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Programlama hem bir 21. yüzyıl yeterliliği olarak hem de eğitimde 21. yüzyıl yeterliliklerinin kazandırılması için önemli görülmeye başlanmıştır." /> <meta property="article:author" content="https://bartin.academia.edu/ramazanyilmaz" /> <meta name="description" content="Günümüzde erken yaşta programlama öğretimi çalışmaları çok sayıda ülkede popülerlik kazanmış durumdadır. Programlama hem bir 21. yüzyıl yeterliliği olarak hem de eğitimde 21. yüzyıl yeterliliklerinin kazandırılması için önemli görülmeye başlanmıştır." /> <title>(PDF) Erken Yaşta Programlama Eğitimi: Araştırmalardaki Güncel Eğilimlerle İlgili Bir İnceleme</title> <link rel="canonical" href="https://www.academia.edu/34858463/Erken_Ya%C5%9Fta_Programlama_E%C4%9Fitimi_Ara%C5%9Ft%C4%B1rmalardaki_G%C3%BCncel_E%C4%9Filimlerle_%C4%B0lgili_Bir_%C4%B0nceleme" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '5256c1a53612060172450e9a3fc382db878bc43f'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740506288000); window.Aedu.timeDifference = new Date().getTime() - 1740506288000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Günümüzde erken yaşta programlama öğretimi çalışmaları çok sayıda ülkede popülerlik kazanmış durumdadır. Programlama hem bir 21. yüzyıl yeterliliği olarak hem de eğitimde 21. yüzyıl yeterliliklerinin kazandırılması için önemli görülmeye başlanmıştır. Bu çalışmada erken yaşta programlama eğitimi üzerine yapılan çalışmalardaki eğilimlerin incelenmesi amaçlanmaktadır. Bu amaçla; alanla ilgili olan ve SSCI’de dizinlenen dergilerde, ulusal ve uluslararası tez veri tabanlarında “coding+kids; coding in primary education; programming in elementary school; programming for K12/ at K12 schools/ for K12 education/in the K12 classroom” anahtar kelimelerini içeren 6 makale ve 19 tez amaçlı örnekleme yöntemi ile seçilerek analiz edilmiştir. Bu kapsamda belirlenen makalelerin/tezlerin analizi için araştırmacılar tarafından hazırlanan bir “Sınıflama Formu” kullanılmıştır. Makaleler ve tezler, betimsel tarama yapılarak, makalenin/tezin konusu, yöntemi, veri toplama araçları, örneklemi, veri analiz yöntemleri, tartışma ve öneriler bölümlerini kapsayacak şekilde ayrıntılı olarak incelenmiştir. Yapılan taramalar sonucu elde edilen veriler yüzde ve frekansa dayalı bir şekilde tablo ve grafiklerle sunulmuştur. Elde edilen verilere dayalı olarak erken yaşta programlama eğitimiyle ilgili çalışmalarda en çok nitel yöntemin kullanıldığı, örneklemin ortaokul düzeyinden seçildiği, çok geniş kitleleri kapsayacak şekilde uygulama yapılmadığı, en çok incelenen değişkenlerin akademik başarı ve düşünme becerileri olduğu sonuçlarına ulaşılmıştır. Bu bölümde sunulan verilerin ve sonuçların erken yaşta programlama eğitimiyle ilgili yapılanları ve mevcut araştırma boşluğunu görmek adına yol gösterici nitelikte olacağı düşünülmektedir.","author":[{"@context":"https://schema.org","@type":"Person","name":"Ramazan Yılmaz","url":"https://bartin.academia.edu/ramazanyilmaz"}],"contributor":[],"dateCreated":"2017-10-14","headline":"Erken Yaşta Programlama Eğitimi: Araştırmalardaki Güncel Eğilimlerle İlgili Bir İnceleme","image":"https://attachments.academia-assets.com/54717325/thumbnails/1.jpg","inLanguage":"tr","keywords":["Computational Thinking","Problem çözme becerisi","Bilgisayar Teknolojileri ve Programlama","İşbirlikli öğrenme","üstün Ve özel Yetenekli","Programlama","ELEŞTİREL DÜŞÜNME","Kodlama","Computational Design Thinking","üstün Yeteneklilik","Computional Thinking","Yaratıcı Düşünme","Erken Yaşta Kodlama","Bilgi-Işlemsel Düşünme","Algoritmik Düşünme","Düşünme Becerileri","21. yüzyıl","bilgisayarca düşünme","programlama