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AI InsightAraştırmadan elde edilen bulgular şu şekildedir: 1.Kodlama eğitiminde eğitsel robot kullanılan deney grubu öğrencilerin bilgi işlemsel düşünme becerilerinde uygulama sonunda artış olduğu görülmüştür. 2.
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Özet
Bu araştırmada kodlama eğitiminde eğitsel robot kullanımının, özel yetenekli öğrencilerin bilgi işlemsel düşünme becerisine etkisini incelemek amaçlanmıştır. Araştırmada deneysel yöntemler içerisinde yer alan kontrol gruplu ön test son test yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubu 2021-2022 eğitim öğretim yılında Konya ili Selçuklu ilçesinde bulunan bir Bilim ve Sanat Merkezine devam eden özel yetenekli 5. Sınıf öğrencileri oluşturmuştur. Araştırmaya kontrol grubunda 55 ve deney grubunda 55 olmak üzere toplam 110 öğrenci katılmıştır. Araştırmada öğrencilerin bilgi işlemsel düşünme düzeylerini belirlemek amacıyla, deney ve kontrol gruplarında ön test ve son test olarak, Korkmaz, Çakır ve Özden (2015) tarafından geliştirilen Bilgisayarca Düşünme Beceri Düzeyleri Ölçeği kullanılmıştır. Uygulama sürecinde deney grubu öğrencileri ile kodlama eğitimi blok tabanlı kodlama aracı mBlock ve eğitsel robot seti mBot kullanılarak gerçekleştirilmiştir. Kontrol grubunda ise, kodlama eğitimi blok tabanlı kodlama aracı mBlock kullanılarak gerçekleştirilmiştir. Deney ve kontrol grubunda aynı blok tabanlı kodlama yazılımı olan mBlock blok tabanlı kodlama yazılımı tercih edilmiştir. Araştırmadan elde edilen bulgular şu şekildedir: 1.Kodlama eğitiminde eğitsel robot kullanılan deney grubu öğrencilerin bilgi işlemsel düşünme becerilerinde uygulama sonunda artış olduğu görülmüştür. 2. Kodlama eğitimlerinde eğitsel robot kullanılmayan kontrol grubu öğrencilerinin de bilgi işlemsel düşünme becerileri son test puanlarında uygulama sonunda artış olduğu görülmüştür. 3.Deney ve kontrol grubu öğrencilerinin bilgi işlemsel düşünme erişleri karşılaştırıldığında meydana gelen farkın kodlama eğitiminde eğitsel robot kullanılan deney grubu öğrencilerinin lehine olduğu görülmüştür.
Abstract
In this study, it was aimed to examine the effect of the use of educational robots in coding education on the computational thinking skills of gifted students. In the research, the pre-test post-test quasi-experimental design with a control group, which is among the experimental methods, was used. The study group of the research consisted of gifted 5th grade students attending Science and Art Center in Selçuklu district of Konya province in the 2021-2022 academic year. A total of 110 students, including 55 in the control group and 55 in the experimental group, participated in the study. In order to determine the computational thinking levels of the students in the research, the computational thinking levels scale which was developed by Korkmaz, Çakır & Özden (2015) was used as a pre-test and post-test in the experimental and control groups. During the implementation process, the coding training was carried out with the experimental group students using the block-based coding tool mBlock and the educational robot set mBot. In the control group, on the other hand, the coding training was carried out using the block-based coding tool mBlock. The same block-based coding software, mBlock, was preferred both in the experimental and control groups. The findings obtained from the research are as follows: 1. It was observed that the computational thinking skills of the students in the experimental group, who used educational robots in coding education, increased at the end of the application. 2. It was observed that there was also an increase in the post-test scores of computational thinking skills of the control group students, who did not use educational robots in their coding training, at the end of the application. 3. When the computational thinking achievements of the experimental and control group students were compared, it was seen that the difference was in favour of the experimental group students who used educational robots in coding education. During the implementation process, the coding training was carried out with the experimental group students using the block-based coding tool mBlock and the educational robot set mBot. In the control group, on the other hand, the coding training was carried out using the block-based coding tool mBlock. The same block-based coding software, mBlock, was preferred both in the experimental and control groups. The findings obtained from the research are as follows: 1. It was observed that the computational thinking skills of the students in the experimental group, who used educational robots in coding education, increased at the end of the application. 2. It was observed that there was also an increase in the post-test scores of computational thinking skills of the control group students, who did not use educational robots in their coding training, at the end of the application. 3. When the computational thinking achievements of the experimental and control group students were compared, it was seen that the difference was in favour of the experimental group students who used educational robots in coding education.