Research Article
BibTex RIS Cite

The Use of Electronic Material-Based Unplugged Coding Activities at Preschool Period: The Reinforced Design and Implementation Principles

Year 2023, Volume: 11 Issue: 22, 596 - 619, 27.10.2023
https://doi.org/10.18009/jcer.1316940

Abstract

There is an increasing number of studies indicating that the direct use of electronic-based coding materials is not suitable for preschool education. However, there is limited information available on the design of electronic-based coding materials and considerations during coding activities. This research aims to address this limitation. The study was conducted using a case study approach. In the research, focus group interviews were conducted with 13 experts to identify the problems and propose solutions encountered during coding activities using the Cubetto material in preschool education, and to define enhanced design and implementation principles. Based on the opinions expressed, seven fundamental principles were identified, including developmental appropriateness, authentic interaction, stability, safety and durability, flexibility, intuitive use, and satisfaction. It is recommended to refer to these seven principles when selecting coding materials and planning activities for preschool education.

Ethical Statement

Etik Kurul Belgesi Etik Kurul Komisyon Adı: Hacettepe Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu Etik Kurul Belge Tarihi ve Protokol No: 03/03/2021-E-35853172-300-00001478290

References

  • Anzoategui, L. G. C., Pereira, M. I. A. R., & Jarrin, M. C. S. (2017, November). Cubetto for preschoolers: Computer programming code to code. In 2017 International Symposium on Computers in Education. 09-11 November, 2017, Lisbon, Portugal. https://doi.org/10.1109/SIIE.2017.8259649
  • Atabay, E., & Albayrak, M. (2020). Algorithm training with gamification for preschool children. Journal of Engineering Sciences and Design, 8(3), 856-868. https://doi.org/10.21923/jesd.672232
  • Bala, A. (2022). The effects of material usage on the teaching process in pre-school education. International Academic Social Resources Journal, 7(41), 1003-1008. http://dx.doi.org/10.29228/ASRJOURNAL.64372
  • Bers, M. U. (2017). Why kids should code. Retrieved from https://tinyurl.com/2pn8dzum
  • Bers, M. U. (2018). Coding as a literacy for the 21st Century. Retrieved from https://blogs.edweek.org/edweek/education_futures/2018/01/coding_as_a_literacy_for_the_21st_century.html
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72(1), 145-157. https://doi.org/10.1016/j.compedu.2013.10.020
  • Campbell, C., & Walsh, C. (2017). Introducing the new digital literacy of coding in the early years. Practical Literacy, 22(3), 10-12. https://vuir.vu.edu.au/36055/
  • Cordes, C., & Miller, E. (2000). Fool's gold: A critical look at computers in childhood. Retrieved from https://files.eric.ed.gov/fulltext/ED445803.pdf
  • Cortina, T. J. (2015). Reaching a broader population of students through 'unplugged' activities. Communications of the ACM, 58(3), 25-27. https://doi.org/10.1145/2723671
  • Çınar, M., & Tüzün, H. (2021). Comparison of object-oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation. Journal of Computer Assisted Learning, 37(2), 370-386. https://doi.org/10.1111/jcal.12495
  • Çınar, M., Doğan, D., & Tüzün, H. (2019). Programlama eğitiminde yapa-boza öğrenme etkinlikleri. A. İşman, H. F. Odabaşı ve B. Akkoyunlu (Ed.), Eğitim teknolojileri okumaları 2019 (27. Bölüm, ss. 505-530). Ankara: Pegem Akademi.
  • Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi. Kuramsal Eğitimbilim, 4(1), 95-107. https://keg.aku.edu.tr/arsiv/c4s1/c4s1m6.pdf
  • Davis, G. A., & Hyun, E. (2005). A study of kindergarten children’s spatial representation in a mapping project. Mathematics Education Research Journal, 17(1), 73-100. https://doi.org/10.1007/BF03217410
  • Değirmenci, Y., Bulut, A., & Kuzey, M. (2021). Okul öncesi öğrencilerinin mekân algısı ve yön becerilerine yönelik öğretmen görüşlerinin incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 16(31), 21-38. https://doi.org/10.35675/befdergi.069069
  • Demir, N., & Kabadayı, A. (2008). Erken yaşta renk kavramının kazandırılmasında bilgisayar destekli ve geleneksel öğretim yöntemlerinin karşılaştırılması. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-18.
  • Demirbaş, A. (2019). Kodlama eğitiminin değerlendirilmesi araştırması. Retrieved from https://yegitek.meb.gov.tr/meb_iys_dosyalar/
  • Edmunds, H. (2000). The focus group research handbook. USA: McGraw-Hill.
  • European Schoolnet (2015). Computing our future. Computer programming and coding. Priorities, school curricula and initiatives across Europe. Retrieved from http://www.eun.org/resources/detail?publicationID=481
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63(2013), 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
  • Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algorithms. Retrieved from https://publik.tuwien.ac.at/files/PubDat_187461.pdf
  • Güven, G. (2020). Okul öncesi eğitim ve okul öncesi eğitim programı. F. Alisinanoğlu (Ed.), Okul öncesi eğitimde özel öğretim yöntemleri (1. Bölüm, ss. 1-11). Ankara: Pegem A
  • Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. London: Rowman & Littlefield Publishers.
  • Howie, E. K., Coenen, P., Campbell, A. C., Ranelli, S., & Straker, L. M. (2017). Head, trunk and arm posture amplitude and variation, muscle activity, sedentariness and physical activity of 3 to 5 year-old children during tablet computer use compared to television watching and toy play. Applied Ergonomics, 65(2017), 41-50.
  • Kalelioğlu, F., & Keskinkılıç, F. (2018). Bilgisayar bilimi eğitimi için öğretim yöntemleri. In Y. Gülbahar (Ed.), Bilgi işlemsel düşünmeden programlamaya (7. Bölüm, ss. 155-178). Ankara: Pegem Akademi.
  • Kandaz, U. (2016). Araç gereç geliştirme. In E. Ültay & N. Ültay (Ed.), Okul öncesi eğitimi için öğretim teknikleri ve materyal geliştirme (ss. 23-40). Ankara: Pegem Akademi.
  • Kelleci, D. (2013). Okul öncesi eğitimde materyal geliştirme. Ankara: Vize yayıncılık.
  • Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research. USA: SAGE Publications.
  • Lee, J., & Junoh, J. (2019). Implementing unplugged coding activities in early childhood classrooms. Early Childhood Education Journal, 47(6), 709-716.
  • Marin, P. (2019, November). Teaching programming in early childhood education with stories. 12th annual International Conference of Education, Research and Innovation, 11-13 November, 2019, Seville, Spain. https://doi.org/10.21125/iceri.2019.2218
  • Marinus, E., Powell, Z., Thornton, R., McArthur, G., & Crain, S. (2018, August). Unravelling the cognition of coding in 3-to-6-year olds: The development of an assessment tool and the relation between coding ability and cognitive compiling of syntax in natural language. In Proceedings of the 2018 ACM Conference, 13-15 August, 2018, Finland. https://doi.org/10.1145/3230977.3230984
