Robotik ve kodlama eğitiminin ilkokul dördüncü sınıf öğrencilerinin yaratıcı düşünme becerilerine etkisi
The effects of robotics and coding training on fourth grade students' creative thinking skills
- Tez No: 643200
- Danışmanlar: DR. ÖĞR. ÜYESİ DİLEK ÖZALP
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2020
- Dil: Türkçe
- Üniversite: İstanbul Aydın Üniversitesi
- Enstitü: Lisansüstü Eğitim Enstitüsü
- Ana Bilim Dalı: İlköğretim Ana Bilim Dalı
- Bilim Dalı: İlköğretim Sınıf Öğretmenliği Bilim Dalı
- Sayfa Sayısı: 169
Özet
Bireylerin geleceği yaratıcı çocuklara ve çocukların yaratıcılığını mümkün kılan özgün eğitim içeriğine bağlıdır. Toplumların sahip oldukları orijinal ve üstün yapıtlar yaratıcı düşünceye sahip insanların yarattığı yapıtlardır. Her toplum için en önemli eğitim sorunu yaratıcı niteliklere sahip çocukları erken belirlemek ve bireylerde yaratıcı düşünceyi oluşturup geliştirmektir. Çağımızda bunun için bazı uygulamalar mevcutken bu konuda araştırmalar halen devam etmektedir. Kodlama eğitimi de bunlardan biridir. Öğrenciler kodlamayı mühendis, bilim insanı olmak için öğrenmemeli, kodlamanın gerekliliğini anlamaları ve içerisinde bulunduğu teknoloji çağına ayak uydurarak üretken olmaları gerekmektedir. Bu çalışmada robotik ve kodlama eğitiminin ilkokul 4.sınıf öğrencilerinin yaratıcı düşünce becerilerine etkisi incelenmiştir. Ön test-son test kontrol gruplu deneysel deseni olan bu araştırmada Torrance Yaratıcı Düşünme Testleri (TYDT) ölçeğinin A ve B Yaratıcı Düşünme formları kullanılmıştır. İlk olarak 15'er öğrenciden oluşan deney ve kontrol gruplarına A form ön test olarak uygulanıp deney grubu 10 haftalık robotik kodlama eğitimine tabi tutulmuştur. Son olarak deney ve kontrol gruplarına B form son test olarak uygulanmıştır. Araştırma verileri öğrencilerin TYDT formlarına vermiş olduğu cevaplardan elde edilmiştir. TYDT'nin A ve B formlarından her bir öğrenci için; sözel ve şekilsel toplam puanlar ve alt puan türleri elde edilmiştir. Elde edilen bu veriler nicel veri çözümleme tekniklerinin kullanılması için SPSS programına aktarılmıştır. Deney ve kontrol gruplarına ait verilerin analizi için Mann-Whitney U testi ve Wilcoxon İşaretli Sıralar testi kullanılmıştır. Veri analizi sonucunda deney grubunun şekilsel form toplam yaratıcılık kategorisinde kontrol grubuna göre genel olarak daha yüksek puan elde ettikleri ve puanları arasında anlamlı farklılık olduğu görülmüştür. Sözel yaratıcılık toplam puanlarında ise deney ve kontrol grubunun toplam puanları açısından anlamlı bir farklılık olmadığı ancak bazı alt boyutlarında anlamlı farklılıklar olduğu belirlenmiştir. Sonuç olarak robotik kodlama eğitiminin yaratıcı düşünme becerisini olumlu yönde geliştirdiği bulunmuştur.