eğitimi"],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"bartin"}],"thumbnailUrl":"https://attachments.academia-assets.com/54717325/thumbnails/1.jpg","url":"https://www.academia.edu/34858463/Erken_Ya%C5%9Fta_Programlama_E%C4%9Fitimi_Ara%C5%9Ft%C4%B1rmalardaki_G%C3%BCncel_E%C4%9Filimlerle_%C4%B0lgili_Bir_%C4%B0nceleme"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: 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Programlama hem bir 21. yüzyıl yeterliliği olarak hem de eğitimde 21. yüzyıl yeterliliklerinin kazandırılması için önemli görülmeye başlanmıştır. Bu çalışmada erken yaşta programlama eğitimi üzerine yapılan çalışmalardaki eğilimlerin incelenmesi amaçlanmaktadır. Bu amaçla; alanla ilgili olan ve SSCI’de dizinlenen dergilerde, ulusal ve uluslararası tez veri tabanlarında “coding+kids; coding in primary education; programming in elementary school; programming for K12/ at K12 schools/ for K12 education/in the K12 classroom” anahtar kelimelerini içeren 6 makale ve 19 tez amaçlı örnekleme yöntemi ile seçilerek analiz edilmiştir. Bu kapsamda belirlenen makalelerin/tezlerin analizi için araştırmacılar tarafından hazırlanan bir “Sınıflama Formu” kullanılmıştır. Makaleler ve tezler, betimsel tarama yapılarak, makalenin/tezin konusu, yöntemi, veri toplama araçları, örneklemi, veri analiz yöntemleri, tartışma ve öneriler bölümlerini kapsayacak şekilde ayrıntılı olarak incelenmiştir. Yapılan taramalar sonucu elde edilen veriler yüzde ve frekansa dayalı bir şekilde tablo ve grafiklerle sunulmuştur. Elde edilen verilere dayalı olarak erken yaşta programlama eğitimiyle ilgili çalışmalarda en çok nitel yöntemin kullanıldığı, örneklemin ortaokul düzeyinden seçildiği, çok geniş kitleleri kapsayacak şekilde uygulama yapılmadığı, en çok incelenen değişkenlerin akademik başarı ve düşünme becerileri olduğu sonuçlarına ulaşılmıştır. Bu bölümde sunulan verilerin ve sonuçların erken yaşta programlama eğitimiyle ilgili yapılanları ve mevcut araştırma boşluğunu görmek adına yol gösterici nitelikte olacağı düşünülmektedir."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Erken Yaşta Programlama Eğitimi: Araştırmalardaki Güncel Eğilimlerle İlgili Bir İnceleme","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [63857509]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":54717325,"attachmentType":"pdf"}"><img alt="First page of “Erken Yaşta Programlama Eğitimi: Araştırmalardaki Güncel Eğilimlerle İlgili Bir İnceleme”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/54717325/mini_magick20190116-17881-vbkfvc.png?1547634754" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Erken Yaşta Programlama Eğitimi: Araştırmalardaki Güncel Eğilimlerle İlgili Bir İnceleme</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="63857509" href="https://bartin.academia.edu/ramazanyilmaz"><img alt="Profile image of Ramazan Yılmaz" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/63857509/18012841/18020330/s65_ramazan.y_lmaz.jpg" />Ramazan Yılmaz</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">20 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 34858463; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Günümüzde erken yaşta programlama öğretimi çalışmaları çok sayıda ülkede popülerlik kazanmış durumdadır. Programlama hem bir 21. yüzyıl yeterliliği olarak hem de eğitimde 21. yüzyıl yeterliliklerinin kazandırılması için önemli görülmeye başlanmıştır. Bu çalışmada erken yaşta programlama eğitimi üzerine yapılan çalışmalardaki eğilimlerin incelenmesi amaçlanmaktadır. Bu amaçla; alanla ilgili olan ve SSCI’de dizinlenen dergilerde, ulusal ve uluslararası tez veri tabanlarında “coding+kids; coding in primary education; programming in elementary school; programming for K12/ at K12 schools/ for K12 