{"id":312,"date":"2014-12-07T13:15:00","date_gmt":"2014-12-07T16:15:00","guid":{"rendered":"https:\/\/myozden.info\/index.php\/2014\/12\/07\/bilgisayar-egitimi-neden-olmalidir-2\/"},"modified":"2014-12-07T13:15:00","modified_gmt":"2014-12-07T16:15:00","slug":"bilgisayar-egitimi-neden-olmalidir-2","status":"publish","type":"post","link":"https:\/\/myozden.info\/index.php\/2014\/12\/07\/bilgisayar-egitimi-neden-olmalidir-2\/","title":{"rendered":"Bilgisayar E\u011fitimi Neden Olmal\u0131d\u0131r (2)?"},"content":{"rendered":"<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">Merhaba:<o:p><\/o:p><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">Bir \u00f6nceki payla\u015ft\u0131\u011f\u0131m yaz\u0131da say\u0131n Sel\u00e7uk \u015eirin&#8217;in H\u00fcrriyet<br \/>\ngazetesine yazd\u0131\u011f\u0131 &#8220;\u00c7ocuklar\u0131m\u0131z Bilgisayar Kullanmay\u0131 Bilmiyor&#8221;<br \/>\nba\u015fl\u0131kl\u0131 yaz\u0131s\u0131ndan sonra say\u0131n&nbsp; Arif<br \/>\nAltun hocam\u0131zda Facebook sayfas\u0131nda duyurusunu yapt\u0131\u011f\u0131 2014 y\u0131l\u0131nda yay\u0131nlanan<br \/>\nara\u015ft\u0131rmalar\u0131nda;<o:p><\/o:p><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<\/div>\n<ul>\n<li><span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">\u00d6zmen, B. &amp; Altun, A. (2014). Undergraduate students&#8217;<br \/>\nexperiences in programming: Difficulties and obstacles. Turkish Online Journal<br \/>\nof Qualitative Inquiry, 5(3), 9-27. http:\/\/www.tojqi.net\/arti\u2026\/TOJQI_5_3\/TOJQI_5_3_Article_1.pdf<\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: arial; font-size: medium;\"><br \/>\n<\/span><\/p>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<\/div>\n<ul>\n<li><span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">\u00d6zdin\u00e7, F. ve Altun, A. (2014). Bili\u015fim teknolojileri<br \/>\n\u00f6\u011fretmeni adaylar\u0131n\u0131n programlama s\u00fcrecini etkileyen fakt\u00f6rler. \u0130lk\u00f6\u011fretim<br \/>\nOnline, 13(4), 1531-1541.<br \/>\nhttp:\/\/ilkogretim-online.org.tr\/vol13say4\/v13s4m24.pdf<\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: arial; font-size: medium;\"><br \/>\n<\/span><\/p>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><span face=\"Arial, Helvetica, sans-serif\">Her iki yay\u0131n Bilgisayar ve \u00d6\u011fretim Teknolojileri E\u011fitimi<br \/>\nB\u00f6l\u00fcmlerinde okuyan ve \u0130nternet Tabanl\u0131 Programlama dersine devam eden<br \/>\n\u00f6\u011frencilerin kat\u0131l\u0131m\u0131yla ger\u00e7ekle\u015ftirilmi\u015ftir. Her iki \u00e7al\u0131\u015fmada nitel<br \/>\nara\u015ft\u0131rma desenleri kullan\u0131ld\u0131\u011f\u0131 i\u00e7in her ne kadar genelleme yapmaya elveri\u015fli<br \/>\nolmasa da bulgular algoritmik d\u00fc\u015f\u00fcnce becerilerinin&nbsp;<\/span><span face=\"Arial, Helvetica, sans-serif\">ne kadar \u00f6nemli oldu\u011funu vurgulamas\u0131 a\u00e7\u0131s\u0131ndan \u00e7ok \u00f6nem<br \/>\nta\u015f\u0131maktad\u0131r. Bu iki yay\u0131nda da at\u0131f yap\u0131lan bir ba\u015fka 2014 y\u0131l\u0131 yay\u0131nda ise;<\/span><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<\/div>\n<ul>\n<li><span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">Akp\u0131nar, Y., &amp; Altun, A. (2014). Bilgi toplumu<br \/>\nokullar\u0131nda programlama e\u011fitimi gereksinimi. \u0130lk\u00f6\u011fretim Online (13)1, 1-4.