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data-landing_url="https://www.academia.edu/1441897/Bilgisayar_Programlama_%C3%96%C4%9Fretiminde_Yeni_Bir_Yakla%C5%9F%C4%B1m" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="1441899" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1441899/B%C4%B0LG%C4%B0SAYAR_PROGRAMLAMA_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_YEN%C4%B0_B%C4%B0R_YAKLA%C5%9EIM">BİLGİSAYAR PROGRAMLAMA ÖĞRETİMİNDE YENİ BİR YAKLAŞIM</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1251877" href="https://adnanmenderes.academia.edu/TanerArabacioglu">Taner Arabacioglu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ab.org.tr</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"BİLGİSAYAR PROGRAMLAMA ÖĞRETİMİNDE YENİ BİR YAKLAŞIM","attachmentId":11053694,"attachmentType":"doc","work_url":"https://www.academia.edu/1441899/B%C4%B0LG%C4%B0SAYAR_PROGRAMLAMA_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_YEN%C4%B0_B%C4%B0R_YAKLA%C5%9EIM","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" 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class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Programli Öğreti̇m Yöntemi̇","attachmentId":104481024,"attachmentType":"pdf","work_url":"https://www.academia.edu/104867688/Programli_%C3%96%C4%9Freti_m_Y%C3%B6ntemi_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/104867688/Programli_%C3%96%C4%9Freti_m_Y%C3%B6ntemi_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="38173964" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38173964/Programlama_E%C4%9Fitimi_%C3%9Czerine_Bir_%C4%B0nceleme_Ya%C5%9Fanan_Zorluklar_Mevcut_Uygulamalar_ve_G%C3%BCncel_Yakla%C5%9F%C4%B1mlar">Programlama Eğitimi Üzerine Bir İnceleme: Yaşanan Zorluklar, Mevcut Uygulamalar ve Güncel Yaklaşımlar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="23207884" href="https://mku.academia.edu/senolsayginer">Şenol Saygıner</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Pegem Akademi, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Ülkelerin müfredat programlarında programlama eğitimine ağırlıklı olarak lisans düzeyinde yer verilmektedir. Eğitimin geç yaşlarda verilmeye başlanılmasında, mevcut programlama ortamlarının karmaşık yapısı, süreçte üst düzey bilgi ve becerileri işe koşmanın gerekliliği ve kod yazmanın zorluğu gibi sebeplerden bahsedilebilir. Ancak son zamanlarda, okul öncesi dönemini de kapsayacak nitelikte görsel ortamların geliştirilmesi bu durumu tersine çevirmiştir. Günümüzde yazılımı sevdirmek, öğrencilerin programlama öğrenmelerini kolaylaştırmak ve öğrencileri daha erken yaşlarda programlama ile tanıştırarak bu eğitimleri daha geniş bir alana yaymak amacıyla bazı düzenlemeler yapılmaktadır. Bu süreçte hemen her yaşa uygun programlama ortamları geliştirilmekte, ulusal ve uluslararası niteliğe sahip platformlar oluşturulmakta ve birçok ülkede eğitim müfredatları güncellenmektedir. Bu doğrultuda yapılan bu çalışmada, öncelikle programlama eğitiminde ne tür zorlukların yaşandığı incelenmiş, ardından bu zorluklara ilişkin mevcut uygulamaların ve güncel yaklaşımların neler olduğu ortaya konulmuştur. Ayrıca ülkelerin ilköğretim müfredatlarında programlama eğitimine nasıl yer verdikleri ve programlama eğitimini yaygınlaştırmak amacıyla oluşturulan platformların hangi özelliklere sahip oldukları hakkında bilgiler sunulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Programlama Eğitimi Üzerine Bir İnceleme: Yaşanan Zorluklar, Mevcut Uygulamalar ve Güncel Yaklaşımlar","attachmentId":58209866,"attachmentType":"pdf","work_url":"https://www.academia.edu/38173964/Programlama_E%C4%9Fitimi_%C3%9Czerine_Bir_%C4%B0nceleme_Ya%C5%9Fanan_Zorluklar_Mevcut_Uygulamalar_ve_G%C3%BCncel_Yakla%C5%9F%C4%B1mlar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38173964/Programlama_E%C4%9Fitimi_%C3%9Czerine_Bir_%C4%B0nceleme_Ya%C5%9Fanan_Zorluklar_Mevcut_Uygulamalar_ve_G%C3%BCncel_Yakla%C5%9F%C4%B1mlar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="80474592" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/80474592/%C3%87eviri_E%C4%9Fitiminde_Yeni_Bir_Yakla%C5%9F%C4%B1m">Çeviri