education/in the K12 classroom” anahtar kelimelerini içeren 6 makale ve 19 tez amaçlı örnekleme yöntemi ile seçilerek analiz edilmiştir. Bu kapsamda belirlenen makalelerin/tezlerin analizi için araştırmacılar tarafından hazırlanan bir “Sınıflama Formu” kullanılmıştır. Makaleler ve tezler, betimsel tarama yapılarak, makalenin/tezin konusu, yöntemi, veri toplama araçları, örneklemi, veri analiz yöntemleri, tartışma ve öneriler bölümlerini kapsayacak şekilde ayrıntılı olarak incelenmiştir. Yapılan taramalar sonucu elde edilen veriler yüzde ve frekansa dayalı bir şekilde tablo ve grafiklerle sunulmuştur. Elde edilen verilere dayalı olarak erken yaşta programlama eğitimiyle ilgili çalışmalarda en çok nitel yöntemin kullanıldığı, örneklemin ortaokul düzeyinden seçildiği, çok geniş kitleleri kapsayacak şekilde uygulama yapılmadığı, en çok incelenen değişkenlerin akademik başarı ve düşünme becerileri olduğu sonuçlarına ulaşılmıştır. Bu bölümde sunulan verilerin ve sonuçların erken yaşta programlama eğitimiyle ilgili yapılanları ve mevcut araştırma boşluğunu görmek adına yol gösterici nitelikte olacağı düşünülmektedir.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":54717325,"attachmentType":"pdf","workUrl":"https://www.academia.edu/34858463/Erken_Ya%C5%9Fta_Programlama_E%C4%9Fitimi_Ara%C5%9Ft%C4%B1rmalardaki_G%C3%BCncel_E%C4%9Filimlerle_%C4%B0lgili_Bir_%C4%B0nceleme"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":54717325,"attachmentType":"pdf","workUrl":"https://www.academia.edu/34858463/Erken_Ya%C5%9Fta_Programlama_E%C4%9Fitimi_Ara%C5%9Ft%C4%B1rmalardaki_G%C3%BCncel_E%C4%9Filimlerle_%C4%B0lgili_Bir_%C4%B0nceleme"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Ancak son zamanlarda, özellikle gelişmiş ülkelerde, yazılımı sevdirmek, öğrencilerin programlama becerilerini geliştirmek ve bu sürece öğrencileri daha erken yaşta başlatarak programlama eğitimini daha geniş bir alana yaymak amacıyla birtakım düzenlemeler yapılmaktadır. Bu süreçte bazı ülkeler, ilköğretim müfredatlarında yer alan bilişim dersi içeriklerini güncellerken, bazıları ise ilköğretim müfredat programına çeşitli kademelerde programlama derslerini ilk kez dâhil etmektedir. Bu kapsamda bu çalışmanın amacı, ülkelerin programlama eğitimine müfredat programlarında nasıl yer verdiklerini ve ülkeler arasında programlama eğitimi açısından oluşan farklılıkları ortaya koymaktır. Bu doğrultuda bir alanyazın taraması yapılmış ve 10 ülkenin (İngiltere, ABD, Güney Kore, Hindistan, Estonya, Avustralya, Fransa, M acaristan, Çin ve Türkiye) ilköğretim müfredat programı incelenmiştir. Yapılan incelemelerde sayıları giderek artan birçok ülkenin eğitim müfredatlarında programlama derslerine yer vermekte olduğu ve bu eğitimlerin bazı ülkelerde anaokulu seviyesinde verilmeye başlandığı görülmüştür. Ayrıca kullanılan programlama dilleri ve öğrencilere kazandırılmak istenen beceriler açısından da farklılıklara rastlanılmıştır. Abstract Programming education is mainly given at the undergraduate level in curriculum programs of countries. However, recently especially in developed countries, some arrangements have been made with the aim of enjoying software development, improving students' programming skills, and spreading programming education to a wider area by launching students in earlier ages. In this process, while some countries are updating the content of their informatics lessons, the others include programming lessons at various levels for the first time in the primary education curriculum. In this context, the goal of the research is revealing how countries have involved the programming education into the curriculum and shedding light on the differences between countries in terms of programming education. In this direction, a literature review has been made and the primary education curriculum of 10 countries (England, and Turkey) has been examined. It has been found that many countries allow the programming lessons in their curriculum and these trainings have started to be given in kindergarten level in some count ries. In addition, there are differences in the programming language used and the skills required to be acquired by the students.