  • Meslekî ve Teknik Eğitim Genel Müdürlüğü [MEGEP] (2008). Çocuk gelişimi ve eğitici oyuncaklar. Ankara: MEB Yayınları.
  • Metin, S. (2020). Activity-based unplugged coding during the preschool period. International Journal of Technology and Design Education, 32(3), 1-17. https://doi.org/10.1007/s10798-020-09616-8
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. USA: SAGE Publications.
  • Mutlu, B., Ergişi, A., Ayhan, A. B., & Aral, N. (2012). Montessori education in pre-school period. Journal of Ankara Health Sciences, 1(3), 113-128. https://doi.org/10.1501/Asbd_0000000033
  • Noone, M., & Mooney, A. (2018). Visual and textual programming languages: A systematic review of the literature. Journal of Computers in Education, 5(2), 149-174. https://doi.org/10.1007/s40692-018-0101-5
  • Nouri, J., Zhang, L., Mannila, L., & Noren, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. https://doi.org/10.1080/20004508.2019.1627844
  • Özaslan, H. (2020). Eğitici oyuncaklar. In Ş. Ö. Aynal (Ed.), Erken çocukluk eğitiminde materyal tasarımı (ss. 9-27). Ankara: Eğiten Yayıncılık.
  • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. https://doi.org/10.1207/S15326985EP3801_1
  • Primo (2017). Beginning computer programming for kids. Retrived from https://primotoys.com/wp-content/uploads/2017/09/Ebook-PrimoToys_final-1.pdf
  • Saygıner, Ş., & Tüzün, H. (2018). Programlama eğitimi üzerine bir inceleme: Yaşanan zorluklar, mevcut uygulamalar ve güncel yaklaşımlar. B. Akkoyunlu, A. İşman ve H. F. Odabaşı (Ed.), Eğitim teknolojileri okumaları 2018 (44. Bölüm, ss. 693-710). Ankara: Pegem Akademi.
  • Tekmen, B. (2020). Öğretim araç gereçlerin teorik temelleri. E. Ültay ve N. Ültay (Ed.), Okul öncesi eğitimi için öğretim teknolojileri ve materyal geliştirme (4. Bölüm, ss. 42-58). Ankara: Pegem Akademi.
  • Tuomi, P., Multisilta, J., Saarikoski, P., & Suominen, J. (2018). Coding skills as a success factor for a society. Education and Information Technologies, 23(1), 419-434. https://doi.org/10.1007/s10639-017-9611-4
  • Turan, S., & Aydoğdu, F. (2020). Effect of coding and robotic education on pre-school children’s skills of scientific process. Education and Information Technologies, 25(2020), 4353–4363. https://doi.org/10.1007/s10639-020-10178-4
  • Tüzün, H. (2019). Transforming traditional courses through web 2.0 philosophy: The case of an introductory programming course. Gazi Journal of Education Sciences, 5(Special), 39-54. https://doi.org/10.30855/gjes.2019.os.01.003
  • Wang, D., Zhang, C., & Wang, H. (2011, June). T-Maze: A tangible programming tool for children. 10th International Conference on Interaction Design and Children, 20-23 June, 2011, Ann Arbor Michigan. https://doi.org/10.1145/1999030.1999045
  • Yangın, B. (2007). Okul öncesi eğitim kurumlarındaki altı yaş çocuklarının yazmayı öğrenmeye hazır bulunuşluk durumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 294-305. http://efdergi.hacettepe.edu.tr/shw_artcl-599.html
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43-58. https://doi.org/10.1007/BF02297091
  • Yu, J., & Roque, R. (2019). A review of computational toys and kits for young children. International Journal of Child-Computer Interaction, 21(2019), 17-36. https://doi.org/10.1016/j.ijcci.2019.04.001
  • Zimmerman, F. J., & Christakis, D. A. (2007). Associations between content types of early media exposure and subsequent attentional problems. Pediatrics, 120(5), 986-992. https://doi.org/10.1542/peds.2006-3322

