E., Fjuk, A., Kaasbøll, J., & Samuelsen, T. Robotics and Autonomous Systems, 75, 661–670.īerge, O., Borge, R. Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. ACM Transactions on Computing Education (TOCE), 14(4), 25.Ītmatzidou, S., & Demetriadis, S. Boca Raton: CRC Press.Īrmoni, M., Meerbaum-Salant, O., & Ben-Ari, M. Computer technology and computer programming: Research and strategies. Doctoral thesis, New Mexico State University, New Mexico.Īntonakos, J. Collaborative virtual environments for introductory programming. Bilgi toplumu okullarında programlama eğitimi gereksinimi. Furthermore, some recommendations have been made for the future researches.Īkpınar, Y., & Altun, A. It has been stated that teaching with Alice affects skills related to CT of the students positively. Results of the research show that programming teaching with Scratch has affected engagement and reflective thinking skills of the students for problem solving more positively than Alice. Alice programming tool was preferred in the learning process of the 1st experimental group, whereas, Scratch programming tool was utilised in the 2nd study group during application process which lasted for 8 weeks. 1st and 2nd groups of Computing Technologies Course have been assigned objectively. The study group was compromised of 110 students at 5th grade in 2016 spring semester. A quasi-experimental design was used in the research and patterns with pretest–posttest control group were chosen for the variables. The aim of this research is to determine the effects of Scratch and Alice tools and programming teaching practices on student engagement, reflective thinking and problem-solving skills and computational thinking (CT) comparatively.
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