تأثیر آموزش برنامه‌نویسی با نرم‌افزار اسکرچ بر مهارت حل مسئله دانش‌آموزان

محورهای موضوعی : روانشناسی تربیتی

سمیه رزبان ¹ (گروه علوم تربیتی دانشگاه اراک،اراک، دانشگاه اراک، ایران)
سعید شاه حسینی ² (گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه اراک)
محسن باقری ³ (استادیار گروه تکنولوژی آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه اراک)

تاریخ دریافت : 1398/06/09 تاریخ پذیرش : 1399/04/02 تاریخ انتشار : 1399/03/01

کلید واژه: حل مسئله, آموزش برنامه‌نویسی به کودکان, آموزش برنامه‌نویسی, نرم‌افزار اسکرچ,

چکیده مقاله :

پژوهش حاضر با هدف تأثیر آموزش برنامه‌نویسی با نرم‌افزار اسکرچ بر مهارت حل مسئله دانش‌آموزان پایه دوم ابتدایی شهرستان فراهان در سال تحصیلی 97-1396، انجام گرفته است. نرم‌افزار اسکرچ به کودکان کمک می‌کند تا ضمن طراحی بازی یا داستان‌های تعاملی، اصول برنامه‌نویسی را بیاموزند. این پژوهش از نوع کاربردی است و از لحاظ ملاک نحوه جمع‌آوری اطلاعات روش نیمه تجربی است. جهت انجام پژوهش یکی از مدارس ابتدایی دخترانه شهرستان فراهان انتخاب شد و به طور تصادفی یکی از کلاس‌ها به عنوان گروه آزمایش و کلاس دیگر بعنوان گروه کنترل در نظر گرفته شدند. تعداد کل نمونه 34 دانش‌آموز دوم ابتدایی بود یعنی 17 نفر در گروه آزمایش و 17 نفر در گروه کنترل بودند. ابزارها در این پژوهش عبارت‌اند از پرسشنامه حل مسئله هپنر که بعنوان پیش‌آزمون و پس‌آزمون بکار گرفته شدند. برای تجزیه و تحلیل داده‌ها از آمار توصیفی برای تعیین فراوانی و میانگین و از آمار استنباطی برای تحلیل کوواریانس استفاده شد. یافته‌های بدست آمده از تجزیه و تحلیل‌ها، نشان داد که تفاوت بین دو گروه گواه و آزمایش از نظر آماری در سطح 05/0>a و با سطح اطمینان 95/0 معنادار می‌باشد. نتایج بدست آمده نشان داد که آموزش برنامه‌نویسی با نرم‌افزار اسکرچ بر مهارت حل مسئله دانش‌آموزان ، تأثیر معناداری داشته است. دانش‌آموزان طی دوره آموزشی، به طور فعال با حل مسائل مختلف در نرم‌افزار اسکرچ درگیر شدند و برای حل این مسائل باید مسئله را تجزیه و تحلیل کرده و راه حل‌های مختلف را مورد آزمایش قرار می‌دادند، درگیر شدن دانش‌آموزان با این چالش‌ها موجب بهبود مهارت حل مسئله آنها شد.

چکیده انگلیسی:

The purpose of this study was to investigate the effect of learning curriculum using Scratch software on problem-solving skills of primary school students in Farahan city in the academic year of 2012. The Scratch software helps children learn programming principles while designing games or interactive stories. This research is of a practical nature and the criterion for collecting information is semi-experimental method. was selected from one of the girls' primary schools in Farahan city and randomly one of the classes was considered as the experimental group and the other was considered as the control group. The sample consisted of 34 primary school students, 17 in the experimental group and 17 in the control group. The instruments used in this research are Heppner problem solving questionnaires, which were used as pre-test and post-test. To analyze the data, descriptive statistics were used to determine the frequency and mean and inferential statistics for covariance analysis. The findings of the analysis showed that the difference between the control and control groups was statistically significant at the level of 0.05 and with a confidence level of 0.95. The results showed that programming skills with Scratch software had a significant effect on student problem solving skills. During the course, students actively engaged in solving various problems in the Scratch software, and inevitably, to solve these issues, they had to analyze the problem and test different solutions, involving students with this Challenges have improved their problem-solving skills.

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Kalelioglu, F., & Gulbahar, Y. (2014). The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective. Informatics in Education, 13(1).

Kanekar. AS., & Sharma. M. (2012). Instructional strategies for developing problem solving skills among upper elementary shool- children –A theory-baised approach. Webmed Central behavior, 3(3),

Khosravi, Z., Dervizheh, Z., & Rafati, M. (1377). The role of mood modes on the way female students evaluate their ability to solve problems. Thesis and Behavioral Phd dissertation. 4(1), 35-45 [In Persian].

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Perlman, R. (1976). Using computer technology to provide a creative learning environment for preschool children. In MIT AI Lab Memo 36, Logo Memo 24. Cambridge, MA, USA: Massachusetts Institute of Technology, Retrieved 20, 6, 12.

Rastgoo, A., Naderi, E., Shariatmadari, A., & Seif Naraghi, M. (2010). The Effect of Internet Information Literacy Education on Student Problem Solving Skills, A New Approach in Educational Education, 1(4), 1-22 [In Persian].