</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":"Erken Yaşta Programlama Eğitimi: Yurt Dışı ve Yurt İçi Perspektiflerinden Bir Bakış","attachmentId":55277152,"attachmentType":"pdf","work_url":"https://www.academia.edu/35416409/Erken_Ya%C5%9Fta_Programlama_E%C4%9Fitimi_Yurt_D%C4%B1%C5%9F%C4%B1_ve_Yurt_%C4%B0%C3%A7i_Perspektiflerinden_Bir_Bak%C4%B1%C5%9F","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/35416409/Erken_Ya%C5%9Fta_Programlama_E%C4%9Fitimi_Yurt_D%C4%B1%C5%9F%C4%B1_ve_Yurt_%C4%B0%C3%A7i_Perspektiflerinden_Bir_Bak%C4%B1%C5%9F"><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="1" data-entity-id="122097846" 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/122097846/Erken_%C3%87ocukluk_E%C4%9Fi_ti_mi_nde_Yaratici_Program">Erken Çocukluk Eği̇ti̇mi̇nde Yaratici Program</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="96246229" href="https://independent.academia.edu/koca%C3%B6zge">özge koca</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Milli Eğitim Dergisi, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Erken çocukluk eğitim programları doğumdan itibaren sekiz yaşına kadar devam eden süreçte çocukların gelişimi ve öğrenmesi ile ilgili eğitim hizmetlerini içerir. Dünyada kabul görmüş erken çocukluk eğitim programları günümüzde dünyanın farklı bölgelerinde aktif olarak kullanılmaya devam etmektedir. Bu çalışmada, erken çocukluk eğitim programlarından biri olan Yaratıcı Program(Creative Curriculum) ile ilgili yapılmış olan çalışmaların derlenmesi ve değerlendirilmesi amaçlanmıştır. Çalışma kapsamında Yaratıcı Program amaçlar, temel ilkeler, eğitim ortamı, değerlendirme, öğretmen rolü, ailenin rolü, programdaki günlük akış, özel gereksinimli çocuklar, aile katılımı gibi boyutlarda incelenmiştir. Çalışma, Yaratıcı Program’a yönelik yapılmış araştırmalara dair bilgileri ve gelecek araştırmalar için önerileri içermektedir.</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":"Erken Çocukluk Eği̇ti̇mi̇nde Yaratici Program","attachmentId":116830093,"attachmentType":"pdf","work_url":"https://www.academia.edu/122097846/Erken_%C3%87ocukluk_E%C4%9Fi_ti_mi_nde_Yaratici_Program","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/122097846/Erken_%C3%87ocukluk_E%C4%9Fi_ti_mi_nde_Yaratici_Program"><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="107775074" 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/107775074/Programlama_%C3%96%C4%9Fretim_S%C3%BCrecinde_%C3%9Cst%C3%BCn_Yetenekli_%C4%B0lkokul_%C3%96%C4%9Frencilerinin_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi">Programlama Öğretim Sürecinde Üstün Yetenekli İlkokul Öğrencilerinin Görüşlerinin İncelenmesi</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="26341403" href="https://independent.academia.edu/TolgaG%C3%BCyer">Tolga Güyer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 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":"Programlama Öğretim Sürecinde Üstün Yetenekli İlkokul Öğrencilerinin Görüşlerinin İncelenmesi","attachmentId":106345706,"attachmentType":"pdf","work_url":"https://www.academia.edu/107775074/Programlama_%C3%96%C4%9Fretim_S%C3%BCrecinde_%C3%9Cst%C3%BCn_Yetenekli_%C4%B0lkokul_%C3%96%C4%9Frencilerinin_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi","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/107775074/Programlama_%C3%96%C4%9Fretim_S%C3%BCrecinde_%C3%9Cst%C3%BCn_Yetenekli_%C4%B0lkokul_%C3%96%C4%9Frencilerinin_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi"><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="91571282" 