Eğitiminde Yeni Bir Yaklaşım</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6186721" href="https://independent.academia.edu/JaleOnur">Jale Onur</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1993</p><p class="ds-related-work--abstract ds2-5-body-sm">Koç Özel Lisesi son sınıf öğrencileri için çeviri derslerini planlarken amacım oldukça ileri düzeyde İngilizceleri olan bu öğrencilerin dil bilinçlerini ve dili kullanma becerilerini çeviri yoluyla daha da güçlendirmek, bireysel olarak zayıf taraflarının farkına varıp bunları gidermede onlara yardımcı olmaktı. Öğrencilerim lise son sınıfta olduklarından, üniversite sınaviarına hazırlanma telaşının onlar üzerindeki baskısını da dikkate alarak sınıfta atölye tipi bir çalışma yapmaya ve ev ödevi vermeye karar verdim. Kompozisyon dersleri için kullanılan &quot;Aşamalı Yazı Süreci&quot; (Process Writing) tekniği ile &quot;Portföy&quot; (Portfolio Writing) tekniğini çeviri derslerine uygulayarak oldukça esnek, rahat ve bireysel farklılıklara ve gereksinimlere cevap veren bir yöntem elde ettiğimi sanıyorum</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Çeviri Eğitiminde Yeni Bir Yaklaşım","attachmentId":86843795,"attachmentType":"pdf","work_url":"https://www.academia.edu/80474592/%C3%87eviri_E%C4%9Fitiminde_Yeni_Bir_Yakla%C5%9F%C4%B1m","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/80474592/%C3%87eviri_E%C4%9Fitiminde_Yeni_Bir_Yakla%C5%9F%C4%B1m"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="36561504" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36561504/D%C3%BCnyada_ve_T%C3%BCrkiyede_programlama_e%C4%9Fitimi_ve_yeni_yakla%C5%9F%C4%B1mlar">Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="71123" href="https://suleyman-demirel.academia.edu/VeyselDemirer">Veysel Demirer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Eğitimde Kuram ve Uygulama, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">With the rapid changes taking place in technology, information and communication technologies began to be used more in educational environments. Since these technologies became a part of our lives, production of new software in this area has become a necessity. It is essential to provide programming education starting from an early age in order to meet this need and to raise a productive and creative generation. Programming education will help to meet the need for trained personnel in the software field and create a more productive generation. In addition, programming skills will enable younger students to develop positive attitudes towards school and courses, and will encourage them to perform research. Programming education will also promote problem-solving, quantitative thinking, spatial and analytical thinking skills of students. The purpose of this study is to introduce innovative approaches and practices that emerged in the programming field, by shedding light on the current state of the programming education around the world and specifically in Turkey. In this context, projects, activities and programming training organized around the world and in Turkey were investigated in this study. Additionally, the programming tools designed for individuals and children who want to learn programming are also discussed. Finally, suggestions for programming education in Turkey are presented. ÖZET Bilişim teknolojilerinde yaşanan hızlı değişim ile birlikte bu teknolojiler eğitim ortamlarında daha fazla kullanılmaya başlanmıştır. Bu teknolojilerin hayatımızın bir parçası haline gelmesi bu alanda yeni yazılımların üretilmesini bir ihtiyaç haline getirmiştir. Bu ihtiyacı karşılayabilmek, üretken ve