The Effect of Coding Education with Minecraft EDU on Students' Problem Solving Skills and Their Attitudes towards Coding
Uluslararası Türk Eğitim Bilimleri Dergisi
In the current study, it was aimed to examine the effect of game-based Python coding education wi... more In the current study, it was aimed to examine the effect of game-based Python coding education with Minecraft EDU on students' problem solving skills and attitudes towards coding. The study was designed with a one-group pretest-posttest experimental model, which is one of the quantitative research methods supported by qualitative data. The research group consists of 7th grade students studying in a public school in Zile district of Tokat province in the 2021-2022 academic year. The study was maintained with a 6-week program of 12 hours in total. The data collection tools used to collect data within the scope of the research are "Problem Solving Inventory for Children (PSI)", "Attitude towards Coding Scale" and semi-structured interview form. According to the findings, no difference was found in the problem solving skills of the students participating in the study. Gender, daily game playing time and daily internet usage time variables were found to have no ef...
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Papers by Emre Çam
children have their initial experiences with school and learning.
Thus, early childhood education (ECE) teachers are expected to be
qualified in pedagogy and teaching to have permanent and effective
learning among children. With the changing world, technology and
the web are becoming an inevitable necessity for children in early
childhood, especially during the pandemic in which the web has
become the only way to continue teaching via distance education.
Therefore, web pedagogical content knowledge of teachers and other
professionals related to ECE who will directly or indirectly affect
previous experiences with children gains importance to provide
meaningful experiences. As a result, the current study aims to
explore ECE teachers, pre-service teachers, and academicians' web
pedagogical knowledge. To reach this aim, the researchers use case
study, one of the qualitative research designs. An interview protocol
was applied to participants, and their web pedagogical content
knowledge was explored via semi-structured questions. Data
analysis was made by NVivo software and two researchers. After the
data analysis, it was found that participants generally are not familiar
with the WPCK. Still, they use the web in their classroom such as to
find new activities in their classroom. Also, most participants argue
that the pandemic contributes them to develop their experiences
while distance education. As a result, the findings were discussed
with the related literature.
children have their initial experiences with school and learning.
Thus, early childhood education (ECE) teachers are expected to be
qualified in pedagogy and teaching to have permanent and effective
learning among children. With the changing world, technology and
the web are becoming an inevitable necessity for children in early
childhood, especially during the pandemic in which the web has
become the only way to continue teaching via distance education.
Therefore, web pedagogical content knowledge of teachers and other
professionals related to ECE who will directly or indirectly affect
previous experiences with children gains importance to provide
meaningful experiences. As a result, the current study aims to
explore ECE teachers, pre-service teachers, and academicians' web
pedagogical knowledge. To reach this aim, the researchers use case
study, one of the qualitative research designs. An interview protocol
was applied to participants, and their web pedagogical content
knowledge was explored via semi-structured questions. Data
analysis was made by NVivo software and two researchers. After the
data analysis, it was found that participants generally are not familiar
with the WPCK. Still, they use the web in their classroom such as to
find new activities in their classroom. Also, most participants argue
that the pandemic contributes them to develop their experiences
while distance education. As a result, the findings were discussed
with the related literature.
Öğretim Teknolojilerinde Web Araçları: Uygulamalar, Araştırmalar ve Eğilimler kitabı öğretim süreçlerinde web araçlarını kullanan, kullanmayı planlayan ve bu alana ilgi duyan herkese hitap etmektedir. Bununla birlikte kitap içerisinde ele alınan Web araçlarının öğrenme sürecine entegrasyonu ve konunun bilimsel temelleri ile birlikte özellikle öğrenme ve eğitim alanına yönelik çalışmalar yürüten bilim insanları, politika yapıcılar ile her türden eğitim sağlayan kuruluşlarda aktif olarak faaliyet gösteren kişiler için bilimsel bir referans ve kılavuz olma özelliği taşımaktadır. Kitabın içeriğinde ilk bölümde Web araçlarının genel durumu ve öğretim teknolojisinde kullanılmasına ilişkin bir değerlendirme yapılmıştır. İkinci bölümde ise Kişisel Verilerin Korunması Kanunu çerçevesinde öğretim teknolojisi olarak kullanılan Web araçlarındaki veri güvenliği konusu anlatılmıştır. Kitabın devamında ise öğretim teknolojilerinde kullanılan Web araçları 13 farklı kategoride ele alınarak alan yazın çerçevesinde tartışılmıştır. Daha sonra da toplamda 101 Web aracı (Web 2.0 veya Web 3.0) incelenmiştir. Her bir Web aracının incelemesinde “Nedir?”, “Neden?”, “Kullanılabilecek Disiplin, Düzey ve Konular Nelerdir?” ve Derslere Nasıl Entegre Edilir?” sorularına yanıt aranmıştır ve alan yazın çerçevesinde bir değerlendirme yapılmıştır. Son olarak da her bir kategori için ilgili Web araçlarının geleceğine yönelik tartışılmış, SWOT analizi tablosu ile mevcut durum ortaya koyulmuştur.