Erken Çocuklukta Kodlama Programının Yürütücü İşlev Becerileri ve Uzamsal Algı Üzerindeki Etkisinin İncelenmesi
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Eğitim Bilimleri Enstitüsü
Abstract
The study was conducted using exploratory sequential design, one of the mixed research methods, to examine the effectiveness of the “Coding Program in Early Childhood” on the executive function and spatial perception skills of children aged 5-6 years. The quantitative dimension of the study was conducted in a quasi-experimental design with a pre-test, posttest, follow-up test control group, and the qualitative dimension was conducted in a case study design. The quantitative study group consists of 68 children aged 5-6 from official kindergartens and preschools affiliated with the Ministry of National Education in the city center of Ankara. These children are of middle socioeconomic level and have not previously participated in any training or activity on coding. The qualitative study group consists of five experimental group teachers. Experimental Group 1, in which coding activities without robots with digital stories were implemented, consisted of 22 children; experimental group 2, in which coding activities with robots with digital stories were implemented, consisted of 24 children, and the control group, in which no intervention was made, consisted of 22 children. The program was implemented for nine weeks, two days a week. After the implementation was completed, post-test data were obtained, and retention test data were obtained four weeks after the post-test data were obtained. The quantitative data obtained were analyzed using the SPSS 27 package program, and qualitative data were analyzed using content analysis. As a result of the study, it was concluded that robotic coding activities with digital stories in the program were effective on cognitive flexibility, working memory skills, 2D shape recognition, forming shapes, location in space, and area completion sub-skills, and shape recognition and spatial perception skills of children in the experimental group 2. It was concluded that the program implementation with robots created a significant difference compared to the implementation without robots. It was also concluded that the findings obtained from the meetings with the teachers in the experimental group supported the quantitative results.
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SHD-2023-20883 kodlu Hızlı Destek Projesi kapsamında tezime sağladığı destekten dolayı Hacettepe Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimine teşekkür ederim.
Citation
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