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/91571282/Erken_M%C3%BCdahale_Programlar%C4%B1n%C4%B1n_%C3%87e%C5%9Fitli_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0rdelenmesi_Erken_%C3%87ocukluk_E%C4%9Fitimine_Ya">Erken Müdahale Programlarının Çeşitli Değişkenler Açısından İrdelenmesi: Erken Çocukluk Eğitimine Ya</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="171468611" href="https://independent.academia.edu/HaticeUysal23">Hatice Uysal</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Turkish Studies, 2015</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":"Erken Müdahale Programlarının Çeşitli Değişkenler Açısından İrdelenmesi: Erken Çocukluk Eğitimine Ya","attachmentId":94821309,"attachmentType":"pdf","work_url":"https://www.academia.edu/91571282/Erken_M%C3%BCdahale_Programlar%C4%B1n%C4%B1n_%C3%87e%C5%9Fitli_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0rdelenmesi_Erken_%C3%87ocukluk_E%C4%9Fitimine_Ya","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/91571282/Erken_M%C3%BCdahale_Programlar%C4%B1n%C4%B1n_%C3%87e%C5%9Fitli_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0rdelenmesi_Erken_%C3%87ocukluk_E%C4%9Fitimine_Ya"><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="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="6" data-entity-id="109770339" 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/109770339/Erken_%C3%87ocukluk_E%C4%9Fitimi_Alan%C4%B1nda_Yap%C4%B1lm%C4%B1%C5%9F_Olan_Eylem_Ara%C5%9Ft%C4%B1rmalar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Erken Çocukluk Eğitimi Alanında Yapılmış Olan Eylem Araştırmalarının İncelenmesi</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="120959" href="https://anadolu.academia.edu/ErkanD%C4%B0N%C3%87">Erkan DİNÇ</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Anadolu Üniversitesi Eğitim Fakültesi dergisi, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">ÖZ: Bu çalışmada erken çocukluk eğitimi (ECE) alanında yapılan eylem araştırmalarının incelenmesi amaçlanmıştır. Çalışma kapsamında 33 tez ve 14 makale olmak üzere toplam 47 yayına ulaşılmıştır. Dökümler sistematik inceleme yöntemi ile incelenmiştir. Araştırmanın verileri, araştırmacılar tarafından araştırma sorularından yola çıkarak geliştirilen bir form aracılığı ile toplanmıştır ve nitel tematik analize tabi tutulmuştur. Araştırma sonucunda incelenen veri tabanlarında ECE alanında yapılmış ilk yayının 2011 yılında olduğu görülmektedir. Araştırmalarda en sık konu ve / veya içerik bilgisini kapsayan anahtar kelimeler kullanılmaktadır. Ayrıca en fazla kullanılan eylem araştırması yöntemi "teknik/işbirlikçi/bilimsel eylem araştırmasıdır." Bunun yanında neredeyse incelenen tüm eylem araştırmalarında gözlem ve görüşme tekniklerinden faydalanılmıştır. Araştırmaların örneklemi, genellikle amaçlı örneklem yöntemi ile belirlenmektedir. Ayrıca incelenen araştırmalarda çoğunlukla çocuklar ile çalışıldığı görülmektedir. Çalışmaların veri analiz yöntemi genellikle içerik analizi ve betimsel analizdir. Diğer yandan araştırma döngüsünü belirten eylem araştırmalarının azınlıkta olduğu görülmektedir. İncelenen araştırmalarda yapılan geçerlilik ve güvenilirlik çalışmaları çok ve çeşitlidir. Araştırmalar "uygulamanın, programın süreçlerinden elde edilen bilgi ve deneyimleri paylaşmak / incelemek / ortaya koymak", "programın / uygulamanın etkililiğini ve uygulanabilirliğini araştırmak / incelemek", "davranış bozukluklarını azaltmak" gibi var olan bir durumu iyileştirmeyi hedefleyen amaçlar benimsemektedir. Çalışmaların sonuçları amaçlarına göre değerlendirildiğinde ise çalışmaların neredeyse tamamının sonucu, çalışma kapsamında hedeflenen amaca ulaşıldığını göstermektedir.