Elektronik Materyal Tabanlı Bilgisayarsız Kodlama Etkinliklerinin Okul Öncesi Dönemde Kullanımı: Güçlendirilmiş Tasarım ve Uygulama İlkeleri

Year 2023, Volume: 11 Issue: 22, 596 - 619, 27.10.2023
https://doi.org/10.18009/jcer.1316940

Abstract

Okul öncesinde elektronik tabanlı kodlama materyallerinin doğrudan kullanımının uygun olmadığını bildiren çalışmalar artmaktadır. Buna karşılık, elektronik tabanlı kodlama materyallerinin tasarımı ve kodlama etkinlikleri sırasında dikkat edilmesi gerekenlerle ilgili bilgiler sınırlıdır. Araştırma, bu sınırlılığı gidermeye odaklanmıştır. Süreç, durum çalışması temelinde planlanmıştır. Araştırmada okul öncesinde Cubetto materyali ile bilgisayarsız kodlama etkinlikleri yapılırken yaşanan sorunları ve çözüm önerilerini tespit etmek; güçlendirilmiş tasarım ve uygulama ilkelerini tanımlamak için 13 uzmanla odak grup görüşmeleri gerçekleştirilmiştir. Materyal ve hedef kitle odaklı belirtilen görüşler doğrultusunda yapılması gerekenleri içeren yedi temel ilke tanımlanmıştır: gelişimsel düzeye uygunluk, otantik etkileşim, kararlılık, güvenlik ve dayanıklılık, esneklik, sezgisel kullanım ve memnuniyet. Okul öncesi döneme uygun kodlama materyali seçiminde ve etkinliklerinin planlanmasında bu yedi ilkenin referans alınması önerilmektedir.

