Erken Çocukluk Dönemi STEM Eğitiminde Teknoloji ve Mühendislik: Eğitsel Robotik Uygulamalar

Bers MU. Engineers And Storytellers: Using Robotic Manipulatives To Develop Technological Fluency İn Early Childhood. Saracho ON. & Spodek B, (ed.) Contemporary Perspectives On Science And Technology İn Early Childhood Education . 2008. Charlotte, NC: Information Age. p. 105-125.

2.Bers MU, Horn MS. Tangible Programming İn Early Childhood: Revisiting Developmental Assumptions Through New Technologies. Berson I R. &. Berson M J (ed.), High-Tech Tots: Childhood İn A Digital World. Greenwich: CT: Information 2010. p. 49-70.

Critten V, Hagon H, Messer D. Can pre-school children learn programming and coding through guided play activities? A case study in computational thinking. Early Childhood Education Journal. 2021.

Bers MU. Blocks To Robots: Learning With Technology İn The Early Childhood Classroom. 2008. New York: Teachers College Press.

Age KW, Kim HJ, Lee S. Connecting plans to action: The effects of a card-coded robotics curriculum and activities on Korean kindergartners. The Asia-Pacific Education Researcher.2019;28(5): 387–397.

Levy ST, Mioduser, D. Does it “Want” or “Was it programmed to...”? Kindergarten children’s explanations of an autonomous robot’s adaptive functioning. International Journal Technology and Design Education. 2008;18(4): 337-359.

Kazakoff ER, Bers MU. Put your robot in, put your robot out: Sequencing through programming robots in early childhood. Journal of Educational Computing Research. 2014;50(4): 553-573.

Sullivan A, Bers MU. Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education. 2016;26(1): 3-20

Sullivan A, Kazakoff ER, Bers MU. The wheels on the bot go round and round: Robotics curriculum in pre-kindergarten. Journal of Information Technology Education: Innovations in Practice.2013;12: 203–219.

Cejka E, Rogers C, Portsmore M. Kindergarten robotics: using robotics to motivate math, science, and engineering literacy in elementary school. International Journal of Engineering Education. 2006; 22(4); 711–722.

Metz, S. S. Attracting The Engineering Of 2020 Today. R. Burke & M. Mattis (ed.) Women And Minorities İn Science, Technology, Engineering And Mathematics: Upping the numbers. Northampton: Edward Elgar Publishing;2007.p. 184–209.

Strawhacker A, Bers MU. What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children. Educational Technology Research and Development. 2019; 67(3): 541-575.

Aydın M. Lego Robotik Uygulamalarla ile STEM Eğitimi. Çepni S (ed) Kuramdan Uygulamaya STEMA Eğitimi. Ankara: Apegem Akademi; 2018. p. 375-395.

Papert S, What’s the big idea: Towards a pedagogy of idea power. IBM Systems Journal. 2000; 39(3-4): 720-729.

Janka, P. Using A Programmable Toy At Preschool Age: Why And How. Proc. SIMPAR; 2008. p. 112-121.

Chaldi D, Mantzanidou G. Educational robotics and STEAM in early childhood education. Advances in Mobile Learning Educational Research.2021;1(2):72-81.

Stoeckelmayr K, Tesar M, Hofmann A, Kindergarten children programming robots: a first attempt. In Proceedings of 2nd International Conference on Robotics in Education (RIE). 2011, September.

Di Lieto, MC, Inguaggiato E, Castro E, et all. Educational robotics intervention on executive functions in preschool children: A pilot study. Computers in Human Behavior. 2017; 71: 16-23.

Barrett KC. The origins of social emotions and self-regulation in toddlerhood: New evidence, Cognition and Emotion. 2005;19 (7): 953-979, DOI: 10.1080/02699930500172515

Lee K, Sullivan, A, Bers MU. Collaboration by design: Using robotics to foster social interaction in kindergarten. Computers in the Schools. 2013: 30(3); 271–281.

Barr V, Stephenson, C. Bringing computational thinking to k-12: what is ınvolved and what is the role of the computer science education community? ACM Inroads. 2011; 2(1): 48-54.

Wing JM. Computational Thinking. Communications of the ACM. 2006; 49(3): 33- 35.

Relkin E, de Ruiter LE, Bers MU. Learning to code and the acquisition of computational thinking by young children. Computers & Education. 2021;169. https://doi.org/10.1016/j.compedu.2021.104222

Nam KW, Lee G, Lee E. A study on the analysis of voluntary questioning of children in the exploration of educational robots. Turkish Journal of Computer and Mathematics Education. 2021;12(13): 6022- 6031.

