اثربخشی آموزش برنامه‌نویسی با استفاده از محیط مجازی (نرم افزار اسکرچ) در بهبود مهارت برنامه‌نویسی
محورهای موضوعی : فن‎آوری اطلاعاتغزاله محمدی 1 , کیهان خام فروش 2 , رفیق حسنی 3
1 - کارشناسی ارشد،گروه مهندسی کامپیوتر،واحد سنندج، دانشگاه آزاد اسلامی ،سنندج،ایران
2 - استادیار،گروه مهندسی کامپیوتر،واحد سنندج، دانشگاه آزاد اسلامی ،سنندج،ایران
3 - استادیار، گروه علوم تربیتی ،واحد سنندج، دانشگاه آزاد اسلامی ،سنندج،ایران
کلید واژه: نقشه‌ی مفهومی, آموزش برنامه‌نویسی, نرمافزار اسکرچ, مهارت برنامه‌نویسی, محیط مجازی,
چکیده مقاله :
هدف این مطالعه تعیین اثربخشی آموزش برنامه‌نویسی با استفاده از محیط مجازی (نرمافزار اسکرچ) در بهبود مهارت برنامه‌نویسی دانشجویان دانشگاه آزاد واحد سنندج در مقطع کارشناسی بود. روش تحقیق از نوع نیمه آزمایشی با طرح تحقیق پیش آزمون و پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانشجویان رشته کامپیوتر مقطع کارشناسی گرایش نرمافزار دانشگاه آزاد اسلامی واحد سنندج که در سال تحصیلی 98-1397 درس برنامه‌نویسی را اخذ کرده بودند. کل این دانشجویان 16 نفر بودند که به‌طور تصادفی به دو کلاس(گروه آزمایش و گروه کنترل هر کدام 8 نفر) تقسیم شدند. در این تحقیق در ابتدای دوره یک آزمون پیشرفت تحصیلی معلم ساخته که شامل مفاهیم آشنایی با دسنورات برنامه‌نویسی،تابع،روال،رخداد ،توالی دستورات درس برنامه نویسی بود به عنوان پیش‌آزمون طراحی شد و آزمون محقق ساخته‌ای که بر اساس دوره آموزش برنامه‌نویسی به روش ام‌آی‌تی ساخته شده بود به عنوان پس‌آزمون استفاده شد. داده‌های بدست آمده از طریق آزمون‌های تحلیل کوواریانس یک متغیره و چندمتغیره تحلیل شدند.. نتایج نشان می دهد که این آموزش بر افزایش مهارت روال و توابع،توالی دستورات و مهارت نوشتن شی مؤثر بوده اما بر شناخت دستورات و نوشتن رخداد مؤثر نبوده است.
The purpose of this study was to evaluate the effectiveness of programming training using virtual environment (scratch software) in improving the programming skills of students of Azad University, Sanandaj Branch. The research method is semi-experimental with pre-test and post-test with control group. The statistical population consisted of all students who took programming courses in the academic year of 97-98(Iranian year), 16 of whom were selected by random sampling. At the beginning of the study, a pre-test was administered to 16 students, 8 of whom were male and 8 female. The students were randomly assigned to experimental and control groups. Students in both experimental and control groups had the same level of knowledge and skill in programming. During one semester with the experimental group, scripting graphing software training was used to get to know and understand programming for 10 sessions and each session for 1:30 minutes along with the traditional programming method. Learning programming has been useful and has improved students' skills.
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Bringing “no ceiling” to Scratch: Can one language serve kids and computer scientists. Proc. Constructionism, 1-10. [7]Hosseini, Z.S,. Pahlavaninejad, M.R,. Sahraee, R.M,. & Afkhami, A. (2016). The Impact of Using Concept Map on Enhancing Persian Reading Skills of Foreign Students. Journal of Persian to Non-Farsi Language Education Research, 2, 95-122 (in Persian). [8]Liu, Y,. Tong, Y,. & Yang, Y. (2018). The Application of Mind Mapping into College Computer Programming Teaching. Procedia Computer Science 129, 66–70. Lamb, A., & Johnson, L. (2011). Scratch: computer programming for 21st century learners. [9]Mansouri, Sh. (2015). The Impact of Problem Solving Education through Teaching - Learning Concept Map Strategy on Academic Performance of Female Students in Middle School Science. Second National Conference on Sustainable Development in Educational and Psychological Sciences, Social and Cultural Studies, Tehran: Soroush Hekmat Mortazavi Islamic Studies and Research Center (in Persian). [10]Movahedi Sefat, M.R,. & Yaghmani, M.R. (2012). Computer Basics. Tehran: Fatemeh. (in Persian). [11]Nikiforos, S., Kontomaris, C., & Chorianopoulos, K. (2013). MIT scratch: A powerful tool for improving teaching of programming. Conferrence on Informatics in Education, 1-5. [12]Pérez-Marín, D,. Hijón-Neira, R,. Bacelo, A,. & Celeste, P. (2018). Can computational thinking be improved by using a methodology based on metaphors and Scratch to teach computer programming to children? Computers in Human Behavior. (In press). [13]Simões Gomesa, T.C,. Pontual Falcãob, T,. & Cabral de Azevedo, R,. Tedescoa, P. (2018). Exploring an approach based on digital games for teaching programming concepts to young children. International Journal of Child-Computer Interaction, 16,77-84. [14]Taei, L.(2015). The Effectiveness of Problem Solving Education through Teaching - Concept Map Learning Strategy on Academic Achievement of Male Students of Shiraz High School in Mathematics. First International Conference on Psychology and Educational Sciences, Shiraz: Shiraz Institute of Higher Science and Technology Shiraz (in Persian). [15]Topalli, D,. & Ercil Cagiltay, N. (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers & Education, 120, 64–74. [16]Tsai, Y.C (2019). Improving students' understanding of basic programming concepts through visual programming language: The role of self-efficacy. Computers in Human Behavior, 95, 224-232. |
