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    Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education
    (IGI Global, 2022) Altiok, Serhat; Yükseltürk, Erman
    In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking. © 2022 by IGI Global. All rights reserved.
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    Enhancing metacognitive awareness of undergraduates through using an e-educational video environment
    (Pergamon-Elsevier Science Ltd, 2019) Altiok, Serhat; Baser, Zeynep; Yukselturk, Erman
    Video portfolios provide students with opportunities of self-monitoring, evaluating and reflecting on their own performance, and receiving feedback from others such as their peers and teachers. However, the literature was lacking an investigation of the extent to which video portfolios might contribute to developing students' metacognitive awareness level in foreign language learning. Therefore, this study aimed to understand the potential effects of using an e-educational video portfolio environment supported with Kinect technology on enhancing students' metacognitive awareness level in foreign language learning. In order to achieve this goal, a pre-test/post-test quasi-experimental study was conducted at a state university located in Central Turkey. In total, eighty-five students took part in the study. The students had been divided into two sections at the beginning of the academic year. There were 42 students in Section 1, 43 students in Section 2. For the purposes of the study, the sections were randomly identified as the control and experimental group. The same curriculum was taught to both groups by the same instructor; however, the experimental group followed a video portfolio-integrated course supported with Kinect technology in face-to-face learning environment for 7 weeks in the second half of the semester whilst the control group continued the usual methods. The data was gathered by means of a Metacognitive Awareness Inventory (MAI), which is a five-point likert scale, and three focus group interviews. The results showed that using an e-educational video portfolio environment enhanced students' metacognitive awareness level and supported foreign language learning process effectively.
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    An investigation of the effects of programming with Scratch on the preservice IT teachers' self-efficacy perceptions and attitudes towards computer programming
    (Wiley, 2017) Yukselturk, Erman; Altiok, Serhat
    The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample consisted of 151 preservice IT teachers who took an elective course including a Scratch module in the 2013-14 academic year. Three online questionnaires (Personal Information Questionnaire, The Computer Programming Self-Efficacy Scale and The Computer Programming Learning Attitude Scale) were used to gather the quantitative data and focus group interviews were conducted to collect the qualitative data regarding the preservice IT teachers' views in more detail. According to the results, there were significant increases in the mean of the preservice IT teachers' self-efficacy perceptions regarding almost all complex programming tasks after their Scratch programming experience. The results also showed that the preservice IT teachers' negative attitudes towards programming decreased significantly and programming in the Scratch platform had significantly positive effects on the preservice IT teachers' attitudes regarding some items in the scale.
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    Preservice Teachers’ Views about the Use of Mind and Intelligence Games in Education
    (Ozgen Korkmaz, 2022) Yükseltürk, Erman; İlhan, Fatih; Altiok, Serhat
    Games, which are fun activities, have some benefits for learning environments when used educationally; they play an essential role in children’s physical, mental, social, emotional, and language development. Similarly, mind and intelligence games can improve the cognitive abilities of individuals by improving their basic reasoning and problem-solving skills. This qualitative case study examines preservice teachers' views on the use of mind and intelligence games in education and their effects on individuals. Researchers collected the data using a semi-structured interview guide they developed, through focus group interviews with twenty-seven preservice teachers who were enrolled in and completed an elective course offered at the faculty of education in the fall of 2021. According to the findings, preservice teachers mentioned the advantages and disadvantages of mind and intelligence games according to the type of media. The findings showed that mathematics is a more appropriate course for using the mind and intelligence games, followed by primary school courses, psychological counseling, and social sciences courses. The preservice teachers found mind and intelligence games eligible to support primarily cognitive skills involved in remembering, understanding, applying, analyzing, evaluating, and creating. Furthermore, co-operation and sociability are the skills that were more frequently referred to by preservice teachers, along with other skills, including persistence, achievement motivation, and self-efficacy. © 2022, Ozgen Korkmaz. All rights reserved.
