KaydedilenlerDerginizi ekleyin

Dergiler / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2023 / Cilt: 12 Sayı: 4

Exploring Children’s Coding Process Through ScratchJr in Early Childhood

Özge ÖZEL
Sayfa
713–728
Yayın Tarihi
2023-10-10
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Finally, it was revealed that some children discovered new features and exhibited their creativity in non-instructional practice.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Technology integration has become an essential part of education, and educational technology has incorporated with coding and programming even in early childhood.
📊
Temel Bulgular & Veri:Data was collected from 52 students through ScratchJr and observation form in public kindergartens in Burdur.
💡
Sonuç & Katkı:Finally, it was revealed that some children discovered new features and exhibited their creativity in non-instructional practice.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Early childhood education · coding · children's process

Abstract

Technology integration has become an essential part of education, and educational technology has incorporated with coding and programming even in early childhood. Even though there is research about early childhood teachers’ perceptions about coding, there has been a lack of resources on how to explore young children’s coding process. Therefore, this study aims to explore children’s coding process through ScratchJr. This study was designed as qualitative research. Data was collected from 52 students through ScratchJr and observation form in public kindergartens in Burdur. Each child had a 30-minute session to complete the coding project. Afterward, these data were analyzed by applying content analysis and found seven themes: ‘proceed with the purpose’, 'interests towards the application’, 'usage period of application’, ‘ability to follow the instructions, ‘curiosities during the application use’, 'non-instructional activities’, ‘exploring the detail features of the application’. As a result, it has been observed that preschool children have a high interest in practice. Most children used their time sessions in full. In fact, some children wanted to extend it. Only six children wanted to finish the application much earlier than their time. In addition, the majority completed the process efficiently based on their purpose by discovering the details of the application and associating it with real life, without losing their sense of curiosity from the first instructions until the end of the process. Finally, it was revealed that some children discovered new features and exhibited their creativity in non-instructional practice.

🔖

Bu Makaleye Atıf Yap

ÖZEL, Ö. (2023). Exploring Children’s Coding Process Through ScratchJr in Early Childhood. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 12 Sayı: 4, 713–728. https://ajindex.com/articles/965948

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (13)

  1. Atabay, E., & Albayrak, M. (2020). Okul öncesi dönem çocuklarına oyunlaştırma ile algoritma eğitimi verilmesi Mühendislik Bilimleri ve Tasarım Dergisi, 8(3), 856-868.
  2. Baltaci, Ö. (2019). The Predictive Relationships between the Social Media Addiction and Social Anxiety, Loneliness, and Happiness. International Journal of Progressive Education, 15(4), 73-82.
  3. Bayhan, P. ve Artan İ., (2007). Çocuk gelişimi ve eğitimi. İstanbul:
  4. Morpa Kültür Yayınları.
  5. Bers, M. U. (2018, April). Coding, playgrounds and literacy in early childhood education: The development of KIBO robotics and ScratchJr. In 2018 IEEE global engineering education conference (EDUCON) (pp. 2094-2102).
  6. IEEE. Bers, M. U. (2018). Coding and computational thinking in early childhood: The impact of ScratchJr in Europe. European Journal of STEM Education, 3(3), 8. Bers, M. U. (2012). Designing digital experiences for positive youth development: From playpen to playground. OUP USA. Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145–157.
  7. Bers, M.U., González-González C., & Armas–Torres M.B. (2019) Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130-145.
  8. Bower, M. & Falkner, K., (2015). Computational thinking, the notional machine, pre-service teachers, and research opportunities. Proceedings of the 17th Australasian Computing Education Conference (ACE 2015), Australia, 27-30 January, 37-46.
  9. Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435-437.
  10. Demetriou, A., Makris, N., Spanoudis, G., Kazi, S., Shayer, M., & Kazali, E. (2018). Mapping the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61(1), 4-42.
  11. Demir, Ö., & Seferoğlu, S. S. (2017). Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme. Paper presented at the Eğitim teknolojileri okumaları içinde yeni kavramlar, farklı kullanımlar, Akademik Bilişim Konferansı. Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools, 33(3), 169-186.
  12. Ergin, A. Z., & Ercan, Z. G. (2022). Coding skills of preschool teacher candidates: Coding skills of teacher candidates. International Journal of Curriculum and Instruction, 14(1), 1052-1070.
  13. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Co