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: arial; font-size: medium;\"><br \/>\n<\/span><\/p>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">\u00c7a\u011f\u0131m\u0131z okullar\u0131nda programlama e\u011fitimi gereksiniminin<br \/>\n\u00f6nemine vurgu yaparak bu konuyu tart\u0131\u015fm\u0131\u015flard\u0131r. \u0130lgili makalenin giri\u015f<br \/>\nk\u0131sm\u0131nda Bilgisayar ve \u00d6\u011fretim Teknolojileri E\u011fitimi B\u00f6l\u00fcmlerinin kurulu\u015fundan<br \/>\nda bahsedilerek k\u0131sa bir bilgi verilmi\u015ftir. Bu b\u00f6l\u00fcmlerin kurulmas\u0131nda ve<br \/>\nkurulan b\u00f6l\u00fcm\u00fcn ilk kurucu b\u00f6l\u00fcm ba\u015fkan\u0131 olarak bende daha \u00f6nce bir yaz\u0131<br \/>\npayla\u015fm\u0131\u015ft\u0131m &#8220;<a href=\"http:\/\/myozden.blogspot.com.tr\/2014\/04\/bilgisayar-ve-ogretim-teknolojileri.html\" target=\"_blank\">Bilgisayar ve \u00d6\u011fretim Teknolojileri E\u011fitimi B\u00f6l\u00fcmlerininBa\u015flang\u0131c\u0131?<\/a>&#8221; kurulu\u015f amac\u0131n\u0131n netle\u015fmesi amac\u0131yla okuman\u0131z\u0131 \u00f6neririm.<\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">Yaz\u0131ya d\u00f6necek olursam, Yukar\u0131da verdi\u011fim kaynaklardan<br \/>\nbirka\u00e7 c\u00fcmle al\u0131nt\u0131 yapaca\u011f\u0131m ve yorumu sizlere b\u0131rakaca\u011f\u0131m..<o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;In this study, where undergraduate students&#8217; views on the<br \/>\ncauses of failure in programming courses and the problems they had encountered<br \/>\nin programming were examined. In this regard, it has been observed that<br \/>\nstudents\u2019 difficulties were mainly related to <span style=\"color: red;\">programming knowledge,<br \/>\nprogramming skills, understanding semantics of the program and debugging; in<br \/>\naddition, programming knowledge came to&nbsp;<br \/>\nthe front among others<\/span>. Difficulties related to programming knowledge<br \/>\ncan be listed in the following<o:p><\/o:p><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">order; syntax, knowing the concepts or principles related to<br \/>\nthe programming language, remembering the functions and its parameters,<br \/>\ndefining variable and choosing the decision structures and loops that will be<br \/>\nused in program&#8230;.. <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;&#8230;<span style=\"color: red;\">Students whose previous programming experience are<br \/>\nhigher (advanced programmers) highlighted that programming performance is<br \/>\ndependent on preparing <\/span><span style=\"color: #741b47;\"><b>an algorithm<\/b><\/span>. Similarly, Bednarik and Tukiainen (2004)<br \/>\nstated that while advanced programmers build hypotheses before writing a<br \/>\nprogram, novice programmers start with writing the program directly. Preparing<br \/>\nalgorithm become prominent as the primarily issue for especially novice<br \/>\nprogrammers who begin learning a new programming language (Ery\u0131lmaz,<br \/>\n2003)&#8230;&#8230; <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;..<span style=\"color: red;\"> \u0130leri d\u00fczey kat\u0131l\u0131mc\u0131lar program yazmaya ba\u015flamadan<br \/>\n\u00f6nce di\u011fer gruplara g\u00f6re daha uzun s\u00fcre zihinlerinde tasarlama s\u00fcreci<br \/>\nge\u00e7irdi\u011fini belirtmektedir. Benzer \u015fekilde, Bednarik ve Tukiainen (2006),<br \/>\nprogram yazma s\u00fcrecini g\u00f6z izleme ile inceledikleri \u00e7al\u0131\u015fmalar\u0131nda deneyimli<br \/>\nkat\u0131l\u0131mc\u0131lar\u0131n \u00f6nce hipotezler kurdu\u011funu belirtirken, acemi kullan\u0131c\u0131lar\u0131n<br \/>\ndo\u011frudan kod yazma s\u00fcrecine ge\u00e7tikleri sonucuna ula\u015fm\u0131\u015ft\u0131r<\/span>&#8230;.