Robotik Kodlama Etkinliklerinin Ortaokul Öğrencilerinin Kodlamaya İlişkin Özyeterlik Algılarına Etkisi Ve Etkinliklere İlişkin Öğrenci Yaşantıları

摘要

In this study, it was aimed to determine whether there is a meaningful relationship
\nbetween robotic coding activities at secondary school level and self-efficacy
\nperceptions related to block-based programming. In addition, students' experiences
\nin robotic coding activities have been researched and findings about what should
\nbe considered during the organization of robotic coding activities.
\nThe study has two phases. In the first step, the "Block-Based Self-Efficacy
\nPerception Scale" was developed. In addition, the self-efficacy scores obtained
\nfrom participants with the developed measurement tool were examined in terms of
\nvarious variables. As a result of the validity and reliability study performed on 329
\nstudents in the middle school level, A two-factor Likert-type "Block-Based Self-
\nEfficacy Perception Scale” was defined as "Simple Block-Based Programming
\nTasks" consisting of 5 items and "Complex Block-Based Programming Tasks"
\nconsisting of 7 items (α = .893). At the end of the exploratory factor analysis, the
\nfirst factor of 5 items explained 11.462% of the total variance, the second factor of
\n7 items explained 46.763% of the total variance and validated by model
\nconfirmatory factor analysis of this structure, a reliable scale has been achieved.
\nIn the second phase, 5-week robotic coding activities were planned, followed by 58
\nstudents in a public school. According to pre-test and post-test results of the
\nstudents, there was a significant change in intra-group positive direction in the self-
\nefficacy perception scores of both simple and complex block-based programming
\n(simple t = -5.01, p = 0.000, complex t = -8.84, p = 0.00). In terms of various
\nvariables, when we look at the differentiation of self-efficacy perceptions regarding
\nblock-based programming, it is found that it does not differ significantly according
\nto gender (simple t = -0.58, p = 0.56, complex t = 0.87, p = 0.39), computer
\nownership at home (simple t = -1.23, p = 0.22, complex t = -1.23, p = 0.22), Internet
\nviiiconnection ownership at home (simple t = -0.37, p = 0.22, complex t = -0.44, p =
\n0.66) and the possibility to study Scratch program out of course (simple t = -0.91, p
\n= 0.37, complex t = -0.91, p = 0.37).
\nIn order to determine the students' experiences regarding robotic coding activities,
\nthe "activity perception scale" in English was adapted to Turkish. When findings
\nobtained from the "activity perception scale" and from observation and interviews
\nwere interpreted at the end of each activity, findings were obtained that students
\nthought that they found the activities fun and interesting, were willing to participate
\nin the activities, and contributed positively to the personal development of the
\nactivities.