Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

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Computational Thinking 計算論的思考

Modeling the continuance usage intention of online learning environments

“Scratch”-ing computational thinking with Arduino: A meta-analysis

Heuristic evaluation is one of the most commonly used usability inspection methods. The set of usability heuristics plays a key role in the performance of this method. Traditionally, the ten Nielsen's usability heuristics have been widely applied. However, nowadays, new sets of specific usability heuristics are been developed in order to improve the results of usability eval­uations. This paper presents a preliminar systematic literature review (SLR) conducted in order to analyze the progress in the development and use of usability heuristics. The main goal was to identify new sets of usability heuristics but also justify the need to formalize a process for developing specific usability heuristics.

Usability heuristics: A systematic review

In this study, the effects of Arduino IDE and C++ programming languages were investigated on the computational thinking skills of preservice teachers. The Computational Thinking Skills Scal...

The effects of different programming trainings on the computational thinking skills

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.

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The Effect of Algorithm Education on Students' Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills.

Bu calisma universite ogrencilerinin dijital oyun tercihleri ve oyun tercih nedenleri ile cinsiyet, sinif duzeyi ve ogrenme stilleri arasindaki iliskileri belirlemek uzere gerceklestirilmistir. Calisma grubunu Bilgisayar ve Ogretim Teknolojileri Egitimi Bolumu ogrencileri olusturmaktadir. Calismada oyun tercihleri ve tercih nedenleri biri acik uclu 16 maddeden olusan bir anketle, ogrenme stilleri ise Kolb Ogrenme Stilleri Olcegi kullanilarak belirlenmistir. Calisma sonucunda cinsiyetle oyun tercihi arasinda anlamli iliski bulunmustur. Erkeler gercek ve tum zamanli oyunlari yakin oranlarda tercih ederken kizlar gercek zamanli oyunlari tum zamanli oyunlara tercih etmektedirler. Sinif duzeyi ve ogrenme stili acisindan ise anlamli bir iliski bulunmamistir. Ayrica oyun tercihi ve oyun tercih nedenleri arasindaki dagilim incelendiginde ogrencilerin bilincli secimler yaptigi sonucuna varilmistir

Dijital Oyun Tercihi ve Oyun Tercih Nedeni ile Cinsiyet, Sınıf Düzeyi ve Öğrenme Stili Arasındaki İlişkiler Üzerine Bir Çalışma

Bu calismada ilkokul 5 ve 6. sinif ogrencilerinin, Bilisim Teknolojileri ve Yazilim dersi ogretmenlerinin ve ogrenci velilerinin kodlamaya yonelik goruslerinin belirlenmesi hedeflenmistir. Calismada katilimcilarin goruslerinin elde edilmesi amaciyla arastirmacilar tarafindan olusturulan anketler kullanilmistir. Anketler araciligi ile ogrenci ve velilerin kodlamaya yonelik gorusleri; ogretmenlerin kodlamanin yararlarina yonelik gorusleri, kendilerini yeterli gorme durumlari ve icerigin kazandirilmasinda kullanabilecekleri materyaller tespit edilmeye calisilmistir. Calisma Aksaray ili merkez ortaokullarinda egitim goren 307 ogrenci, 13 Bilisim Teknolojileri ve Yazilim dersi ogretmeni ve 209 ogrenci velisi ile gerceklestirilmistir. Anketler icerik analizi ile incelenmistir. Calismada elde edilen verilere gore ogrencilerin yaridan fazlasi kodlamanin ne anlama geldigine yonelik dogru goruse sahiptir. Ancak gorusler genel olarak oyun yapmak ve karakterleri hareket ettirmek cercevesinde toplanmistir. Arastirmaya katilan ogretmenlerin kucumsenmeyecek bir bolumu kodlama konusunda kendilerini yeterli gormemekte ya da temel duzeyde yeterli gormektedir. Velilerin ise buyuk bir bolumu kodlama konusunda eksik ya da yanlis goruse sahiptir.

Ortaokul Öğrencilerinin, Öğretmenlerin ve Öğrenci Velilerinin Kodlamaya Yönelik Görüşleri

To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

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Ferhat Kadir Pala

Papers

The effects of different programming trainings on the computational thinking skills

The Effect of Algorithm Education on Students' Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills.

Dijital Oyun Tercihi ve Oyun Tercih Nedeni ile Cinsiyet, Sınıf Düzeyi ve Öğrenme Stili Arasındaki İlişkiler Üzerine Bir Çalışma

Ortaokul Öğrencilerinin, Öğretmenlerin ve Öğrenci Velilerinin Kodlamaya Yönelik Görüşleri

The Effect of Social Network-Supported Microlearning on Teachers' Self-Efficacy and Teaching Skills.