Pre-Service Science Teachers’ Experiences of Simulation Development Using Coding
Özet
Referanslar
Bağra, A., & Kılınç, H. H. (2021). Secondary school students’ views on coding education. Maarif Mektepleri International Journal of Social and Humanistic Sciences, 4(1),36-51.https://doi.org/10.47155/mamusbbd.946241
Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4), 499-528. doi:10.1007/s40692-019-00147-3
Cakir, N. K., & Guven, G. (2019). Arduino-assisted robotic and coding applications in science teaching: Pulsimeter activity in compliance with the 5E learning model. Science Activities, 56(2), 42-51. doi:10.1080/00368121.2019.1675574
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
Koray, A., & Duman, F. G. (2022). Subject-oriented educational robotics applications with Arduino in science teaching: digital dynamometer activity in accordance with 5E instructional model. Science Activities, 59(4), 168-179. doi:10.1080/00368121.2022.2093824
Lahtinen, E., Ala-Mutka, K., & Järvinen, H. M. (2005). A study of the difficulties of novice programmers. Acm sigcse bulletin, 37(3), 14-18. doi:10.1145/1151954.1067453
Lindberg, R. S., Laine, T. H., & Haaranen, L. (2019). Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games. British Journal of Educational Technology, 50(4), 1979-1995. doi:10.1111/bjet.12685
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. doi:10.1016/j.chb.2014.09.012
Ministry of Education. (2023). Robotic Coding Course Curriculum. Retrived from: https://mufredat.meb.gov.tr/Dosyalar/2023112492416413-23174032_robotikkodlamadersiogretimprogrami_03.23.pdf
Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. doi:10.1080/20004508.2019.1627844
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370. doi:10.1080/09500693.2011.605182
Talan, T., & Batdı, V. (2022). Evaluating coding-based entertainment applications in the context of 21st-century skills according to teachers' opinions. International Journal of Scholars in Education, 5(1), 14-24. doi:10.52134/ueader.1098111
Vasconcelos, L., Kim, C. (2020). Coding in scientific modeling lessons (CS-ModeL). Educational Technology Research and Development 68, 1247–1273. doi:10.1007/s11423-019-09724-w
Wu, L., Looi, C. K., Multisilta, J., How, M. L., Choi, H., Hsu,T. C., & Tuomi, P. (2020), “Teacher’s Perceptions and Readiness to Teach Coding Skills: A Comparative Study between Finland, Mainland China, Singapore, Taiwan, and South Korea,” The Asia-Pacific Education Researcher, 29, 21–34. doi: 10.1007/s40299-019-00485-x.
Referanslar
Bağra, A., & Kılınç, H. H. (2021). Secondary school students’ views on coding education. Maarif Mektepleri International Journal of Social and Humanistic Sciences, 4(1),36-51.https://doi.org/10.47155/mamusbbd.946241
Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4), 499-528. doi:10.1007/s40692-019-00147-3
Cakir, N. K., & Guven, G. (2019). Arduino-assisted robotic and coding applications in science teaching: Pulsimeter activity in compliance with the 5E learning model. Science Activities, 56(2), 42-51. doi:10.1080/00368121.2019.1675574
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
Koray, A., & Duman, F. G. (2022). Subject-oriented educational robotics applications with Arduino in science teaching: digital dynamometer activity in accordance with 5E instructional model. Science Activities, 59(4), 168-179. doi:10.1080/00368121.2022.2093824
Lahtinen, E., Ala-Mutka, K., & Järvinen, H. M. (2005). A study of the difficulties of novice programmers. Acm sigcse bulletin, 37(3), 14-18. doi:10.1145/1151954.1067453
Lindberg, R. S., Laine, T. H., & Haaranen, L. (2019). Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games. British Journal of Educational Technology, 50(4), 1979-1995. doi:10.1111/bjet.12685
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. doi:10.1016/j.chb.2014.09.012
Ministry of Education. (2023). Robotic Coding Course Curriculum. Retrived from: https://mufredat.meb.gov.tr/Dosyalar/2023112492416413-23174032_robotikkodlamadersiogretimprogrami_03.23.pdf
Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. doi:10.1080/20004508.2019.1627844
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370. doi:10.1080/09500693.2011.605182
Talan, T., & Batdı, V. (2022). Evaluating coding-based entertainment applications in the context of 21st-century skills according to teachers' opinions. International Journal of Scholars in Education, 5(1), 14-24. doi:10.52134/ueader.1098111
Vasconcelos, L., Kim, C. (2020). Coding in scientific modeling lessons (CS-ModeL). Educational Technology Research and Development 68, 1247–1273. doi:10.1007/s11423-019-09724-w
Wu, L., Looi, C. K., Multisilta, J., How, M. L., Choi, H., Hsu,T. C., & Tuomi, P. (2020), “Teacher’s Perceptions and Readiness to Teach Coding Skills: A Comparative Study between Finland, Mainland China, Singapore, Taiwan, and South Korea,” The Asia-Pacific Education Researcher, 29, 21–34. doi: 10.1007/s40299-019-00485-x.
