amacıyla Yağcı (2019) tarafından geliştirilen ölçek kullanılmıştır. Öğrenciler %51.1 lik bir oranla yüksek BİD becerisi düzeyine sahiptirler. Bunu %44.3’lük bir oranla orta ve %4.6’lık oranla ise düşük düzeydekiler takip etmektedirler. Araştırma sonuçları BİD becerilerinin cinsiyet, programlama dersi alma durumu, programlama deneyimi ve bilgisayar sahipliği açısından farklılaşmadığını göstermiştir. Ancak okul türü İşbirlikli öğrenme ve eleştirel düşünme becerisi üzerinde etkili olduğunu, sınıf seviyesinin ise İşbirlikli Öğrenme ve eleştirel düşünme becerisi alt faktörü hariç diğer faktörler açısından farklılaşmaktadır. Bu bulgular meslek liselerinde öğrenim gören öğrencilerin ortalama BİD düzeylerini ortaya koyması; okulların işbirliği ve eleştirel düşünme becerileri üzerindeki etkisini; BİD becerilerinin sınıf seviyesine bağlı olarak farklılaşabileceğini göstermesi açısından önem arz etmektedir. Ayrıca bu araştırma sonucunda ortaya çıkan bulgular doğrultusunda araştırmacılara, müfredat geliştiricilere, okullardaki yöneticilere ve öğretmenlere önerilerde bulunulmuştur.
In this study, the computing thinking skills (CTS) of vocational high school students were examined and the BID skills were compared in terms of different variables. In this context, the effect of gender, school, classroom level, programming experience and computer ownership on CTS skills was investigated. The sample of the study consists of 591 students in the age group of 13-18 years studying in the 9th, 10th, 11th and 12th degrees in 3 different vocational high schools in the central Ipekyolu district of Van. In the research, the scale developed by Yogcı (2019) was used to measure the CTS skills of students. 51.1% of the students have a high CTS skill level. In addition, 44.3% of students have moderate CTS skills, while 4.6% of students have low BID skills. The results of the research showed that CTS skills did not differ in terms of gender, programming course status, programming experience and computer ownership. However, it was found that the type of school was effective on Cooperative learning and critical thinking skills, while the grade level was not effective on other sub-factors except Cooperative Learning and critical thinking skills. The results of this research are important in terms of revealing the average BID levels of vocational high school students, showing that BID skills can differ depending on the class level, and that collaboration and critical thinking skills can differ according to the type of school. In the light of the results of this research, suggestions were made to researchers, curriculum developers, school administrators and teachers.
In this study, the computational thinking skills (CTS) of vocational high school students were examined and the BID skills were compared in terms of different variables. In this context, the effect of gender, school, classroom level, programming experience and computer ownership on CTS skills was investigated. The sample of the study consists of 591 students in the age group of 13-18 years studying in the 9th, 10th, 11th and 12th grades in 3 different vocational high schools in the central İpekyolu district of Van. In the research, the scale developed by Yağcı (2019) was used to measure the CTS skills of students. 51.1% of the students have a high CTS skill level. In addition, 44.3% of students have moderate CTS skills, while 4.6% of students have low BID skills. The results of the research showed that CTS skills did not differ in terms of gender, programming course status, programming experience and computer ownership. However, it was found that the type of school was effective on Cooperative learning and critical thinking skills, while the grade level was not effective on other sub-factors except Cooperative Learning and critical thinking skills. The results of this research are important in terms of revealing the average BID levels of vocational high school students, showing that BID skills can differ depending on the class level, and that collaboration and critical thinking skills can differ according to the type of school. In the light of the results of this research, suggestions were made to researchers, curriculum developers, school administrators and teachers.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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