References

  • Anzoategui, L. G. C., Pereira, M. I. A. R., & Jarrin, M. C. S. (2017, November). Cubetto for preschoolers: Computer programming code to code. In 2017 International Symposium on Computers in Education. 09-11 November, 2017, Lisbon, Portugal. https://doi.org/10.1109/SIIE.2017.8259649
  • Atabay, E., & Albayrak, M. (2020). Algorithm training with gamification for preschool children. Journal of Engineering Sciences and Design, 8(3), 856-868. https://doi.org/10.21923/jesd.672232
  • Bala, A. (2022). The effects of material usage on the teaching process in pre-school education. International Academic Social Resources Journal, 7(41), 1003-1008. http://dx.doi.org/10.29228/ASRJOURNAL.64372
  • Bers, M. U. (2017). Why kids should code. Retrieved from https://tinyurl.com/2pn8dzum
  • Bers, M. U. (2018). Coding as a literacy for the 21st Century. Retrieved from https://blogs.edweek.org/edweek/education_futures/2018/01/coding_as_a_literacy_for_the_21st_century.html
  • Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72(1), 145-157. https://doi.org/10.1016/j.compedu.2013.10.020
  • Campbell, C., & Walsh, C. (2017). Introducing the new digital literacy of coding in the early years. Practical Literacy, 22(3), 10-12. https://vuir.vu.edu.au/36055/
  • Cordes, C., & Miller, E. (2000). Fool's gold: A critical look at computers in childhood. Retrieved from https://files.eric.ed.gov/fulltext/ED445803.pdf
  • Cortina, T. J. (2015). Reaching a broader population of students through 'unplugged' activities. Communications of the ACM, 58(3), 25-27. https://doi.org/10.1145/2723671
  • Çınar, M., & Tüzün, H. (2021). Comparison of object-oriented and robot programming activities: The effects of programming modality on student achievement, abstraction, problem solving, and motivation. Journal of Computer Assisted Learning, 37(2), 370-386. https://doi.org/10.1111/jcal.12495
  • Çınar, M., Doğan, D., & Tüzün, H. (2019). Programlama eğitiminde yapa-boza öğrenme etkinlikleri. A. İşman, H. F. Odabaşı ve B. Akkoyunlu (Ed.), Eğitim teknolojileri okumaları 2019 (27. Bölüm, ss. 505-530). Ankara: Pegem Akademi.
  • Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi. Kuramsal Eğitimbilim, 4(1), 95-107. https://keg.aku.edu.tr/arsiv/c4s1/c4s1m6.pdf
  • Davis, G. A., & Hyun, E. (2005). A study of kindergarten children’s spatial representation in a mapping project. Mathematics Education Research Journal, 17(1), 73-100. https://doi.org/10.1007/BF03217410
  • Değirmenci, Y., Bulut, A., & Kuzey, M. (2021). Okul öncesi öğrencilerinin mekân algısı ve yön becerilerine yönelik öğretmen görüşlerinin incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 16(31), 21-38. https://doi.org/10.35675/befdergi.069069
  • Demir, N., & Kabadayı, A. (2008). Erken yaşta renk kavramının kazandırılmasında bilgisayar destekli ve geleneksel öğretim yöntemlerinin karşılaştırılması. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-18.
  • Demirbaş, A. (2019). Kodlama eğitiminin değerlendirilmesi araştırması. Retrieved from https://yegitek.meb.gov.tr/meb_iys_dosyalar/
  • Edmunds, H. (2000). The focus group research handbook. USA: McGraw-Hill.
  • European Schoolnet (2015). Computing our future. Computer programming and coding. Priorities, school curricula and initiatives across Europe. Retrieved from http://www.eun.org/resources/detail?publicationID=481
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63(2013), 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
  • Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algorithms. Retrieved from https://publik.tuwien.ac.at/files/PubDat_187461.pdf
  • Güven, G. (2020). Okul öncesi eğitim ve okul öncesi eğitim programı. F. Alisinanoğlu (Ed.), Okul öncesi eğitimde özel öğretim yöntemleri (1. Bölüm, ss. 1-11). Ankara: Pegem A
  • Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. London: Rowman & Littlefield Publishers.
  • Howie, E. K., Coenen, P., Campbell, A. C., Ranelli, S., & Straker, L. M. (2017). Head, trunk and arm posture amplitude and variation, muscle activity, sedentariness and physical activity of 3 to 5 year-old children during tablet computer use compared to television watching and toy play. Applied Ergonomics, 65(2017), 41-50.
  • Kalelioğlu, F., & Keskinkılıç, F. (2018). Bilgisayar bilimi eğitimi için öğretim yöntemleri. In Y. Gülbahar (Ed.), Bilgi işlemsel düşünmeden programlamaya (7. Bölüm, ss. 155-178). Ankara: Pegem Akademi.
  • Kandaz, U. (2016). Araç gereç geliştirme. In E. Ültay & N. Ültay (Ed.), Okul öncesi eğitimi için öğretim teknikleri ve materyal geliştirme (ss. 23-40). Ankara: Pegem Akademi.
  • Kelleci, D. (2013). Okul öncesi eğitimde materyal geliştirme. Ankara: Vize yayıncılık.
  • Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research. USA: SAGE Publications.
  • Lee, J., & Junoh, J. (2019). Implementing unplugged coding activities in early childhood classrooms. Early Childhood Education Journal, 47(6), 709-716.