yaratıcı bir nesil yetiştirebilmek için bireylere erken yaştan itibaren programlama eğitimi verilmesi gerekmektedir. Programlama eğitimi sayesinde üretken bir nesil yetişirken yazılım alanında yetişmiş eleman ihtiyacı da giderilmiş olacaktır. Ayrıca programlama becerisi küçük yaştaki öğrencilerin okula ve derse karşı olumlu tutum geliştirmelerini sağlayarak, onları araştırma yapmaya sevk edecektir. Programlama öğrenen öğrencilerin problem çözme, sayısal düşünme, uzamsal ve analitik düşünme becerileri gelişmektedir. Bu araştırmanın amacı, programlama eğitiminin dünyada ve ülkemizdeki mevcut durumuna bir bakış açısı getirerek bu alanda ortaya çıkan yenilikçi yaklaşım ve uygulamaların tanıtılmasıdır. Bu bağlamda çalışmada Dünyada ve Türkiye'de düzenlenen proje, etkinlik ve programlama eğitimleri incelenmiştir. Ayrıca programlamayı öğrenmek isteyen bireylere ve çocuklara yönelik tasarlanan programlama araçlarına yer verilmiştir. Son olarak ülkemizdeki programlama eğitimine yönelik öneriler sunulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar","attachmentId":56487068,"attachmentType":"pdf","work_url":"https://www.academia.edu/36561504/D%C3%BCnyada_ve_T%C3%BCrkiyede_programlama_e%C4%9Fitimi_ve_yeni_yakla%C5%9F%C4%B1mlar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36561504/D%C3%BCnyada_ve_T%C3%BCrkiyede_programlama_e%C4%9Fitimi_ve_yeni_yakla%C5%9F%C4%B1mlar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="35416423" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35416423/Programlama_E%C4%9Fitiminde_Ya%C5%9Fanan_Zorluklar_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri">Programlama Eğitiminde Yaşanan Zorluklar ve Çözüm Önerileri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="23207884" href="https://mku.academia.edu/senolsayginer">Şenol Saygıner</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Özet Son yıllarda hemen herkesin programlama öğrenmesi gerektiği görüşü sıklıkla dile getirilmektedir. Çünkü 21. yüzyılda yetişen bireylerde geliştirilmek istenen yaratıcılık, problem çözme ve üst düzey düşünme gibi birtakım bilişsel becerilerin programlama eğitimiyle kazandırılabileceği savunulmaktadır. Ancak dünya genelinde yapılan çalışmalarda, programlama eğitiminde çeşitli zorlukların yaşandığı belirtilmektedir. Bu kapsamda çalışmanın amacı, programlama eğitiminde yaşanan zorlukları incelemek ve bu zorluklara yönelik çözüm önerileri ortaya koymaktır. Bu doğrultuda dijital veri tabanları, web günlükleri ve basın yayın siteleri üzerinde bir alanyazın taraması yapılmıştır. Yapılan taramalar sonucunda programlama eğitiminde yaşanan zorluklar ve çözüm önerileriyle ilgili 37 çalışma incelenmiştir. İncelenen çalışmalar, programlama eğitiminde hemen her dönemde benzer zorlukların yaşandığına işaret etmektedir. Bu zorlukların başında algoritma ve programlama mantığının tam olarak öğretilemediği veya öğrenilemediği durumu yer almaktadır. Ulaşılan sonuçlar doğrultusunda programlama eğitiminde blok tabanlı görsel ortamların kullanımı önerisinde bulunulmuş ve bu ortamların karşılaştırmalı bir paylaşımı yapılmıştır. Abstract In recent years, the idea that almost everybody should learn programming is often mentioned. Because it is assumed that various cognitive skills such as creativity, problem solving, and higher order thinking that are required by 21st century individuals can be improved by programming education. However, research studies conducted around the world indicate that there are some difficulties in programming education. In this context, the aim of this study is to examine the difficulties in programming education and to propose solutions for these difficulties. In this direction, a literature review was conducted on digital databases, blogs, and media sites. As a result of the surveys, 37 studies related to difficulties in programming education and suggestions for solutions were examined. Studies show that similar difficulties have been experienced in almost every period of programming education. At the beginning of these difficulties is the situation where the algorithm and programming logic are not fully taught or learned. In the direction of the results, the use of block-based visual environments in programming education was proposed and a comparative sharing of these environments was made.