</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":"Erken Çocukluk Eğitimi Alanında Yapılmış Olan Eylem Araştırmalarının İncelenmesi","attachmentId":107795538,"attachmentType":"pdf","work_url":"https://www.academia.edu/109770339/Erken_%C3%87ocukluk_E%C4%9Fitimi_Alan%C4%B1nda_Yap%C4%B1lm%C4%B1%C5%9F_Olan_Eylem_Ara%C5%9Ft%C4%B1rmalar%C4%B1n%C4%B1n_%C4%B0ncelenmesi","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/109770339/Erken_%C3%87ocukluk_E%C4%9Fitimi_Alan%C4%B1nda_Yap%C4%B1lm%C4%B1%C5%9F_Olan_Eylem_Ara%C5%9Ft%C4%B1rmalar%C4%B1n%C4%B1n_%C4%B0ncelenmesi"><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="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><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this study was to determine the opinions of teacher candidates on programming education. In this context, the opinions of the participants about the programming languages they had learned (C/C#, Arduino, Scratch), which methods they prefer to learn and the problems they had experienced in the process have been tried to be determined. The participants included in this study were composed of 25 sophomore teacher candidates who were studying at the department of Computer Education and Instructional Technologies. 16 participants were female and nine were male. Descriptive method is used in study. The opinions of teacher candidates were collected via questionnaire. According to the results, teacher candidates have a positive view of all platforms. However, it has been determined that the opinions about C and Arduino platforms differ according to gender that female teacher candidates find these languages more difficult. Teacher candidates want to learn the programing in guidance of the instructor. When the problems faced by teacher candidates in learning programming are examined, it is seen that the problems are more in Arduino project group.</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 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="91554366" 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/91554366/T%C3%BCrki_ye_De_Programlama_E%C4%9Fi_ti_mi_%C4%B0le_%C4%B0lgi_li_Yapilan_%C3%87ali%C5%9Fmalarin_%C4%B0ncelenmesi_Bi_r_Beti_msel_Anali_z_%C3%87ali%C5%9Fmasi">Türki̇ye’De Programlama Eği̇ti̇mi̇ İle İlgi̇li̇ Yapilan Çalişmalarin İncelenmesi̇: Bi̇r Beti̇msel Anali̇z Çalişmasi</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="5515669" href="https://gazi.academia.edu/SelamiEryilmaz">Selami Eryilmaz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Eğitimde Kuram ve Uygulama, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Öz Makale Bilgisi Bu çalışmanın amacı, Türkiye'de programlama eğitimi üzerinde yapılan çalışmaları incelemek ve bunun sonucunda ortaya çıkan durumlar açısından eğilimlerinin hangi yönde olduğunu tespit etmektir. Bu amaç doğrultusunda 2008-2018 yılları arasında yayınlanan YÖK TEZ veri tabanındaki 68 tez ve TUBİTAK ULAKBİM veri tabanındaki 78 makale olmak üzere toplamda 146 çalışma incelenmiştir. İlgili yayınları değerlendirmek için literatürden yararlanılarak geliştirilen çalışma inceleme formu, programlama eğitimi için revize edilerek kullanılmıştır. Formda ilgili çalışmanın künyesi, çalışmanın özellikleri, araştırma yöntemi, veri toplama araçları, örneklemi, örneklem büyüklüğü ve veri analiz yöntemi kategorileri bulunmaktadır. Bu kategorilere göre çalışmalar betimsel analize tabi tutulmuştur. Analiz sonucuna göre çalışmaların en çok 2018 yılında yapıldığı belirlenmiştir. Çalışmaların