top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 December 2022

The Effect of Harezmi Education Model on the Computational Thinking Skills of Secondary School Students

Ahmet Tokmak, Ali Yılmaz, Mustafa Şeker

Ministry of Education (Turkey), Marmara University (Turkey), Yıldız Technical University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.04.641

Pages: 526-541

Keywords: Social Studies Teaching, Harezmi Education Model, Computational Thinking, Alternative Education

Abstract

This study aims to investigate the effect of using the Harezmi education model, which has been widely used in Turkey in recent years, in social studies teaching regarding computational thinking skills. Interviews were held with students and teachers seven months after the applications to determine the conceptual knowledge levels of students for computational thinking skills. Teachers' opinions regarding students' feedback and the changes they observed in the students involved in the application process during the seven months were taken. Besides using one of the mixed-method research designs in this study, that is the triangulation (parallel-convergent) design, quantitative and qualitative data collection tools were used simultaneously. Through the joint use of different methods and data collection tools, obtaining rich and various types of data sets was aimed. As for the quantitative dimension of the study, 54 students, which were divided into experimental and control groups, formed the study group. In the qualitative aspect of the study, there are 20 students and three teachers. The computational thinking self-efficacy perception scale was used as a quantitative data collection tool, and the interview forms were used as qualitative data collection tools. While the analysis of quantitative data was made with Wilcoxon signed rank and Mann-Whitney U tests, the analysis of qualitative data was made with content analysis and descriptive analysis methods. As a result, a significant difference was found in the experimental group students' algorithm sub-dimension scores. According to the interviews held seven months after the applications, students' conceptual knowledge was at a good level. Furthermore, teachers included in the application stated that they observed positive changes in the students after the application. In line with the results obtained, suggestions were made to make arrangements for other sub-dimensions of computational thinking skills and to examine the effects of the Harezmi education model as of different variables.

References

  1. Akgündüz, D. & Akpınar, B. C. (2018). Evaluation of STEM applications based on science education in preschool education in terms of students, teachers and parents [Okul öncesi eğitiminde fen eğitimi temelinde gerçekleştirilen STEM uygulamalarının öğrenci, öğretmen ve veli açısından değerlendirilmesi]. YaşadıkçaEğitim, 32(1),1-26. https://dergipark.org.tr/tr/pub/ijal/issue/58674/823224

  2. Allsop,Y. (2016, June). How is the Coding Lesson Implemented in the UK? Computational Thinking and Teaching Computer Science Without Using Computers. [). İngiltere’de Kodlama Dersi Nasıl Uygulanıyor? Bilgi-İşlemsel Düşünme ve Bilgisayar Kullanmadan Bilgisayar Bilimi Öğretimi]. Harezmi Education Model From Mind to Machine Computer Sciences and Interdisciplinary Education Workshop Report (s.15-18). İstanbul: Istanbul Provincial Directorate of National Education

  3. Alsancak Sırakaya, D. (2019). The Effect of Programming Teaching on Computational Thinking Skill [Programlama Öğretiminin Bilgi İşlemsel Düşünme Becerisine Etkisi]. Turkish Journal of Social Studies, 23 (2), 575-590. https://dergipark.org.tr/en/pub/tsadergisi/issue/47639/448409

  4. Altınöz, M., Dede, D., Bektaş N., ve Baygıber, O. (2017, May). Harezmi education model -Mind-to-machine computer science and interdisciplinary education model. [Harezmi eğitim modeli-Zihinden makineye bilgisayar bilimleri ve disiplinler arası eğitim modeli]. Fatih Project Educational Technologies Summit Proceedings Book (s.344- 347) Ankara.