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    The perceptions of prospective ICT teachers towards the integration of 3D printing into education and their views on the 3D modeling and printing course
    (Springer, 2023) Ucgul, Memet; Altiok, Serhat
    3D printing technology has an influence on a variety of industries such as automotive, engineering, medical, aerospace, sports, fashion, education, and more. In education, 3D printing is used in many different fields like pharmacy, mathematics, biology, chemistry, art education, graphic design, engineering, and even in early childhood and special education. The adoption of 3D printing technology in education is still at a low level, and the lack of adequate technology education is considered a major obstacle to the adoption of this technology. As teachers' knowledge of 3D printing technology increases, so will their intention to integrate 3D printing technologies into their classrooms. However, current teacher education programs have not provided sufficient training to trainees with the necessary expertise and skills to use digital fabrication in the classroom. This case study explored prospective information and communication technologies (ICT) teachers' perceptions on the integration of 3D printing into teaching and learning as well as their evaluation of offered 3D modeling and printing course. The results showed that most of the prospective teachers were satisfied with the course and they felt competent enough about 3D printing processes and to integrate 3D printing in teaching-learning activities. They have positive opinions about the use of 3D printers for educational purposes, as they provide concretization of the subject, increase the motivation of the students, and they are very useful in the production of teaching materials. In line with the research results, suggestions were made for a course that aims to introduce 3D printing technologies in teacher education programs.
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    Using Game-Based Learning with Kinect Technology in Foreign Language Education Course
    (Int Forum Educational Technology & Soc-Ifets, 2018) Yukselturk, Erman; Altiok, Serhat; Baser, Zeynep
    The present study investigates the effects of game-based language learning with Kinect technology on students' self-efficacy beliefs and attitudes toward English. The study was conducted at a state university located in Central Turkey. Foreign language education is promoted in Turkey, yet because of several factors, among which weekly hours of teaching, and student motivation prevail, and students still cannot develop their language skills. The literature shows that these problems might be minimized making use of technological advancements effectively in the classroom. Therefore, game-based language learning, through which students carry out meaningful tasks based on real-life scenarios to develop their communication skills, is getting an increasing attention. In this study, a pre-test/post-test quasi-experimental study was conducted. Participants were the first-year students taking English as a compulsory course. In total, there were 62 participants. The instruments included two questionnaires measuring self-efficacy beliefs and attitude toward English. The results revealed that there was a significant positive increase in some sub-factors of attitude and self-efficacy scores of the students in the experimental group compared to the average scores of the students in the control group. The study explains why game-based learning activities with Kinect technology should be integrated into the foreign language courses.
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    You are an astroneer: the effects of robotics camps on secondary school students' perceptions and attitudes towards STEM
    (Springer, 2022) Ucgul, Memet; Altiok, Serhat
    Creativity, critical thinking, communication and collaboration are thought to be the core skills that will enable students to be successful in the future. Economic and social development of a nation is associated with the individuals' such new skills, which are commonly referred as the twenty-first-century skills. However, the educational methods used in transmitting knowledge from teachers to students are not capable enough to bring up such competent individuals. The Science, Technology, Engineering, and Mathematics (STEM) education is a promising approach to help students gain those skills and robotics offers opportunities to integrate STEM education. This study aims to investigate the effects of robotics summer camps with STEM activities on students' perception and attitudes towards STEM. The researchers organized two robotics summer camps in 2017 and 2018 with 48 students. Data were collected by using the STEM Perception Test and STEM Attitude Test. The pre-test post-test quasi-experimental design without a control group was used in the study. Wilcoxon's Matched-Pairs Signed-Ranks tests showed that students' perceptions towards STEM increased at the first robotics camp; however, students' attitudes towards STEM did not change significantly in both robotics camps. Furthermore, mathematics sub-dimension of STEM perception at the first camp and science sub-dimension of STEM attitude at the second camp significantly increased.