  • Marin, P. (2019, November). Teaching programming in early childhood education with stories. 12th annual International Conference of Education, Research and Innovation, 11-13 November, 2019, Seville, Spain. https://doi.org/10.21125/iceri.2019.2218
  • Marinus, E., Powell, Z., Thornton, R., McArthur, G., & Crain, S. (2018, August). Unravelling the cognition of coding in 3-to-6-year olds: The development of an assessment tool and the relation between coding ability and cognitive compiling of syntax in natural language. In Proceedings of the 2018 ACM Conference, 13-15 August, 2018, Finland. https://doi.org/10.1145/3230977.3230984
  • Meslekî ve Teknik Eğitim Genel Müdürlüğü [MEGEP] (2008). Çocuk gelişimi ve eğitici oyuncaklar. Ankara: MEB Yayınları.
  • Metin, S. (2020). Activity-based unplugged coding during the preschool period. International Journal of Technology and Design Education, 32(3), 1-17. https://doi.org/10.1007/s10798-020-09616-8
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. USA: SAGE Publications.
  • Mutlu, B., Ergişi, A., Ayhan, A. B., & Aral, N. (2012). Montessori education in pre-school period. Journal of Ankara Health Sciences, 1(3), 113-128. https://doi.org/10.1501/Asbd_0000000033
  • Noone, M., & Mooney, A. (2018). Visual and textual programming languages: A systematic review of the literature. Journal of Computers in Education, 5(2), 149-174. https://doi.org/10.1007/s40692-018-0101-5
  • Nouri, J., Zhang, L., Mannila, L., & Noren, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. https://doi.org/10.1080/20004508.2019.1627844
  • Özaslan, H. (2020). Eğitici oyuncaklar. In Ş. Ö. Aynal (Ed.), Erken çocukluk eğitiminde materyal tasarımı (ss. 9-27). Ankara: Eğiten Yayıncılık.
  • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. https://doi.org/10.1207/S15326985EP3801_1
  • Primo (2017). Beginning computer programming for kids. Retrived from https://primotoys.com/wp-content/uploads/2017/09/Ebook-PrimoToys_final-1.pdf
  • Saygıner, Ş., & Tüzün, H. (2018). Programlama eğitimi üzerine bir inceleme: Yaşanan zorluklar, mevcut uygulamalar ve güncel yaklaşımlar. B. Akkoyunlu, A. İşman ve H. F. Odabaşı (Ed.), Eğitim teknolojileri okumaları 2018 (44. Bölüm, ss. 693-710). Ankara: Pegem Akademi.
  • Tekmen, B. (2020). Öğretim araç gereçlerin teorik temelleri. E. Ültay ve N. Ültay (Ed.), Okul öncesi eğitimi için öğretim teknolojileri ve materyal geliştirme (4. Bölüm, ss. 42-58). Ankara: Pegem Akademi.
  • Tuomi, P., Multisilta, J., Saarikoski, P., & Suominen, J. (2018). Coding skills as a success factor for a society. Education and Information Technologies, 23(1), 419-434. https://doi.org/10.1007/s10639-017-9611-4
  • Turan, S., & Aydoğdu, F. (2020). Effect of coding and robotic education on pre-school children’s skills of scientific process. Education and Information Technologies, 25(2020), 4353–4363. https://doi.org/10.1007/s10639-020-10178-4
  • Tüzün, H. (2019). Transforming traditional courses through web 2.0 philosophy: The case of an introductory programming course. Gazi Journal of Education Sciences, 5(Special), 39-54. https://doi.org/10.30855/gjes.2019.os.01.003
  • Wang, D., Zhang, C., & Wang, H. (2011, June). T-Maze: A tangible programming tool for children. 10th International Conference on Interaction Design and Children, 20-23 June, 2011, Ann Arbor Michigan. https://doi.org/10.1145/1999030.1999045
  • Yangın, B. (2007). Okul öncesi eğitim kurumlarındaki altı yaş çocuklarının yazmayı öğrenmeye hazır bulunuşluk durumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 294-305. http://efdergi.hacettepe.edu.tr/shw_artcl-599.html
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43-58. https://doi.org/10.1007/BF02297091
  • Yu, J., & Roque, R. (2019). A review of computational toys and kits for young children. International Journal of Child-Computer Interaction, 21(2019), 17-36. https://doi.org/10.1016/j.ijcci.2019.04.001
  • Zimmerman, F. J., & Christakis, D. A. (2007). Associations between content types of early media exposure and subsequent attentional problems. Pediatrics, 120(5), 986-992. https://doi.org/10.1542/peds.2006-3322
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Development of Science, Technology and Engineering Education and Programs
Journal Section Research Article
Authors

Şenol Saygıner 0000-0002-5280-3847

Hakan Tüzün 0000-0003-1153-5556

Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date June 19, 2023
Acceptance Date September 14, 2023
Published in Issue Year 2023 Volume: 11 Issue: 22

Cite

APA Saygıner, Ş., & Tüzün, H. (2023). Elektronik Materyal Tabanlı Bilgisayarsız Kodlama Etkinliklerinin Okul Öncesi Dönemde Kullanımı: Güçlendirilmiş Tasarım ve Uygulama İlkeleri. Journal of Computer and Education Research, 11(22), 596-619. https://doi.org/10.18009/jcer.1316940

download13894               13896   13897 14842      


Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.


Dear Authors;

We would like to inform you that ORCID, which includes 16 digit number will be requested from the authors for the studies to be published in JCER. It is important to be sensitive on this issue. 


Best regards...