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Programlama Eğitiminde Yaşanan Zorluklar ve Çözüm Önerileri","attachmentId":55277166,"attachmentType":"pdf","work_url":"https://www.academia.edu/35416423/Programlama_E%C4%9Fitiminde_Ya%C5%9Fanan_Zorluklar_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35416423/Programlama_E%C4%9Fitiminde_Ya%C5%9Fanan_Zorluklar_ve_%C3%87%C3%B6z%C3%BCm_%C3%96nerileri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="37760427" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37760427/Fen_%C3%96%C4%9Fretiminde_B%C3%BCt%C3%BCnc%C3%BCl_Yakla%C5%9F%C4%B1mla_Program_Farkl%C4%B1la%C5%9Ft%C4%B1rma">Fen Öğretiminde Bütüncül Yaklaşımla Program Farklılaştırma</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3364911" href="https://meb.academia.edu/MelekNurERDO%C4%9EAN">Melek Nur ERDOĞAN</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Son yıllarda bilim eğitiminde, “Herkes İçin Bilim” paradigmasına doğru bir kayma olmuştur (American Association for the Advancement of Science (AAAS) 1993; Bybee, 1997; Rutherford & Ahlgren, 1989; Shamos, 1995; UNESCO, 2012). Bu paradigma kayması, bilim eğitimini dar bir algıdan çıkararak fen eğitiminin, bilimsel içeriklerin ve eğitim yaklaşımının sosyal amaçlarını da içine alan daha bütüncül bir algıya doğru hareket etmesine neden olmuştur. Ancak okullardaki bilim eğitimi uygulamalarına bakıldığında, bilimsel bilginin çeşitli biçimleri arasında sınırlı bir ilişki kurulabildiği ve bilimsel uygulamaların epistemik, bilişsel ve sosyal yönlerine vurgunun az verildiği ya da hiç verilmediği ortaya konulmuştur. Bu çalışmanın amacı, atom kavramının gelişiminin altında yatan bilgi ve uygulamalara bütüncül bir yaklaşım (Badjanova & Ilisko, 2015; Miller, 1993; Orion, 2007) sunan benzen halkası modeline (Erduran & Dagher, 2014) uygun farklılaştırılmış bir öğretimin (Tomlinson, 2009; Maker, 1982; Sak, 2016) özel yetenekli öğrencilerin atomun yapısı konusundaki anlayışlarına etkisini araştırmaktır. Bunun için çalışmada fen eğitiminde bütüncül bir yaklaşımın ilkeleri ve eylemleri temel alınarak farklılaştırışmış bir program hazırlandı. Öncelikle araştırmacı tarafından atomun yapısı konusunda müfredat materyallerinin (fen bilimleri ve kimya ders kitapları, ders notları, ders planları ve öğrencilerin kullandığı ders çalışma kitapları vb.) ayrıntılı bir incelemesi yapıldı. Geliştirilen bu program, araştırmacının kendisi tarafından kimya dersi öğretmeni olarak uygulandı. Farklılaştırılmış program iki grup etkinlikten oluşmaktadır. Birinci grup etkinlikte, öğrencilerin atom, element, bileşik, saf madde ve karışım kavramlarındaki anlayışlarını ortaya koymak için tanecik kartları (Taber, 2000) ve Venn diyagramı kullanılmıştır. İkinci grup etkinlikleri, atomun yapısının tarihsel gelişimi ile ilgili Haigh ve Ward (2000)’ın çalışmasından esinlenerek araştırmacı tarafından kavramsal değişim yaklaşımını esas alan etkileşimli üç kısa tarihi hikaye ve kapalı kutu deneyi (Khalick, 2002) oluşturmaktadır. Araştırmanın örneklemi bilim ve sanat merkezinde destek eğitim alan Bireysel Yetenekleri Fark Ettirme Programı aşamasında olan 8. sınıf düzeyinde 10 özel yetenekli öğrenciden oluşmaktadır. Uygulama haftada 3 saat olmak üzere 6 hafta sürmüştür. Nitel veri kaynağı olarak yarı-yapılandırılmış mülakat ve yazılı dokümanlar kullanılmıştır. Nitel veriler analiz edildiğinde üstün/özel yetenekli öğrencilerin bütüncül yaklaşımla program farklılaştırma odaklı kimya içeriği