Resnick, M, Robinson, K. Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play. MIT press. 2017.

Bers, MU. Seddighin S, Sullivan A. Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 2013; 21(3): 355–377.

Bers M. Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, Second Edition. New York, NY: Routledge Press. 2020.

Bers M. Coding, robotics and socio-emotional learning: developing a palette of virtues PIXEL-BIT. Revista de Medios y Educación. 2021; 62: 309-322.

Bers M, Govind M, Relkin E. Coding As Another Language: Computational Thinking, Robotics, And Literacy İn First And Second Grade. In Ottenbreit-Leftwich, A. & Yadav, A. (Eds.) Computational Thinking İn Prek-5: Empirical Evidence For Integration And Future Directions. ACM and The Robin Hood Learning + Technology Fund, 2021. New York, NY

Bers MU. Designing Digital Experiences For Positive Youth Development: From Playpen To Playground. Cary,NC: Oxford. (2012).

Sullivan FR, Heffernan J. Robotic construction kits as computational manipulatives for learning in the STEM disciplines. Journal of Research on Technology in Education. 2016; 48(2): 105–128. https:// doi. org/ 10. 1080/ 15391 523. 2016. 11465 63

Bers MU. Coding As A Playground: Programming And Computational Thinking İn The Early Childhood Classroom. 2018. New York, NY: Routledge press.

Bers, M. U, González-González C, & Armas–Torres B. Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers Education. 2019; 138: 130-145.

Aslan S. Gençliğin pozitif gelişimi: ABD Illinois eyaleti örneği. Gençlik Araştırmaları Dergisi. 2014; 2(2):80-104

Massachusetts Department of Elementary and Secondary Education (MA DOE). (2013). Enrollment datcha. Malden, MA: Massachusetts Department of Elementary and Secondary Education. Retrieved from http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00350009&orgtypecode=6&

Turbak F, Berg, R. Robotic design studio: exploring the big ıdeas of engineering in a liberal arts environment. Journal of Science Education and Technology. 2002; 11(3): 237.

Erümit A, Berigel M. Programlama Dillerinin Tarihi Ve Programlama Öğretimi. Gülbahar Y. &e Karal H e(d.) Kuramdan Uygulamaya Programlama Öğretimi içinde. 2018. Ankara: Pegem Akademi. p. 67-89.

Fessakis G, Gouli E, Mavroudi E, Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 2013; 63: 87-97. doi: 10.1016/j.compedu.2012.11.016

Sullivan A, Bers MU. Investigating the use of robotics to increase girls’ interest in engineering during early elementary school. International Journal of Technology Design Education, 2019; 29(5): 1033-1051.

Dasgupt N, Stout JG. Girls and women in science, technology, engineering, and mathematics: Steming the tide and broadening participation in STEM Careers. Policy Insights from the Behavioral and Brain Sciences. 2014; 1(1): 21–29 DOI: 10.1177/2372732214549471

Çınar S, How can gender equality be ensured in stem education? factors and strateies, International Journal of Education Technology and Scientific Researches. 2022: 7(17); 615-687.

Honeypot. (2018). Women in tech Index, Available from: https://honeypotio.github.io/women-in-tech/

He L, Zhou G, Salinitri G, Xu L. Female underrepresentation in STEM Subjects: An Exploratory study of female high school students in China, EURASIA Journal of Mathematics, Science and Technology Education. 2020. 16(1),1-13.

McKown C, Weinstein RS. The development and consequences of stereotype consciousness in middle childhood. Child Development. 2003; 74(2): 498-515. doi:10.1111/1467- 8624.7402012

Cech EA. Understanding the gender schema of female engineering students: a balanced sex-type and an ıdeal of autonomy, wepan national conference, (April 2005), Las Vegas, Nevada, Available from: https://journals.psu.edu/wepan/article/view/58429/58117

Reinking A, Martin B. The Gender gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM, Journal of New Approaches In Educatıonal Research, 2018: 7(2); 148–153. DOI: 10.7821/naer.2018.7.271

Moakler MW, Kim MM. College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 2014; 62: 128-142.

Cunningham CM, Lachapelle CP. The impact of Engineering is Elementary (EiE) on students’ attitudes toward engineering and science. Sözel bildiri, ASEE Annual Conference and Exposition, Louisville. 2010.

Gök T, Sılay İ. Problem çözme stratejilerinin öğrenilmesinde işbirlikli öğrenme yönteminin etkileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2009; 5( 1): 58-76.