  5. Arslan Namlı, N. & Aybek, B. (2022). A Content Analysis on Computational Thinking Skill. Cukurova University Faculty of Education Journal, 51 (2) , 920-944 . DOI: 10.14812/cuefd.943909

  6. Atman Uslu, N. (2018). The Effect of Visual Programming Activities on Secondary School Students' Computational Thinking Skills [Görsel Programlama Etkinliklerinin Ortaokul Öğrencilerinin Bilgi-İşlemsel Düşünme Becerilerine Etkisi] . Aegean Journal of Educational Technologies, 2 (1), 19-31 . https://dergipark.org.tr/en/pub/eetd/issue/38495/410699

  7. Basham, JD ve Marino, M.T. (2013). Understanding STEM education and supporting students through universal design for learning. TEACHING Exceptional Children, 45 (4), 8-15. https://journals.sagepub.com/doi/abs/10.1177/004005991304500401

  8. Bolat, Y. İ. (2020). Investigation of the contribution of STEM-based mathematics activities to problem solving and computational thinking skills and interest in STEM fields [Unpublished PhD Thesis] [STEM temelli matematik etkinliklerinin problem çözme ve bilgi işlemsel düşünme becerisi ile STEM alanlarına olan ilgiye katkılarının araştırılması (Yayımlanmamış Doktora Tezi) )Atatürk University.

  9. Bryan, L.A., Tamara, J.M., Johnson, C.C., ve Roehring, G.H. (2016). STEM road map: A framework for integrated STEM education. Johnson, C. C., Peters-Burton, E. E., ve Moore (Eds.) Integrated STEM education (s. 23–37). T. J. New York, NY: Routledge.

  10. Ceylan, Ö., Öğten, M., Tüfekçi, V. ve Özsevimli Yurttaş, M. (2020). Determining the metaphorical perceptions of the students towards the Harezmi education model [Öğrencilerin Harezmi eğitim modeline yönelik metaforik algılarının belirlenmesi]. Journal of National Education, Volume: 49, Issue: 225. https://dergipark.org.tr/tr/pub/milliegitim/issue/52526/690683

  11. Çorlu, M.S. (2016 June). Changing Teaching Profession in STEM and Knowledge Based Life, Computational Thinking and Teaching Computer Science without Using Computers. [STEM ve Bilgi Temelli Hayatta Değişen Öğretmenlik Mesleği, Bilgi-İşlemsel Düşünme ve Bilgisayar Kullanmadan Bilgisayar Bilimi Öğretimi]. Harezmi Education Model From Mind to Machine Computer Sciences and Interdisciplinary Education Workshop Report (p.14). Istanbul: Istanbul Provincial Directorate of National Education

  12. Corlu, M.S., Capraro, R.M., & Capraro, M.M. (2014). Introducing STEM education: ımplications for educating our teachers in the age of innovation. Eğitim ve Bilim, 39 (171), 74-85. http://repository.bilkent.edu.tr/handle/11693/13203

  13. Cresswell, J. W., & V. L. Plano Clark. (2007). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.

  14. CSTA, (2017). About CSTA. https://www.csteachers.org/page/About

  15. Gülbahar, Y., Kert, S. B. ve Kalelioğlu F. (2018). Self-Efficacy Perception Scale for Computational Thinking Skills: A Study of Validity and Reliability [Bilgi Işlemsel Düşünme Becerisine Yönelik Öz Yeterlik Algısı Ölçeği (BİDBÖA): Geçerlik Ve Güvenirlik Çalışması]. Turkish Journal of Computer and Mathematics Education.Advance online publication. doi:10.16949/turkbilmat.385097

  16. Kaya, M., Korkmaz, Ö. & Çakır, R. (2020). The Effect of Gamified Robot Activities on Middle School Students' Problem Solving and Computational Thinking Skills [Oyunlaştırılmış Robot Etkinliklerinin Ortaokul Öğrencilerinin Problem Çözme ve Bilgi İşlemsel Düşünme Becerilerine Etkisi]. Aegean Journal of Education, 21 (1) , 54-70 . DOI: 10.12984/egeefd.588512

  17. Kert, S.B. (2016 June). Programming Language Teaching Based on New Vision and Thinking Skills in Computer Science, Computational Thinking and Computer Science Teaching Without Using Computers. [Bilgisayar Bilimlerinde Yeni Vizyon ve Düşünme Becerisi Odaklı Programlama Dili Öğretimi, Bilgi-İşlemsel Düşünme ve Bilgisayar Kullanmadan Bilgisayar Bilimi Öğretimi]. Harezmi Education Model From Mind to Machine Computer Sciences and Interdisciplinary Education Workshop Report (p.24-25). Istanbul: Istanbul Provincial Directorate of National Education