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Strawhacker, A., Lee, M., Caine, C., & Bers, M. (2015) ScratchJr Demo: A coding language for Kindergarten. In Proceedings of the 14th International Conference on Interaction Design and Children, 414-417 ACM.

Aghajani, Ahmad (2011), problem solving skills training for children. Journal of Pediatrics, Adolescents and the Media, 1, 2-1 [In Persian [.

Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers & Education, 75, 72-81.

Altun, I. (2003). The perceived problem solving ability and values of student nurses and midwives. Nurse education today, 23(8), 575-584.

Armagan, F. O., Sagır, A. U., & Çelik, A. Y. (2009). The effects of students’ problem solving skills on their understanding of chemical rate and their achievement on this issue. Procedia Social and Behavioral Sciences, 1,2678-2684, http://dx.doi.org/10,1016/j.sbspro.2009,01,473

Bazl, Masoumeh (2004). The Relationship between Problem Solving Skills and Adjustment Levels of Secondary School Students in Secondary School. Graduate Student, Alzahra University [In Persian].

Bell, T., Witten, I. H., Fellows, M., Adams, R., & McKenzie, J. (2006). Computer science unplugged. An enrichment and extension programme for primary-aged children (teacher ed.).

Clements, D. H., & Gullo, D. F. (1984). Effects of computer programming on young children's cognition. Journal of Educational psychology, 76(6), 1051.

Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—A response to “Fool’s Gold”. AACE Journal, 11(1), 69-70000000

 Dalton, D. W., & Goodrum, D. A. (1991). The effects of computer programming on problem-solving skills and attitudes. Journal of Educational Computing Research, 7(4). 483-506.

Dooran, B. (2001). Investigating the relationship between computer games and social skills of adolescents, Master's Thesis, University of Modarres [In Persian[.

Fesakis, G., & Serafeim, K. (2009). Influence of the familiarization with scratch on future teachers' opinions and attitudes about programming and ICT in education. In ACM SIGCSE Bulletin, 41(3), 258-262.

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, 87-97.

Flannery, L. P., Silverman, B., Kazakoff, E. R., Bers, M. U., Bontá, P., & Resnick, M. (2013). Designing ScratchJr: support for early childhood learning through computer programming. In Proceedings of the 12th International Conference on Interaction Design and Children. 1-10

Haddad, W., & Jurich, S. (2002). ICT for education: Potential and potency. Technologies for education: Potential, parameters and prospects. UNESCO and Academy for Educational Development, 28-40.

 Heppner. P. P., & Peterson, C. H. (1982). The development and implication of a personal problem solving inventory. Journal of Consulting Psychology, 29, 66-75.

Heppner. P. P. (1988). The Problem-Solving Inventory. Manual .Palo Alto.CA: Consulting Psychologies Press.

Hood, C. S., & Hood, D. J. (2005). Teaching programming and language concepts using LEGOs®. In ACM SIGCSE Bulletin, 37(3), 19-23.

Jang, I. O., & Lew, H. C. (2014). Case studiesin thinking processes of mathematically gifted elementary students through Logo programming,”. Work, 4, 9.

Jang, I. O., & Lew, H. C. (2014). Case studiesin thinking processes of mathematically gifted elementary students through Logo programming,”. Work, 4-9.

Kalelioglu, F., & Gulbahar, Y. (2014). The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective. Informatics in Education, 13(1).

Kanekar. AS., & Sharma. M. (2012). Instructional strategies for developing problem solving skills among upper elementary shool- children –A theory-baised approach. Webmed Central behavior, 3(3),

Khosravi, Z., Dervizheh, Z., & Rafati, M. (1377). The role of mood modes on the way female students evaluate their ability to solve problems. Thesis and Behavioral Phd dissertation. 4(1), 35-45 [In Persian].

Mayer, R. E. (2013). Teaching and learning computer programming: Multiple research perspectives. Routledge.

Oakley, J., & McDougall, A. (1997). Issues in the preparation of teachers of programming for children. In Information Technology, 108-114 Springer US.

Perla, E., O’ & Donnel, B. (2004). Encouraging problem solving in orientation and mobility. Journal of Visual Impairment & Blindness, 98, 47-52.

Perlman, R. (1976). Using computer technology to provide a creative learning environment for preschool children. In MIT AI Lab Memo 36, Logo Memo 24. Cambridge, MA, USA: Massachusetts Institute of Technology, Retrieved 20, 6, 12.

Rastgoo, A., Naderi, E., Shariatmadari, A., & Seif Naraghi, M. (2010). The Effect of Internet Information Literacy Education on Student Problem Solving Skills, A New Approach in Educational Education, 1(4), 1-22 [In Persian].

Salami, M., Hosseinpour, M., & Attari, Y. (2010). Evaluate the effectiveness of problem solving skills in a way Dzvrlav and Gldfryd the parent-child conflicts between students in city high school freshman PA; Journal of New Thoughts on Education, 5(2) 31-47 [In Persian[.

Strawhacker, A., Lee, M., Caine, C., & Bers, M. (2015) ScratchJr Demo: A coding language for Kindergarten. In Proceedings of the 14th International Conference on Interaction Design and Children, 414-417 ACM.