Hill C, Corbett C, St Rose A. Why so few? Women in science, technology, engineering, and mathematics. Washington DC: American Association of University Women. 2010 Available from: https://time.com/wp-content/uploads/2015/05/why-so-few-women-in-science-technology-engineering-and-mathematics.pdf

Bers MU. Engineers And Storytellers: Using Robotic Manipulatives To Develop Technological Fluency İn Early Childhood. Saracho ON. & Spodek B, (ed.) Contemporary Perspectives On Science And Technology İn Early Childhood Education . 2008. Charlotte, NC: Information Age. p. 105-125.

2.Bers MU, Horn MS. Tangible Programming İn Early Childhood: Revisiting Developmental Assumptions Through New Technologies. Berson I R. &. Berson M J (ed.), High-Tech Tots: Childhood İn A Digital World. Greenwich: CT: Information 2010. p. 49-70.

Critten V, Hagon H, Messer D. Can pre-school children learn programming and coding through guided play activities? A case study in computational thinking. Early Childhood Education Journal. 2021.

Bers MU. Blocks To Robots: Learning With Technology İn The Early Childhood Classroom. 2008. New York: Teachers College Press.

Age KW, Kim HJ, Lee S. Connecting plans to action: The effects of a card-coded robotics curriculum and activities on Korean kindergartners. The Asia-Pacific Education Researcher.2019;28(5): 387–397.

Levy ST, Mioduser, D. Does it “Want” or “Was it programmed to...”? Kindergarten children’s explanations of an autonomous robot’s adaptive functioning. International Journal Technology and Design Education. 2008;18(4): 337-359.

Kazakoff ER, Bers MU. Put your robot in, put your robot out: Sequencing through programming robots in early childhood. Journal of Educational Computing Research. 2014;50(4): 553-573.

Sullivan A, Bers MU. Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education. 2016;26(1): 3-20

Sullivan A, Kazakoff ER, Bers MU. The wheels on the bot go round and round: Robotics curriculum in pre-kindergarten. Journal of Information Technology Education: Innovations in Practice.2013;12: 203–219.

Cejka E, Rogers C, Portsmore M. Kindergarten robotics: using robotics to motivate math, science, and engineering literacy in elementary school. International Journal of Engineering Education. 2006; 22(4); 711–722.

Metz, S. S. Attracting The Engineering Of 2020 Today. R. Burke & M. Mattis (ed.) Women And Minorities İn Science, Technology, Engineering And Mathematics: Upping the numbers. Northampton: Edward Elgar Publishing;2007.p. 184–209.

Strawhacker A, Bers MU. What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children. Educational Technology Research and Development. 2019; 67(3): 541-575.

Aydın M. Lego Robotik Uygulamalarla ile STEM Eğitimi. Çepni S (ed) Kuramdan Uygulamaya STEMA Eğitimi. Ankara: Apegem Akademi; 2018. p. 375-395.

Papert S, What’s the big idea: Towards a pedagogy of idea power. IBM Systems Journal. 2000; 39(3-4): 720-729.

Janka, P. Using A Programmable Toy At Preschool Age: Why And How. Proc. SIMPAR; 2008. p. 112-121.

Chaldi D, Mantzanidou G. Educational robotics and STEAM in early childhood education. Advances in Mobile Learning Educational Research.2021;1(2):72-81.

Stoeckelmayr K, Tesar M, Hofmann A, Kindergarten children programming robots: a first attempt. In Proceedings of 2nd International Conference on Robotics in Education (RIE). 2011, September.

Di Lieto, MC, Inguaggiato E, Castro E, et all. Educational robotics intervention on executive functions in preschool children: A pilot study. Computers in Human Behavior. 2017; 71: 16-23.

Barrett KC. The origins of social emotions and self-regulation in toddlerhood: New evidence, Cognition and Emotion. 2005;19 (7): 953-979, DOI: 10.1080/02699930500172515

Lee K, Sullivan, A, Bers MU. Collaboration by design: Using robotics to foster social interaction in kindergarten. Computers in the Schools. 2013: 30(3); 271–281.

Barr V, Stephenson, C. Bringing computational thinking to k-12: what is ınvolved and what is the role of the computer science education community? ACM Inroads. 2011; 2(1): 48-54.

Wing JM. Computational Thinking. Communications of the ACM. 2006; 49(3): 33- 35.

Relkin E, de Ruiter LE, Bers MU. Learning to code and the acquisition of computational thinking by young children. Computers & Education. 2021;169. https://doi.org/10.1016/j.compedu.2021.104222

Nam KW, Lee G, Lee E. A study on the analysis of voluntary questioning of children in the exploration of educational robots. Turkish Journal of Computer and Mathematics Education. 2021;12(13): 6022- 6031.

Resnick, M, Robinson, K. Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play. MIT press. 2017.

