Bilişim Teknolojileri ve Yazılım Dersi Öğretmen Adaylarının Programlamaya İlişkin Algılanan Öz Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi

Programlama becerileri, teknolojinin toplumlardaki yansımalarına ayak uydurmak adına temel bilişim teknolojileri okur-yazarlığının yeterli olmadığı günümüzde kazanılması ve uygulanması gerekli olan becerilerdir. Programlama becerilerinin kazanılması amacı ile yapılan programlama eğitimleri, hem eğitsel hem de toplumsal yararlar sağlamaktadır. Öğrencilerin yapılan programlama eğitimi sürecinde başarılı olma durumları üzerinde birden çok etken bulunmaktadır. Bu etkenlerden biri de öz yeterliliktir. İlköğretimde yetiştirilmesi beklenen öğrenci profili göz önüne alındığında Bilişim Teknolojileri ve Yazılım dersi öğretmen adaylarının çeşitli programlama becerilerini elde etmesi ve bu süreçte etkili olan değişkenlerin incelenmesi önemlidir. Buradan yola çıkarak çalışmada Bilişim Teknolojileri ve Yazılım dersi öğretmen adaylarının programlamaya ilişkin algılanan öz yeterliliklerinin çeşitli değişkenler ile incelenmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden nedensel-karşılaştırma modeli kullanılmıştır. Araştırmaya 8 farklı üniversitenin BÖTE bölümlerinde okuyan 1. ve 4. sınıf öğrencileri katılım göstermişlerdir. Araştırmada Ramalingam ve Wiedenbeck (1998) tarafından geliştirilen Altun ve Mazman (2012) tarafından Türkçeye uyarlanan “Programlamaya İlişkin Öz Yeterlilik Algısı Ölçeği” kullanılmıştır. Verilerin analizinde t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmanın sonucunda Bilişim Teknolojileri ve Yazılım dersi öğretmen adaylarının programlamaya ilişkin algılanan öz yeterliliklerinin cinsiyetlerine, sınıf düzeylerine, bölüm tercih sebeplerine, mezun olunan lise eğitimlerine ve algılanan yabancı dil düzeylerine göre anlamlı farklılık gösterdikleri görülmüştür.

Anahtar Kelimeler:

Programlama, öz yeterlilik, öğretmen adayları

Investigation of Perceived Self-Efficacy of Pre-Service Information Technology and Software Teachers for Programming Regarding Different Variables

Programming skills are the skills that need to be acquired and applied in today when literacy of basic information technologies is not enough to keep pace with the reflections of technology in society. Programming training with the intent of acquiring programming skills provides both educational and social benefits. There are multiple factors that influence students' success in the programming training process. One of these factors is self-efficacy. Considering the student profile expected to be trained in primary education, it is important that the teacher candidates of Information Technologies and Software course acquire various programming skills and the variables that are effective in this process to be examined. From this, it is aimed to examine the perceived self-efficacy of Information Technology and Software course teacher candidates' programming skills by using various variables in the study. A causal-comparison model of quantitative research methods was used in the research. The first and fourth grade students studying at 8 different universities in CEIT (Computer Education and Information Technologies) department participated in the research. The "Programming Self-Efficacy Perception Scale" developed by Ramalingam and Wiedenbeck (1998) and adapted to Turkish by Altun and Mazman (2012) was used in the research. In the analysis of the data, t-test and one-way analysis of variance (ANOVA) were used. As a result of the research, it is observed that the perceived programming self-efficacy of the Information Technologies and Software course teacher candidates differ significantly based on gender, class levels, department choice reasons, graduated high school education and perceived foreign language levels.

Keywords:

Programming, self-efficacy, teacher candidates,

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