öğretimi sonunda atomun yapısı konusundaki anlayışları 3 kategoride toplanmıştır: 1) Atom, molekül, element, bileşik 2) Saf madde, karışım 3) Atom Modelleri ve bilimin doğası anlayışları. Elde edilen bulgular, özel yetenekli öğrencilerin bütüncül yaklaşımla farklılaştırılmış bir kimya dersi öğretiminin sonucunda atomun yapısı konusunda makroskobik, mikroskobik ve sembolik boyutları arasında geçiş yapabildiklerini ve modelleme yapabildiklerini göstermiştir. Ayrıca bilimin epistemik, bilişsel ve sosyal yönlerindeki bilimin doğası anlayışlarında gelişmeler olduğunu göstermiştir. Öğrencilerin bütüncül yaklaşımla program farklılaştırma odaklı fen içeriği öğretiminden sonra eleştirel düşünme, sorgulama ve bilimsel düşünme becerisi gibi çeşitli becerileri geliştirdiği tespit edilmiştir. Üstün/özel yetenekli öğrencilerin atomun yapısı konusunda bu olumlu anlayışları geliştirmesinde en önemli faktörün öğrencilerin bireysel farklılıkları dikkate alınarak içerik, düşünme süreçleri, öğrenme ortamı ve ürünler boyutunda farklılaştırma yapılmasıdır. Bu dört boyuta göre hazırlanan etkinliklerle öğrencilerin bir bilim insanının yaşadığı zihinsel süreçleri bizzat kendilerinin yaşamaları ve bu deneyimlerini açık-düşündürücü bir yaklaşımla tartışmalarının da etkili olduğu söylenebilir. Bilim tarihini, bilim insanlarının neden ve nasıl atomun yapısı konusuna odaklandıklarını, öğrencilerin anlayabilecekleri kısa bilimsel hikayeler yoluyla verildiğinde onların atomu nasıl kavramsallaştırdıkları, modelledikleri, açıkladıkları ve ne gibi öngörüde bulunduklarını öğrencilerin anlaması sağlanabilir. Çalışma süresince tüm öğrencilerin öğretim boyunca aktif katılımının sağlandığı ve sosyal etkileşimin arttığı, işbirlikli bir öğrenme ortamının olduğu gözlenmiştir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Fen Öğretiminde Bütüncül Yaklaşımla Program Farklılaştırma","attachmentId":57756128,"attachmentType":"pdf","work_url":"https://www.academia.edu/37760427/Fen_%C3%96%C4%9Fretiminde_B%C3%BCt%C3%BCnc%C3%BCl_Yakla%C5%9F%C4%B1mla_Program_Farkl%C4%B1la%C5%9Ft%C4%B1rma","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37760427/Fen_%C3%96%C4%9Fretiminde_B%C3%BCt%C3%BCnc%C3%BCl_Yakla%C5%9F%C4%B1mla_Program_Farkl%C4%B1la%C5%9Ft%C4%B1rma"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="34060110" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34060110/Oyunla%C5%9Ft%C4%B1rma_Y%C3%B6ntemi_ile_%C4%B0%C5%9Flenen_Bilgisayar_Derslerinin_Etkilili%C4%9Fine">Oyunlaştırma Yöntemi ile İşlenen Bilgisayar Derslerinin Etkililiğine</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28252493" href="https://independent.academia.edu/AyhanSar%C4%B11">Ayhan Sarı</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39848316" href="https://ktu.academia.edu/taltun">taner altun</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Öz: Bu çalışmada, oyunlaştırma unsurlarının öğretim etkinliklerine dahil edilmesinin, öğrencilerin derslere karşı ilgi, motivasyon ve ders katılımı üzerindeki etkileri hakkında öğrenci görüşlerinin tespit edilmesi amaçlanmıştır. Araştırmada nitel yaklaşım benimsenmiş olup, araştırma durum çalışması deseninde tasarlanmıştır. Araştırmanın örneklemini bir Mesleki ve Teknik Anadolu Lisesi, Bilişim Teknolojileri Bölümünün ikinci sınıfında (10. Sınıf) öğrenim gören toplam 27 öğrenci oluşturmaktadır. Çalışmada " Sayı Sistemleri " ve " Mantıksal Kapı Devreleri " konuları 4 hafta boyunca dersin öğretmeni tarafından öğrencilerle işlenmiştir. Daha önceleri geleneksel öğretim yöntemleri ile yürütülen ders içerisine, çeşitli oyunlaştırma etkinlikleri dahil edilmiştir. Oyunlaştırma süreçlerinde öğrencilerin verilen görevleri yerine getirmelerine bağlı olarak sergilemiş oldukları performanslar, sınıf içinde çeşitli materyallerle (yıldız, rozet, lig tablosu gibi) ve sınıf dışında elektronik grafiksel sunumlar halinde sosyal medya aracılığıyla