Bers, MU. Seddighin S, Sullivan A. Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 2013; 21(3): 355–377.

Bers M. Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, Second Edition. New York, NY: Routledge Press. 2020.

Bers M. Coding, robotics and socio-emotional learning: developing a palette of virtues PIXEL-BIT. Revista de Medios y Educación. 2021; 62: 309-322.

Bers M, Govind M, Relkin E. Coding As Another Language: Computational Thinking, Robotics, And Literacy İn First And Second Grade. In Ottenbreit-Leftwich, A. & Yadav, A. (Eds.) Computational Thinking İn Prek-5: Empirical Evidence For Integration And Future Directions. ACM and The Robin Hood Learning + Technology Fund, 2021. New York, NY

Bers MU. Designing Digital Experiences For Positive Youth Development: From Playpen To Playground. Cary,NC: Oxford. (2012).

Sullivan FR, Heffernan J. Robotic construction kits as computational manipulatives for learning in the STEM disciplines. Journal of Research on Technology in Education. 2016; 48(2): 105–128. https:// doi. org/ 10. 1080/ 15391 523. 2016. 11465 63

Bers MU. Coding As A Playground: Programming And Computational Thinking İn The Early Childhood Classroom. 2018. New York, NY: Routledge press.

Bers, M. U, González-González C, & Armas–Torres B. Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers Education. 2019; 138: 130-145.

Aslan S. Gençliğin pozitif gelişimi: ABD Illinois eyaleti örneği. Gençlik Araştırmaları Dergisi. 2014; 2(2):80-104

Massachusetts Department of Elementary and Secondary Education (MA DOE). (2013). Enrollment datcha. Malden, MA: Massachusetts Department of Elementary and Secondary Education. Retrieved from http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00350009&orgtypecode=6&

Turbak F, Berg, R. Robotic design studio: exploring the big ıdeas of engineering in a liberal arts environment. Journal of Science Education and Technology. 2002; 11(3): 237.

Erümit A, Berigel M. Programlama Dillerinin Tarihi Ve Programlama Öğretimi. Gülbahar Y. &e Karal H e(d.) Kuramdan Uygulamaya Programlama Öğretimi içinde. 2018. Ankara: Pegem Akademi. p. 67-89.

Fessakis G, Gouli E, Mavroudi E, Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 2013; 63: 87-97. doi: 10.1016/j.compedu.2012.11.016

Sullivan A, Bers MU. Investigating the use of robotics to increase girls’ interest in engineering during early elementary school. International Journal of Technology Design Education, 2019; 29(5): 1033-1051.

Dasgupt N, Stout JG. Girls and women in science, technology, engineering, and mathematics: Steming the tide and broadening participation in STEM Careers. Policy Insights from the Behavioral and Brain Sciences. 2014; 1(1): 21–29 DOI: 10.1177/2372732214549471

Çınar S, How can gender equality be ensured in stem education? factors and strateies, International Journal of Education Technology and Scientific Researches. 2022: 7(17); 615-687.

Honeypot. (2018). Women in tech Index, Available from: https://honeypotio.github.io/women-in-tech/

He L, Zhou G, Salinitri G, Xu L. Female underrepresentation in STEM Subjects: An Exploratory study of female high school students in China, EURASIA Journal of Mathematics, Science and Technology Education. 2020. 16(1),1-13.

McKown C, Weinstein RS. The development and consequences of stereotype consciousness in middle childhood. Child Development. 2003; 74(2): 498-515. doi:10.1111/1467- 8624.7402012

Cech EA. Understanding the gender schema of female engineering students: a balanced sex-type and an ıdeal of autonomy, wepan national conference, (April 2005), Las Vegas, Nevada, Available from: https://journals.psu.edu/wepan/article/view/58429/58117

Reinking A, Martin B. The Gender gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM, Journal of New Approaches In Educatıonal Research, 2018: 7(2); 148–153. DOI: 10.7821/naer.2018.7.271

Moakler MW, Kim MM. College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 2014; 62: 128-142.

Cunningham CM, Lachapelle CP. The impact of Engineering is Elementary (EiE) on students’ attitudes toward engineering and science. Sözel bildiri, ASEE Annual Conference and Exposition, Louisville. 2010.

Gök T, Sılay İ. Problem çözme stratejilerinin öğrenilmesinde işbirlikli öğrenme yönteminin etkileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2009; 5( 1): 58-76.

Hill C, Corbett C, St Rose A. Why so few? Women in science, technology, engineering, and mathematics. Washington DC: American Association of University Women. 2010 Available from: https://time.com/wp-content/uploads/2015/05/why-so-few-women-in-science-technology-engineering-and-mathematics.pdf