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    The Effect of Computer-Supported Stem Applications on Secondary Students' Achievement and Computational Thinking Skills
    (Ozgen Korkmaz, 2024) Berk, Gizem; Gülcü, Aslan
    In this study, the effect of STEM applications integrated with computer-supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning. © 2024, Ozgen Korkmaz. All rights reserved.
  • Küçük Resim Yok
    Öğe
    The Effect of Computer-Supported Stem Applications on Secondary Students' Achievement and Computational Thinking Skills
    (Ozgen Korkmaz, 2024) Berk, Gizem; Gülcü, Aslan
    In this study, the effect of STEM applications integrated with computer-supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning. © 2024, Ozgen Korkmaz. All rights reserved.
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    Views of Primary Education Mathematics Teacher Candidates on Distance Education
    (Siirt University, 2023) Berk, Gizem; Akdeniz, Dilşad Güven
    In this study, it was aimed to examine the views of primary school mathematics teacher candidates who experienced the distance education model during the pandemic process. In the research, opinions were taken from teacher candidates who have experience in distance, face-to-face and hybrid education due to Covid-19. The study was carried out with the descriptive model, one of the quantitative research methods. The research sample consists of a total of 131 mathematics teacher candidates who were experienced distance and hybrid education between the years 2020-2022. The "Views Regarding Distance Education" scale was used as a data collection tool. The obtained data were analyzed using one-way ANOVA and Tukey test. The study results show that the prospective teachers who begin their education with hybrid education model, find distance education effective, even if they find it instructive. In addition, it shows that pre-service teachers who continue their education with distance and hybrid education after beginning their education with face-to-face teaching find distance education both effective and instructive. It has been determined that the teacher candidates who began the learning process with distance education and continued with the hybrid education model differed considerably from the other groups in terms of effectiveness and teaching. They evaluated this process more negatively. The results indicate that distance education provides an efficient and effective learning environment when adaptation can be achieved.