Ortaokul Öğrencilerinin Bilgi-İşlemsel Düşünme Becerisi Öz Yeterlik Algıları: Yeni Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programının Etkinliğinin Bir İncelemesi

Bu çalışmada ortaöğretim öğrencilerinin üst düzey düşünme becerisi olan bilgi-işlemsel düşünme becerisine yönelik öz yeterlilik algıları incelenmiş ve farklı değişkenlerin bu değişken üzerindeki etkileri araştırılmıştır. Çalışma ilişkisel tarama modelinde yürütülmüştür. Araştırma verileri 2018-2019 eğitim-öğretim yılında Van ili merkez ilçelerinde öğrenim gören dört farklı ortaokuldaki 232 öğrenciden elde edilmiştir. Öğrenciler 5.,6. ve 8. sınıflarda öğrenim görmektedirler. Veriler 2018 yılında güncellenen Bilişim Teknolojileri ve Yazılım dersi öğretim programının ilk kez uygulanmasının ardından toplanmıştır. Ölçme aracı olarak ise Gülbahar, Kert ve Kalelioğlu (2018) tarafından ortaokul öğrencileri için geliştirilen Bilgi İşlemsel Düşünme Becerisine Yönelik Öz Yeterlik Algısı (BİDBÖA) ölçeği kullanılmıştır. Öğrenciler ağırlıklı olarak orta düzey öz yeterlilik algısına sahiptirler. %40’lık bir bölümü yüksek öz yeterlilik algısına sahip iken sadece çok az bir kısmı düşük öz yeterlilik algısına sahiptir. Öğrenim görülen sınıf değişkeni açısından öğrenciler hem BİDBÖA ölçeği toplam puanına göre hem de alt faktörlere göre farklılaşmaktadırlar. Öte yandan Blok tabanlı programlama aracı kullanma süresi açından toplam ölçek puanı ile Algoritma tasarlama ve Temel programlama alt boyutlarına göre farklılaşırken cinsiyet değişkeni açısından ise herhangi bir farklılık görülmemiştir.

Anahtar Kelimeler:

Bilgi-işlemsel düşünme, öz-yeterlilik, ortaokul öğrencileri

Computational thinking skills self-efficacy perceptions in secondary education: A review of the effectiveness of the New Information Technology and Software Curriculum

This research looks into self-efficacy perceptions of secondary school students' high-level thinking and information-processing thinking skills, and the effect of different variables. Descriptive survey model was employed. The data was collected from 232 students in four different secondary schools in the central districts of Van province during 2018-2019 academic year. Data were collected after the first implementation of the Information Technology and Software course which was updated in 2018. The Self-Efficacy Perception Scale for Computational Thinking Skill (CTSSP) developed by Gülbahar, Kert and Kalelioğlu (2018) was used. The findings show that students usually have moderate self-efficacy, and 40% have high self-efficacy, while only a few have low self-efficacy. In terms of grade variable, the students differ both according to the total score of the CTSSP and its sub-scales. While the total scale score in terms of block-based programming tool usage time showed significant difference according to algorithm design and basic programming, no difference was observed in terms of gender variable.

Keywords:

Computational thinking, self-efficacy, secondary school students.,

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