çoğu programlama konusunda, Bilişim Teknolojileri ve Yazılım dersinde ve Scratch yazılım aracı kullanılarak yapılmıştır. Makalede nitel araştırma yöntemlerinden doküman analizi, tezlerde nicel araştırma yöntemlerinden yarı deneysel desen kullanılmıştır. Veri toplama aracı olarak tezlerde likert tipi anket/ölçek kullanılırken, makalede ise bunun yanı sıra doküman kullanıldığı görülmektedir. Örneklem olarak makale çalışmaların çoğu lisans grubunu, tez çalışmaları ilköğretim(5-8) grubunu seçmiştir; örneklem büyüklüğü olarak 31-100 arasında kişi belirlenmiştir. Veri analiz yönteminde ise tezlerde t-testi kullanılırken, makalede içerik analizi kullanıldığı sonucuna ulaşılmıştır.</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":"Türki̇ye’De Programlama Eği̇ti̇mi̇ İle İlgi̇li̇ Yapilan Çalişmalarin İncelenmesi̇: Bi̇r Beti̇msel Anali̇z Çalişmasi","attachmentId":94809238,"attachmentType":"pdf","work_url":"https://www.academia.edu/91554366/T%C3%BCrki_ye_De_Programlama_E%C4%9Fi_ti_mi_%C4%B0le_%C4%B0lgi_li_Yapilan_%C3%87ali%C5%9Fmalarin_%C4%B0ncelenmesi_Bi_r_Beti_msel_Anali_z_%C3%87ali%C5%9Fmasi","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/91554366/T%C3%BCrki_ye_De_Programlama_E%C4%9Fi_ti_mi_%C4%B0le_%C4%B0lgi_li_Yapilan_%C3%87ali%C5%9Fmalarin_%C4%B0ncelenmesi_Bi_r_Beti_msel_Anali_z_%C3%87ali%C5%9Fmasi"><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="9" data-entity-id="71099100" 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/71099100/Es_li_Programlama_Etki_nli_g_i_ni_n_Ortaokul_O_g_renci_leri_ni_n_Programlama_Bas_arilarina_Etki_si_">Eşli̇ Programlama Etki̇nli̇ği̇ni̇n Ortaokul Öğrenci̇leri̇ni̇n Programlama Başarilarina Etki̇si̇</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="294899" href="https://ankara.academia.edu/SerkanDemir%C3%B6ren">Serkan Demirören</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this study is to evaluating effectiveness of pair programming. The experimental period of the research is applied to 36 sixth grade students from a secondary school in Ankara at 2014 – 2015 spring semester. The research work has been designed and realized with the posttest experimental pattern with control group. Independent variable of the research is students being pair or alone in programming sessions. The two group take the same instruction and we just look for the effect of pair working. The dependent variable of the research is programming achievement of students. The students’ logical thinking abilities were used as control variable (covariate) to reduce bias on results. Group Assessmentof Logical Thinking was used to measure students’ logical thinking ability. A programming achievement test has been developed to measure students programming success. For the test, expert opinion was received from three information technologies teachers. The test pre examined in dif...</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":"Eşli̇ Programlama Etki̇nli̇ği̇ni̇n Ortaokul Öğrenci̇leri̇ni̇n Programlama Başarilarina Etki̇si̇","attachmentId":80593953,"attachmentType":"pdf","work_url":"https://www.academia.edu/71099100/Es_li_Programlama_Etki_nli_g_i_ni_n_Ortaokul_O_g_renci_leri_ni_n_Programlama_Bas_arilarina_Etki_si_","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/71099100/Es_li_Programlama_Etki_nli_g_i_ni_n_Ortaokul_O_g_renci_leri_ni_n_Programlama_Bas_arilarina_Etki_si_"><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></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":54717325,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":54717325,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_54717325" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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