Fetemm Kapsamında Yaygın Eğitimde Robotik Kodlama Dersi Alan Fen Bilgisi Öğretmenliği Öğrencilerinin Görüşlerine İlişkin Durum Çalışması
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma fen, teknoloji, mühendislik ve matematik (FETEMM) eğitimleri kapsamında robotik
kodlama dersi alan Necmettin Erbakan Üniversitesi Fen Bilgisi Öğretmenliği 2. Ve 3. Sınıf öğrencilerinin
yaygın eğitimde aldıkları robotik kodlama dersi ile ilgili beklenti ve ihtiyaçlarını incelemek amacıyla yapılmıştır.
Araştırmada fen bilgisi öğretmenliği öğrencilerinin robotik kodlama dersine yönelik görüşlerinin belirlenerek ve
mevcut durumun analizinin yapılması amacıyla nitel araştırma yöntemlerinden betimsel tarama yöntemi
kullanılarak, elde edilen bulgular düzenlenip yorumlanmış bir biçimde sunulmuştur. Araştırma sonucu elde
edilen bulgulara dayalı olarak temalar belirlenmiş ve bu temalar hakkında yorumlar yapılmıştır. Bulguları
desteklemek amacı ile öğretmen adaylarının cevapları aynen verilmiştir. Kodlama eğitiminin onlar için ne ifade
ettiği sorulmuş; öğrencilerin özgün ürünler geliştirerek, esnek düşünebilmesine imkan sağladığı, yaratıcılık
özellikleri başta olmak üzere problem çözme becerisi ve mantık yürütme gibi üst bilişsel becerilerine olumlu
yönde etki ettiği kanısına varılmıştır. Verilen robotik kodlama eğitimi sayesinde öğretmen adaylarının
hayatlarında yarattığı değişiklikler sorulmuş; olumlu anlamda katkılarının olduğu tespit edilmiş, FETEMM
etkinlikleri ile ilgili olarak katılımcıların herhangi bir olumsuz düşüncelerinin bulunmadığı görülmüştür.
Öğretmen adaylarına uygulamalı robotik ve kodlama eğitiminde başarılı olmayı önemseyip, önemsemedikleri
sorulmuş; robotik kodlama eğitiminde öğrendikleri bilgileri gelecekte çokça ihtiyaç duyacaklarına inandıkları
için önemsedikleri görülmüştür. Öğretmen adaylarına kodlama dersini verebilecek yeterlilikte olup, olmadıkları
sorulmuş; yetersiz görenlerin çoğunlukta olduğu bunun sebebinin de eğitimin başında bu sorunun
yöneltilmesinden kaynaklı olduğu, ilerleyen zamanlarda kendilerini geliştirerek dersi verecek yeterliliğe
ulaşabileceklerine inandıkları görülmüştür. Öğretmen adaylarınca robotik kodlama dersinin eğlenceli mi yoksa
sıkıcı mı bulunduğu araştırılmış; büyük çoğunluğun robotik kodlamayı eğlenceli bulduğu, kodlama eğitimi
sayesinde teknolojiye ilgilerinin arttığı, yaparak yaşayarak öğrendikleri, yaratıcılık becerilerinin desteklendiği,
özgün ürünler ortaya koyabileceklerine inançlarının arttığı görülmüştür. Öğretmen adaylarına aldıkları robotik
kodlama eğitiminden beklentileri sorulmuş; iş imkânı sağlaması, mesleki öz yeterliliklerini arttırması,
teknolojiye uyumlarını arttırması, kişisel gelişimlerine katkı sağlaması, düşünme becerilerini geliştirmesi gibi
beklentilerinin olduğu bazılarının derste zorlandığı için dersin daha basit hale getirilmesini beklediği, derse
yönelik beklentilerinin karşılanmasının onların derslere katılımını ve memnuniyetlerini arttıracağı düşünüldüğü
için önerilerde bulunulmuştur.