kendileriyle sürekli paylaşılmıştır. Bu süreçte öğrenciler, yarı yapılandırılmış gözlem formlarıyla gözlenmiş ve performansları kayıt altına alınmıştır. Ek olarak 4 haftalık uygulama sonunda rastgele seçilen 7 öğrenci ile bire-bir mülakatlar yapılmış ve oyunlaştırma ile işlenen dersler hakkındaki görüşleri alınmıştır. Analiz sonuçlarına göre, oyunlaştırma unsurlarının katıldığı derslerde öğrencilerin derslere karşı ilgi ve motivasyonlarının yükseldiği ve derse katılımları konusundaki isteklerinin arttığı bulgularına ulaşılmıştır. Çalışma sonunda öğretmenlere ve araştırmacılara oyunlaştırma uygulamalarının derslerde etkin kullanılmasına yönelik çeşitli öneriler sunulmuştur. Anahtar Kelimeler: Oyunlaştırma, öğretim ve öğrenme, ilgi ve motivasyon, öğrenci görüşleri Abstract: This study aimed to examine high school students' views about effects of gamification on their interests, motivation towards and participation in to lessons. Case study designation within qualitative research approach was adopted in the study. The study was carried out in a Vocational and Technical Anatolian High School with 27 students who attend to Information Technologies Department at that school. " Number Systems " and " Logical Gate Circuits " topics were instructed by the teacher for 4 weeks and some gamification elements were included in the lessons. Formerly module was taught by using traditional teaching methods but this time some of the gamification elements such as based on students' performances some materials (stars, badges, league tables etc.,) and electronic result graphs were shared with students both in the class and on the Internet vis social media. Within the process students' actions in the class were observed and recorded through semi-structured observation forms. At the end of 4 weeks randomly selected 7 participated students were interviewed about the learning activities which included gamification. According to data analysis results it is found that gamification elements increases students' interests and motivation towards computer lessons and makes them more active in terms of participating into lessons. At the end of the study some recommendations about effective use of gamification in lessons were made for researchers and teachers.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Oyunlaştırma Yöntemi ile İşlenen Bilgisayar Derslerinin Etkililiğine","attachmentId":53997105,"attachmentType":"pdf","work_url":"https://www.academia.edu/34060110/Oyunla%C5%9Ft%C4%B1rma_Y%C3%B6ntemi_ile_%C4%B0%C5%9Flenen_Bilgisayar_Derslerinin_Etkilili%C4%9Fine","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34060110/Oyunla%C5%9Ft%C4%B1rma_Y%C3%B6ntemi_ile_%C4%B0%C5%9Flenen_Bilgisayar_Derslerinin_Etkilili%C4%9Fine"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="102786633" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102786633/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Programlama_E%C4%9Fitimine_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri">Öğretmen Adaylarının Programlama Eğitimine Yönelik Görüşleri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="240928851" href="https://independent.academia.edu/P%C4%B1narT%C3%BCrker3">Pınar Türker</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Kuramsal Eğitimbilim, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Öğretmen Adaylarının Programlama Eğitimine Yönelik Görüşleri","attachmentId":102964011,"attachmentType":"pdf","work_url":"https://www.academia.edu/102786633/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Programlama_E%C4%9Fitimine_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102786633/%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Programlama_E%C4%9Fitimine_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri"><span class="ds2-5-text-link__content">View PDF</span><span 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