  18. Kıvanç Contuk, T., & Atay, D. (2021). Teacher Professional Development with the Harezmi Education Model [ Harezmi Eğitim Modeli ile Öğretmen Mesleki Gelişimi]. International Teaching, Training and Learning Conference (TEL) Conference Proceedings, 1(1), 30–45. https://doi.org/10.32789/tel.2021.1003

  19. Koçoğlu, E. (2018). Analysis of the Harezmi education model, which is in the pilot implementation process in Turkey, in line with the opinions of field experts [Türkiye’de pilot uygulama sürecinde olan Harezmi eğitim modelinin alan uzmanlarının görüşleri doğrultusunda analizi]. Turkish Studies Educational Sciences, 13 (19), 1187-1200. DOI:http://dx.doi.org/10.7827/TurkishStudies.14050

  20. MONE. (2021a). Harezmi Education Model Principles, Objectives and Implementation Process [Hârezmî Eğitim Modeli İlkeleri, Hedefleri ve Uygulama Süreci]. Harezmi Education Model Teacher's Guide. https://harezmi.meb.gov.tr/egitim/

  21. MONE. (2021b). Interdisciplinary Teaching - Reinterpreting the Interdisciplinary Approach and Taking Different Disciplines Equivalently [Disiplinlerarası Öğretim - Disiplinlerarası Yaklaşımın Yeniden Yorumlanarak Farklı Disiplinlerin Eşdeğerde Yer Alması]. Harezmi Education Model Teacher's Guide. https://harezmi.meb.gov.tr/egitim/

  22. Oluk, A., Korkmaz, Ö. & Oluk, H. A. (2018). The Effect of Scratch on 5th Grade Students' Algorithm Development and Computational Thinking Skills [Scratch’ın 5. Sınıf Öğrencilerinin Algoritma Geliştirme ve Bilgi-İşlemsel Düşünme Becerilerine Etkisi]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9 (1) , 54-71 . DOI: 10.16949/turkbilmat.399588

  23. Tutulmaz, M. (2019). Designing, Implementation and Evaluation of Data Visualization for Developing Computational Thinking Skills. [Unpublished Master's Thesis] [Bilgi-İşlemsel Düşünme Becerisinin Geliştirilmesine Yönelik Veri Görselleştirmenin Tasarlanması, Uygulanması ve Değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi]. Hacettepe University.

  24. Üzümcü Ö., Bay E. (2018). New 21st Century Skill in Education: Computational Thinking [ Eğitimde Yeni 21. Yüzyıl Becerisi: Bilgi İşlemsel Düşünme], International Journal of Social Sciences in Turkish Cultural Geography, Vol 03, No 02, 2018, Pages 1-16. https://dergipark.org.tr/tr/pub/turksosbilder/issue/46760/491067

  25. Wing, J. M. (2011). Research notebook: Computational thinking-What and why? The Link Magazine, Carnegie Mellon University, Pittsburgh. https://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why

  26. Yanış-Kelleci, H. (2020). An investıgatıon of pre-service 'teachers' educatıonal robotıcs tpack self-efficacy belıef, scıentıfıc creativity and computatıonal thinking skills in the scope of educational robotics based STEM education. [Unpublished Doctoral Thesis]. Gazi University.

  27. Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. (11th Edition) [Sosyal Bilimlerde Nitel Araştırma Yöntemleri]. Ankara: Seçkin Publishing.

  28. Yıldırım, B. ve Selvi, M. (2017). An Experimental Study on the Effects of Stem Applications and Mastery Learning [Stem Uugulamaları ve Tam Öğrenmenin Etkileri Üzerine Deneysel Bir Çalışma]. Theory and Practice in Education, 13, 183-210. https://doi.org/10.17244/eku.310143

  29. Yıldırım,T.S. (2020). The Effect of Problem-Based Learning Approach on Success, Positive Emotion and Computational Thinking in Robotic Coding Teaching, [Unpublished Master's Thesis] [Robotik Kodlama Öğretiminde Probleme Dayalı Öğrenme Yaklaşımının Başarı, Pozitif Duygu ve Bilgi İşlemsel Düşünmeye Etkisi, Yayınlanmamış Yüksek Lisans Tezi], Çanakkale Onsekiz Mart University

bottom of page