This study was carried out to examine the expectations and needs of the second and third-year students of the Science Teaching Department, Necmettin Erbakan University, taking robotic coding courses within the scope of science, technology, engineering, and mathematics (STEM) education, about this course in non-formal education. In the research, the descriptive survey method, one of the qualitative research methods, was used to determine the views of science teaching students about the robotic coding course and to reveal the current situation. Then the findings obtained were presented by organizing and interpreting. The themes were determined based on the findings obtained as a result of the study and interpreted about these themes. The responses of the prospective teachers were given in the same way to support the findings. They were asked what coding education means to them; we concluded that it enables students to develop original products and think flexibly, and affects their metacognitive skills positively, such as creativity, problem-solving skills, and reasoning. Due to the robotic coding training given, the prospective teachers were asked about the changes they created in their lives, it was found that they contributed positively, and seen that the respondents did not have any negative thoughts about STEM activities. Prospective teachers were asked whether or not they mind being successful in applied robotics and coding education. It was seen that they cared about the information they learned in robotic coding training because they believed that they would need it a lot in the future. Prospective teachers were asked whether or not they were qualified to give the coding lesson. It was that those who find it inadequate are in the majority, and the reason for this is that this question was asked at the beginning of the education, and they believed that they could achieve the proficiency to teach the lesson by improving themselves in the future. It was investigated by prospective teachers whether or not the robotic coding course was entertaining or boring. We observed that the vast majority find robotic coding entertaining, their interest in technology increases due to coding education, they learn and experience by doing it, their creative skills are supported, and their belief that they can produce original products has increased. Prospective teachers were asked about their expectations from the robotic coding training they received. They indicated that they have expectations such as providing job opportunities, increasing their professional self-efficacy, increasing their adaptation to technology, contributing to their personal development, and improving their thinking skills and some suggestions were made because it was thought that some of them expected the course to be made simpler because they had difficulties during the course, and that meeting their expectations for the course would increase their satisfaction and attendance.
This study was carried out to examine the expectations and needs of the second and third-year students of the Science Teaching Department, Necmettin Erbakan University, taking robotic coding courses within the scope of science, technology, engineering, and mathematics (STEM) education, about this course in non-formal education. In the research, the descriptive survey method, one of the qualitative research methods, was used to determine the views of science teaching students about the robotic coding course and to reveal the current situation. Then the findings obtained were presented by organizing and interpreting. The themes were determined based on the findings obtained as a result of the study and interpreted about these themes. The responses of the prospective teachers were given in the same way to support the findings. They were asked what coding education means to them; we concluded that it enables students to develop original products and think flexibly, and affects their metacognitive skills positively, such as creativity, problem-solving skills, and reasoning. Due to the robotic coding training given, the prospective teachers were asked about the changes they created in their lives, it was found that they contributed positively, and seen that the respondents did not have any negative thoughts about STEM activities. Prospective teachers were asked whether or not they mind being successful in applied robotics and coding education. It was seen that they cared about the information they learned in robotic coding training because they believed that they would need it a lot in the future. Prospective teachers were asked whether or not they were qualified to give the coding lesson. It was that those who find it inadequate are in the majority, and the reason for this is that this question was asked at the beginning of the education, and they believed that they could achieve the proficiency to teach the lesson by improving themselves in the future. It was investigated by prospective teachers whether or not the robotic coding course was entertaining or boring. We observed that the vast majority find robotic coding entertaining, their interest in technology increases due to coding education, they learn and experience by doing it, their creative skills are supported, and their belief that they can produce original products has increased. Prospective teachers were asked about their expectations from the robotic coding training they received. They indicated that they have expectations such as providing job opportunities, increasing their professional self-efficacy, increasing their adaptation to technology, contributing to their personal development, and improving their thinking skills and some suggestions were made because it was thought that some of them expected the course to be made simpler because they had difficulties during the course, and that meeting their expectations for the course would increase their satisfaction and attendance.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
FETEMM, Robotik kodlama, Yaygın eğitim, Fen bilgisi öğretmen adayları, STEM, Robotic coding, General education, Science teaching teacher candidates
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Olgun, Ş. (2022). Fetemm kapsamında yaygın eğitimde robotik kodlama dersi alan fen bilgisi öğretmenliği öğrencilerinin görüşlerine ilişkin durum çalışması. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı, Konya.
