Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi

Yazarlar: Erkan ÇALIŞKAN

Konular:Eğitim, Eğitim Araştırmaları

Anahtar Kelimeler:Code.org,Coding,Problem solving skills,Programming self-efficacy

Özet: Advances in computer science have profound effects on economic and social life (Durak & Sarıtepeci, 2018). With the recent coding studies, students have been preparing for the future. It is mentioned that students have gained many skills with coding instruction. Numerous countries are increasingly showing effort in coding instruction to improve students' computer programming and coding skills (Sayın & Seferoğlu, 2016). Coding Olympic Games are held in the United States to support students' coding efforts (USA Computing Olympiad, 2019). Block-based visual programming tools such as Blockly, Scratch, or Code.org can be used to teach coding at primary and secondary schools. These platforms solve many problems that may hinder learning and cognitive development in coding instruction (Wilson & Moffat, 2010). Code.org aims to help students to develop their coding and algorithm skills. Many technological institutions as Amazon, Facebook, Google, and Microsoft support Code.org. The main purpose of this study is to investigate the effect of Code.org activities on secondary school students’ perceptions about problem-solving skills and programming self-efficacy. Fifty-nine students (28 females and 31 males) were participated in the study. The students completed Classic Maze, Flappy Bird, Artist 1 and 2 activities. Each activity lasted for two hours. Total duration was four weeks and eight hours. Before the instruction process, students were informed about Code.org and the process. As data collection tools, computer programming self-efficacy scale for secondary school students developed by Kukul, Gökçearslan and Günbatar (2017) and problem-solving skills perception scale for secondary students developed by Ekici and Balım (2013) were used. These scales were applied before and after the process. The programming self-efficacy scale consists of 31 items in a five-point Likert structure. The scale has one factor and all items are positive. The total variance explained by the scale was 41.15% and Cronbach's alpha coefficient was .95. The problem-solving skills perception scale has 22 items with a five-point Likert structure. The scale has two factors. The first factor, students’ perceptions about problem-solving skills, has 15 positive items. The second factor, students’ willingness and determination perceptions about problem-solving skills', has seven negative items. The Cronbach alpha value of the whole scale was calculated as .88 by developers. In this study, it is observed that the coding instruction via Code.org has no significant effect on students' programming self-efficacy, but adversely affects their perceptions about problem-solving skills. It has been found that the negative effect is due to the perception of willingness and determination about problem solving skills.

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