Özet (Çeviri)
The future of individuals depends on creative children and the original educational content that enables children's creativity. The original and superior works that societies have are the works created by people with creative thinking. The most important educational problem for every society is to identify children with creative skills early and to develop creative thinking of the individuals. While there are many applications for this in our age, the research are still ongoing. Coding education is one of them. The general consensus in the field is that students should not learn coding to become engineers and scientists, but understand the necessity of coding, and be productive by keeping up with the age of technology in which they are located. Recently, all over the world, it is recommended to learn programing at an early age. In 21. century it is a necessity to learn programming and computer science by the help of basic skills like; creativity, computer and algorithmic thinking. Robotic coding is a compiler. In elementary education it is named block based coding activity which children can combine visuals which are similar to puzzle pieces with the help of drag and drop method to create applications such as animation and games, and learn to code by having fun. Today, with the widespread use of block-based coding, coding education of primary and secondary school students becomes easier and research have been done about the kits used in the field of robotic coding. There are many educational software that works with block-based coding logic. A few of them are; Tinkercad, Code.org, Scratch, mBlock, Kod Game Lab. These programs are described in the literature of this study. When we examine the importance of robotic coding, coding education has become a necessity rather than a hobby with the age of technology we are in. With the increasing importance to coding education, studies in this field are also increasing. One of the most important outputs of coding education is creative thinking skills. In this study, the effects of robotics and coding education on the creative thinking skills of elementary school 4th grade students were investigated. In this study, quasi-experimental design was applied with pretest- posttest and control group. There were 15 students in per group in the experimental and control groups. In the study, while the robotic coding education program was applied to the experimental group, the existing school curriculum continued to be applied to the control group. In the research,“robotic coding education”program was applied to the experimental group by one of the researchers in the sample school which is chosen for 10 weeks, 2 hour for per week. Robotic coding education includes programs like Tinkercad, Code.org, Scratch, mBlock, Kodu Game Lab which are mentioned in the research. The activities of students during the robotic coding education within the scope of this research are jigsaw puzzle on computer screen, moving the object with the help code blocks, drawing with code blocks, designing animation with Scratch program, game design with code game lab program, making 3d design with Tinkercad, creating an electronic circuit simulator, building circuit, and Programming the electronic circuit by using code blocks with the mBlock program. In the research, firstly Torrance Test of Creative Thinking (TTCT) verbal and formal A form pre-test was applied to experimental and control groups. Then,“Robotic Coding Training”program was applied to the experimental group. After the training of the experimental group was completed, TTCT verbal and formal B form was applied as a post-test to the experimental and control groups. The data were obtained from the responses of the experimental and control groups to the pretest and posttest. The verbal form of the TTCT test consists of 7 activities. These are respectively; consider asking questions, guessing causes, predicting results, product development, unusual use of cardboard boxes (unusual use of tin cans in B form), unusual questions and think. After reading the instructions, the participant is given 5 minutes for each activity. The formal form of the TTCT test consists of 3 activities. These are respectively; creating pictures, completing pictures, parallel lines (parallel circles in B form). After reading the instructions, the participant is given 10 minutes for each activity. Permission to use TTCT tests for the research was obtained from the researcher who has the copyright of Turkish use. In the research, it took an average of 40 minutes, totally 80 minutes for each of the verbal and formal forms of the TTCT test to be applied. Verbal and formal forms of the TTCT test were applied every other day with the help of experts who were entitled to use Turkish test, since it was thought that it would take a long time to apply two forms at the same time, and they would give them an unrealistic answer. In the verbal form of the TTCT test, verbal fluency, verbal flexibility, verbal originality scores and consisting of these scores are obtained the verbal form total creativity score. In the figurative section, figural fluency, figural originality, abstraction of the titles, enrichment, resistance to early closure, creative forces list score and the total form of these scores are obtained. In the figurative section, figural fluency, figural originality, abstraction of the titles, enrichment, resistance to early closure, creative forces list score and the total form of these scores are obtained. The description of the types of points included in the TTCT test is as follows: Fluency: The number of contents offered in a certain period of time. The content can also be named as the student's answer to the test. Flexibility: The content offered is categorized. The number of categories constitutes the participant's flexibility score. Originality: It is obtained by scoring according to the originality of the content presented, the difficulty of conceivable reason and the fantastic imagination. Points are given as zero, one or two and summed up. Originality: It is obtained by scoring according to the originality of the content presented, the difficulty of conceivable reason and the fantastic imagination. Points are given as zero, one or two and collected. Abstraction of the titles: The drawing in the test is scored under the participant of the activities stating how abstract, fantastic and descriptive the titles are. Enrichment: The equivalent of the number of details used in drawing activities in the scoring book. Resistance to early closure: It is the type of score that shows how much the participant can keep his mind open on the activity and how long he can last without giving up. Creative forces list: Scoring based on 13 criteria is made. These are respectively; emotion expression, storytelling, movement or activity, expressing power of titles, synthesis of incomplete shapes, synthesis of lines and circles, unusual visualization, internal visualization, extending or crossing borders, humor, imagination richness and fantasy. Data analysis was carried out using nonparametric tests due to the low number of people in the groups and the normal distribution of the data. The data were analyzed both in terms of the total scores of verbal and formal forms and in terms of the sub-dimensions. Whether there is a difference between the pretest (A form) scores of the experimental and control groups was examined with the Mann-Whitney U test. Similarly, Mann-Whitney U test was performed to determine whether there is a difference between the posttest (B form) scores of the groups. Wilcoxon Signed Rank test was used to determine whether the experimental and control groups' scores have significant difference between form A and B. As a result of the study, when the scores of the experimental group and the control group are compared, it is seen that the experimental group has higher scores in the total formal creativity levels. As a result, it was observed that robotic coding activities in the experimental group increased their formal creative thinking skills. It was determined that there was no significant difference in the total creativity scores of the verbal form between the experimental and control groups, but there were significant differences in some of its sub-dimensions.
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