İlköğretim matematik öğretmeni adaylarının oyunlaştırma ile programlama eğitimine ilişkin görüşlerinin incelenmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, İlköğretim Matematik Öğretmeni adaylarının oyunlaştırma ile programlama eğitimine ilişkin görüşlerinin incelenmesidir. Bu sebeple on dört haftalık çalışma sürecinde öğretmen adaylarına oyunlaştırmaya dair elementlerin kullanılmış olduğu bir programlama eğitimi verilmiştir. Rozetler, skor tabloları ve görevler oyunlaştırma unsuru olarak kullanılmıştır. Çalışma grubu 2022-2023 yılı bahar döneminde 2.sınıfta verilen Algoritma ve Programlama adlı derse katılan 38 öğretmen adayından oluşmaktadır. Yapılan bu çalışma, durum çalışması ile yürütülmüştür. Araştırmanın verileri için blok temelli programlamaya ilişkin öz yeterlik ölçeği, programlama tutum ölçeği ve görüşme formu hazırlanmıştır. Görüşme formu için içerik analizi uygulanmış, öz yeterlik ve tutum ölçekleri içinse ölçek maddelerinin ortalamaları ve standart sapması (SS) hesaplanmıştır. Verilerin depolanması ve analizi MS Office Excel ve MAXQDA Analytics Pro 2020 programları tarafından yapılmıştır. Araştırmanın bulguları incelendiğinde blok tabanlı programlamaya ilişkin öz yeterlik ve programlamaya yönelik tutumları yüksek olduğu anlaşılmaktadır. Bununla birlikte görüşme formundan elde edilen bulgular incelendiğinde oyunlaştırılmış programlama dersinde öğretmen adaylarının derse yönelik motivasyonu artırdığı , ders içerisinde eğlendikleri, rekabet ortamı ve iş birlikli öğrenmeyi sağladığı, kalıcı öğrenme ve derse aktif katılımda etkili olduğu bulunmuş, eğitim ve öğretim sürecinin eğlenceli bir hal aldığı ve verilen görevler sonucu almış oldukları rozetlerin öğretmen adaylarını güdülediği sonucuna varılmıştır.
The aim of this study is to examine the views of pre-service elementary mathematics teachers on programming education with gamification. For this reason, during the fourteen-week study period, pre-service teachers were given a programming training in which gamification elements were used. Badges, leaderboards and tasks were used as gamification elements. The study group consists of 38 pre-service teachers who attended the Algorithm and Programming course given in the 2nd grade in the spring semester of 2022-2023. This study was conducted as a case study. For the data of the study, a self-efficacy scale for block-based programming, a programming attitude scale and an interview form were prepared. Content analysis was applied for the interview form, and the means and standard deviation (SD) of the scale items were calculated for the self-efficacy and attitude scales. Data were stored and analyzed by MS Office Excel and MAXQDA Analytics Pro 2020 programs. When the findings of the research are examined, it is understood that their self-efficacy towards block-based programming and their attitudes towards programming are high. In addition, when the findings obtained from the interview form were examined, it was observed that in the gamified programming course, pre-service teachers increased their motivation towards the course, they had fun during the course, it provided a competitive environment and cooperative learning, it was effective in permanent learning and active participation in the course, it was concluded that the education and training process became fun and the badges they received as a result of the given tasks motivated the pre-service teachers.
The aim of this study is to examine the views of pre-service elementary mathematics teachers on programming education with gamification. For this reason, during the fourteen-week study period, pre-service teachers were given a programming training in which gamification elements were used. Badges, leaderboards and tasks were used as gamification elements. The study group consists of 38 pre-service teachers who attended the Algorithm and Programming course given in the 2nd grade in the spring semester of 2022-2023. This study was conducted as a case study. For the data of the study, a self-efficacy scale for block-based programming, a programming attitude scale and an interview form were prepared. Content analysis was applied for the interview form, and the means and standard deviation (SD) of the scale items were calculated for the self-efficacy and attitude scales. Data were stored and analyzed by MS Office Excel and MAXQDA Analytics Pro 2020 programs. When the findings of the research are examined, it is understood that their self-efficacy towards block-based programming and their attitudes towards programming are high. In addition, when the findings obtained from the interview form were examined, it was observed that in the gamified programming course, pre-service teachers increased their motivation towards the course, they had fun during the course, it provided a competitive environment and cooperative learning, it was effective in permanent learning and active participation in the course, it was concluded that the education and training process became fun and the badges they received as a result of the given tasks motivated the pre-service teachers.
Açıklama
Fen Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Bilim ve Teknoloji, Science and Technology
