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Öğretmenler İçin Bilgi İşlemsel Düşünmeye Özelleşmiş Bir Çevrimiçi Öğrenme Ortamının Tasarımı

dc.contributor.advisorErdem, Mukaddes
dc.contributor.authorSayın, Zehra
dc.date.accessioned2021-01-11T11:58:38Z
dc.date.issued2020-12-28
dc.date.submitted2020-11-30
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Computational thinking and expository writing in the middle school. ACM Transactions on Computing Education, 11(2), 9.1-9.22. https://doi.org/10.1145/1993069.1993073 Yadav, A., Gretter, S., Good, J., ve Mclean, T. (2017). Computational Thinking in Teacher Education. In P. J. Rich ve C. B. Hodges (Eds.), Emerging Research, Practice, and Policy on Computational Thinking (pp. 205–220). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-52691-1 Yadav, A., Hong, H., ve Stephenson, C. (2016). Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7 Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., ve Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education, 14(1). https://doi.org/10.1145/2576872 Yadav, A., Stephenson, C., ve Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60(4), 55–62. https://doi.org/10.1145/2994591 Yin, R. K. (2009). Case Study Research (Volume 5, 159 pages). In Organization Studies (4th ed., Vol. 7, Issue 1). SAGE Publications. https://doi.org/10.1177/017084068600700114 Yıldırım, A., ve Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.tr_TR
dc.identifier.otherDR-43957
dc.identifier.urihttp://hdl.handle.net/11655/23257
dc.description.abstractThe aim of this study is to design an online learning environment which has been specialized for computational thinking of teachers. An opportunity has been provided related to experiencing a process with the development of computational thinking skills in online learning environment with specialized computational thinking activities for teachers from different areas with the developed environment. Two working groups as design and testing have been studied with in this research. Design group consists of individuals from the occupational groups stated as having computational thinking in literature (n=10), testing group consists of science and technology, mathematics, social sciences and computer sciences (n=8) teachers The application of the study has been realized in 6 weeks period. In the direction of the first sub problem in the content of the study, the definition of computational thinking and components of computational thinking in the direction of this definition have been given. In the second sub-problem, the features of online learning environment which has been designed for teaching of computational thinking have been presented. In the third sub-problem, the development of environment’s participant teachers’ computational thinking skills has been looked over. In the fourth sub-problem, the ideas of the teachers related to their experiences they had and the environment they had developed have been examined. In the last sub-problem, the ideas of the teachers related to the quality of the developed environment have been taken into account. Findings have been reached stating that the environment in which design based research method has been used and has been developed online learning activities and has been tested with application may be functional in developing the skill of computational thinking. Also, some principles related to the teaching of computational thinking have been identified. According to the findings, computational thinking is not a set of skills developing itself. It should be developed by aimed and significant activities. It mostly requires forcing and time taking educational process for the users. As change in thinking processes of individuals does not realize in a short time, it requires learner support with long period.tr_TR
dc.language.isoturtr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectBilgi işlemsel düşünmetr_TR
dc.subjectAyrıştırma
dc.subjectSoyutlama
dc.subjectÖrüntü tanıma
dc.subjectAlgoritma tasarımı
dc.subjectDeğerlendirme
dc.subject.lcshEğitim kuramı. Eğitim uygulamaları.tr_TR
dc.subject.lcshT- Teknoloji. Mühendisliktr_TR
dc.titleÖğretmenler İçin Bilgi İşlemsel Düşünmeye Özelleşmiş Bir Çevrimiçi Öğrenme Ortamının Tasarımıtr_TR
dc.title.alternativeDesıgn of An Onlıne Learnıng Envıronment for Teachers Specıalızed for Computatıonal Thınkıng
dc.typeinfo:eu-repo/semantics/doctoralThesistr_TR
dc.description.ozetBu çalışmanın amacı, öğretmenler için bilgi işlemsel düşünmeye özelleşmiş bir çevrimiçi öğrenme ortamının tasarlanmasıdır. Geliştirilen ortam ile farklı alanlardan gelen öğretmenlerin bilgi işlemsel düşünmeye özelleşmiş etkinliklerle çevrimiçi öğrenim ortamında bilgi işlemsel düşünme becerilerini geliştirmeye yönelik bir süreç deneyimlemelerine imkân sağlanmıştır. Araştırmada tasarım ve sınama olmak üzere iki çalışma grubuyla çalışılmıştır. Tasarım grubu, alan yazında bilgi işlemsel düşünme becerisine sahip olduğu belirtilen meslek gruplarında çalışan kişilerden (n=10), sınama grubu ise fen ve teknoloji, matematik, sosyal bilgiler ve bilgisayar bilimleri öğretmenlerinden (n=8) oluşmaktadır. Çalışmanın uygulaması 6 haftalık dönemde gerçekleştirilmiştir. Çalışma kapsamındaki ilk alt problem doğrultusunda bilgi işlemsel düşünmenin tanımı ile bu tanım doğrultusunda bilgi işlemsel düşünmenin bileşenleri verilmiştir. İkinci alt problemde, bilgi işlemsel düşünmenin öğretimi için tasarlanan çevrimiçi öğrenme ortamının özellikleri sunulmuştur. Üçüncü alt problemde, ortamın katılımcı öğretmenlerinin bilgi işlemsel düşünme becerilerindeki gelişimine bakılmıştır. Dördüncü alt problemde, öğretmenlerin geliştirilen ortama ve geçirdikleri deneyime ilişkin görüşleri incelenmiştir. Son alt problemde ise öğretmenlerin geliştirilen ortamın niteliğine ilişkin görüşleri ele alınmıştır. Tasarım tabanlı araştırma yöntemi kullanılan, çevrimiçi öğrenme etkinlikleri geliştirilen ve uygulanarak sınanan ortamın, bilgi işlemsel düşünme becerisinin geliştirilmesinde işlevsel olabileceğine dair bulgular elde edilmiştir. Ayrıca, bilgi işlemsel düşünmenin öğretimine yönelik bazı ilkeler belirlenmiştir. Bulgulara göre; bilgi işlemsel düşünme, kendiliğinden gelişen bir beceri seti değildir. Amaçlı ve belirgin etkinlikler ile geliştirilmesi gerekmektedir. Kullanıcılar için çoğu zaman zorlayıcı ve zaman alıcı bir öğretim süreci gerektirebilmektedir. Bireylerin düşünme süreçlerindeki değişim kısa sürede gerçekleşmediği için uzun süreli öğretici desteği gerekebilmektedir.tr_TR
dc.contributor.departmentBilgisayar ve Öğretim Teknolojileritr_TR
dc.embargo.terms2 yiltr_TR
dc.embargo.lift2023-01-13T11:58:38Z
dc.fundingYoktr_TR


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