Robotların Mühendislik Öğrencilerinin Tutumlarına Etkisi

Robotik, mühendislik öğrencilerinin çalışırken analiz, tasarım ve uygulama yapmalarını sağlar. Robotik'in mühendislik eğitimi için kullanımı, öğrencilerin gerçek uygulamalarla anlamalarını arttırmayı amaçlar. Bilgisayar programlama dersi mühendislik fakültesinin ana dersidir. Genel olarak, öğrenciler programlama dersinin mantığını anlamakta zorluk çekerler ve bu ders hakkında olumsuz bir önyargıya sahiptirler. Bu çalışma, programlama dersinde robotların öğrencilerin tutumları üzerindeki etkisini incelemeye çalışmaktadır. Bu amaç doğrultusunda yüz öğrenci deney ve kontrol grubu olmak üzere iki gruba ayrılmıştır. Deney grubundaki öğrenciler bilgisayar, robot ve kontrol grubundaki öğrencileri bilgisayar kullandılar. Öğrencilerin tutumlarını belirlemek için her iki gruba da Bilgisayar Programlama Tutum Ölçeği uygulanmıştır. İstatistiksel sonuçlar, robot kullanımının deney grubundaki öğrencilerin bilgisayar programlama dersindeki tutumunu olumlu yönde etkilediğini göstermiştir.

Effects of Robots on Engineering Students' Attitude

Robotic allows engineering students to understand to do analysis, design, and implementation while working. The usage of robotic for engineering education aims to increase student understanding with real practices. The Computer programming course is the main course of engineering faculty. Generally, students get difficulties to understand the logic of programming course and they have a negative bias about that course. This study attempts to examine the effect of the robots on students' attitude in the programming course. With this aim, a hundred students are divided into two groups as experimental and control groups. Students who are in the experimental group used computer and robots and control group students used a computer. Computer Programming Attitude Scale was applied to both groups to determine students' attitudes. The statistical results showed that robot usage has affected positively the experimental group of students’ attitude in the computer programming course.

PDF

___

Aras,B. (2009). “Wireless and Mobile Robotics Application”. (Master Thesis). İstanbul Üniversitesi, İstanbul.
Çetin, I., Ozden Y. (2014). "Development of Computer Programming Attitude Scale for University Students” Wiley Periodicals, Inc.
Cruz, M., Fernandez-Madrigal, J.A, Galindo, C., Gonzalez-Jimenez, J., Stockmans-Daou, C., Blanco-Claraco, J.L., (2012). "A Legorobotic approach for teaching at Data Acquisition, Control Systems Engineering and Real-Time Systems undergraduate courses". Computer &Education.Vol. 59, pages 974-988.
Garcia, A. C. Gomez-de, G. J. Fernandez-Lozano, J., Mandow, A. , Munoz, V.F. , Vidal, F. ve Janschek, K. (2008). Using Lego robots with labview for summer school on mechatronics. IEEE International conference Mechatronics, 1-6.
Gura, M., Copyright 2011, ISTE ® (International Society for Technology in Education), Getting Started with Robotics: A Guide for K–12 Educators.
Koç, A., Böyük, U. (2013). "Technology based learning in science and technology education: Robotic Application". Journal of Turkish Science Education, Vol. 10, No 1, pages 139-155.
Kim, S. H. ve Jeon, J. W. (2006). Education C language using Legomindstorms robotic invention system 2,0. Proceeding 2006 IEEE International conferences on Robotics and Automation, 715-720.
Mcgill, M. M. (2012). "Learning to Program with Personal Robots: Influences on Student Motivation." Acm Transactions on Computer Education, Vol. 12, No. 1, Article 4.
Uzunboylu, H., Tugun, V. (2016). "Validity and Reliability of Tablet Supported Education Attitude and Usability Scale". Journal of Universal Computer Science, Vol. 22, no. 1, pages 82-93
Wilson, B. C., Shrock, S. (2001). Contributing to success inan introductory computer science course : A study of twelve factors. ACM SIGCSE, 33(1) pages 184-188.
Yucel, O., Karahoca, D., Karahoca, A. (2016). "The effects of problem-based learning on cognitive flexibility, self regulation skills, and students' achievements". Journal of Information Technology, Vol.6, no. 1, pages 86-93.