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Bu araştırma, programlama temelleri dersi almış olan Mesleki ve Teknik Anadolu Lisesi Bilgisayar Teknolojileri bölümü öğrencilerinin algoritmik düşünme yeterlilikleri ile problem çözme becerilerini saptayarak bu iki yeterlilik arasındaki ilişkiyi saptamak gerçekleştirilmiştir. Bu çalışmada, betim-sel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırma kapsamında Hepner ve Petersen (1982) tarafından geliştirilen Taylan (1990) tarafından Türkçe’ye uyarlaması yapılan problem çözme envanteri ile araştırmacılar tarafından geliştirilen algoritma bilgi testi kullanılmıştır. Geliştirilen başarı testinin ön uygulama güvenirlik katsayısı 0,70 olarak saptanmıştır. Çalışmanın örneklemini Çanakkale / Türkiye'de bulunan bir Mesleki ve Teknik Anadolu Lisesinde öğrenimlerini sürdürmekte olan Bilişim Teknolojileri alan öğrencileridir. Araştırma sonucunda; bilişim teknolojileri alan öğrencilerinin algoritmik düşünme (ortalama 100 üzerinden=51,33) ve problem çözme becerilerinin (ortalama 210 üzerinden=141,66) düşük olduğu bulunmuştur. Öğrencilerin algoritmik düşünme yeterliliklerinin programlama temelleri dersi notlarına göre farklılaştığı (X2=18,925; p<0,05), cinsiyet (U=315,50, p>0,05) ve matematik dersi notuna göre ise farklılaşmadığı (X2=5,531 p>,05) bulunmuştur. Problem çözme becerilerinin ise cinsiyet (U=248; p>0,05), matematik (X2=6,266; p>0,05) ve program-lama temelleri (X2=1,734; p>0,05) dersine göre farklılaşmadığı bulunmuştur. Algoritma başarısı ile problem çözme becerisi arasında ise pozitif yönde orta düzeyde (r=0,326) anlamlı bir ilişki olduğu bulunmuştur.
This research was carried out to determine the relationship between these two competencies by determining the algorithmic thinking skills and problem-solving skills of the Vocational and Technical Anatolian High School Computer Technologies students who have taken the programming fundamentals course. In this study, the scanning model, one of the descriptive research methods, was used. Within the scope of the research, problem-solving inventory adapted to Turkish by Taylan (1990) developed by Hepner and Petersen (1982) and something-rithm knowledge test developed by researchers were used. The pretreatment reliability coefficient of the developed success test was found to be 0.70. The sample Canakkale / a Career in Turkey and who continue their education in the field of ICT Technical High School students. As a result of the research; It has been found that the students who take information techno-logies have low algorithmic thinking (average over 100 = 51.33) and problem-solving skills (average over 210 = 141.66). Students' algorithmic thinking competencies differ according to their programming basics course grades (X2 = 18.925, p <.05), gender (U = 315.50, p>0.05) and that they do not differ according to mathematics grade (X2 = 5.531, p>.05) was found. It was found that problem solving skills did not differ according to gender (U=248, p>.05), mathematics (X2 = 6.266, p>.05) and programming-basics (X2= 1.734, p>.05). In addition, it was found that there was a moderate positive (r = .326) significant relationship between algorithm success and problem-solving skills.
This research was carried out to determine the relationship between these two competencies by determining the algorithmic thinking skills and problem-solving skills of the Vocational and Technical Anatolian High School Computer Technologies students who have taken the programming fundamentals course. In this study, the scanning model, one of the descriptive research methods, was used. Within the scope of the research, problem-solving inventory adapted to Turkish by Taylan (1990) developed by Hepner and Petersen (1982) and algo-rithm knowledge test developed by researchers were used. The pretreatment reliability coefficient of the developed success test was found to be 0.70. The sample Canakkale / a Career in Turkey and who continue their education in the field of ICT Technical High School students. As a result of the research; It has been found that the students who take information techno-logies have low algorithmic thinking (average over 100 = 51.33) and problem-solving skills (average over 210 = 141.66). Students' algorithmic thinking competencies differ according to their programming basics course grades (X2 = 18.925, p <.05), gender (U =315.50, p>0.05) and that they do not differ according to mathematics grade (X2 = 5.531, p>.05) was found. It was found that problem solving skills did not differ according to gender (U=248, p>.05), mathematics (X2 = 6.266, p>.05) and programming-basics (X2= 1.734, p>.05). In addition, It was found that there was a moderate positive (r = .326) significant relationship between algorithm success and problem-solving skills.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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