<o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;. Bu ara\u015ft\u0131rmada deneyimli kat\u0131l\u0131mc\u0131lar\u0131n bilgi d\u00fczeyinin<br \/>\ndaha y\u00fcksek oldu\u011fu g\u00f6r\u00fclmektedir. D\u00f6ng\u00fcy\u00fc okuma s\u00fcre\u00e7lerinde ileri d\u00fczey<br \/>\nkat\u0131l\u0131mc\u0131lar d\u00f6ng\u00fcy\u00fc ad\u0131m ad\u0131m d\u00f6nd\u00fcrmekte, d\u00fc\u015f\u00fck d\u00fczey kat\u0131l\u0131mc\u0131lar ise<br \/>\ny\u00fczeysel olarak incelemektedir. Benzer bi\u00e7imde, Crosby ve Stelovsky (1990),<br \/>\ndeneyimin algoritma okumada etkisini ara\u015ft\u0131rd\u0131klar\u0131 \u00e7al\u0131\u015fmalar\u0131nda deneyimin,<br \/>\nokuma stratejilerini etkiledi\u011fini ve daha deneyimli ki\u015filerin \u00f6nemli b\u00f6lgelerde<br \/>\ndaha fazla zaman ge\u00e7irdi\u011fini belirtmektedir&#8230;&#8230; <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;.. <span style=\"color: red;\">Programlama dili \u00f6\u011frenme olduk\u00e7a uzun bir zaman<br \/>\ngerektiren zor bir s\u00fcre\u00e7tir. \u00d6zellikle lisans d\u00fczeyindeki programlama dersleri<br \/>\n\u00e7o\u011funlukla \u00fcst d\u00fczey d\u00fc\u015f\u00fcnme becerileri gerektirdi\u011fi i\u00e7in genellikle giri\u015f<br \/>\nseviyesinde programlama bilgisine sahip \u00f6\u011frenciler taraf\u0131ndan olduk\u00e7a zor<br \/>\nolarak alg\u0131lanmaktad\u0131r (Tan, Ting ve Ling, 2009; G\u00fcltekin, 2006)<\/span>&#8230;. <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;&#8230; <span style=\"color: red;\">Ayr\u0131ca, programlama deneyimi y\u00fcksek olan \u00f6\u011frenciler,<br \/>\nprogramlama ba\u015far\u0131s\u0131n\u0131n <\/span><b><span style=\"color: #a64d79;\">algoritma olu\u015fturmaya<\/span><\/b><span style=\"color: red;\"> ba\u011fl\u0131 oldu\u011funu vurgulam\u0131\u015flard\u0131r.<\/span><b><span style=\"color: #a64d79;\"><br \/>\nAlgoritma olu\u015fturma<\/span><\/b><span style=\"color: red;\">, \u00f6zellikle bir programlama dilini yeni \u00f6\u011frenmeye ba\u015flayan<br \/>\n\u00f6\u011frencilerin en ba\u015fta \u00f6\u011frenmesi gereken konu olarak \u00f6ne \u00e7\u0131kmaktad\u0131r (\u0130mal ve<br \/>\nEser, 2009; Ery\u0131lmaz, 2003).<\/span> Ancak \u00f6\u011frenciler, <span style=\"color: #a64d79;\"><b>algoritma olu\u015fturmay\u0131<\/b><\/span> vakit<br \/>\nal\u0131c\u0131 ve zor bir s\u00fcre\u00e7 olarak alg\u0131lad\u0131klar\u0131 i\u00e7in (Futschek ve Moschitz, 2010)<br \/>\nprogramlama derslerinde algoritmik d\u00fc\u015f\u00fcnmeyi geli\u015ftirme en b\u00fcy\u00fck problemlerden<br \/>\nbiri olarak g\u00f6r\u00fclmektedir (Ziatdinov ve Musa, 2012)&#8230;&#8230;. <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8230;.Sonu\u00e7 olarak, \u00f6\u011frencilerin programlama s\u00fcrecinde<br \/>\nya\u015fad\u0131klar\u0131 g\u00fc\u00e7l\u00fckleri ve kar\u015f\u0131la\u015ft\u0131klar\u0131 engelleri en aza indirebilmek <span style=\"color: #76a5af;\">i\u00e7in<br \/>\n\u00f6zellikle y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda uygun programlama e\u011fitimi verilmesi<br \/>\ngerekmektedir (Fessakis, Gouli ve Mavroudi, 2013)<\/span>. Mevcut m\u00fcfredat\u0131n<br \/>\nprogramlama derslerinin saatlerinin art\u0131r\u0131lmas\u0131 ve bu derslerin kapsam\u0131n\u0131n<br \/>\ngeni\u015fletilmesi suretiyle yeniden d\u00fczenlenmesi gerekti\u011fi vurgulanmaktad\u0131r.<br \/>\nAyr\u0131ca, programlama e\u011fitimine daha fazla \u00f6nem verilmelidir (Akp\u0131nar &amp; Alt<br \/>\nun, 2014); bu kapsamda, programlama e\u011fitimi s\u00f6z konusu sorunlar ve mevcut durum<br \/>\ndikkate al\u0131narak yap\u0131lmal\u0131d\u0131r&#8230;&#8230;. <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">Yukar\u0131da al\u0131nt\u0131lar yapt\u0131\u011f\u0131m yay\u0131nlardan benim anlad\u0131\u011f\u0131m<br \/>\nALGOR\u0130TM\u0130K D\u00dc\u015e\u00dcNME BECER\u0130LER\u0130N\u0130N programlama i\u00e7in \u00e7ok \u00f6nemli oldu\u011fudur. Sonu\u00e7<br \/>\nolarak \u015feklinde ba\u015flayan paragrafta PROGRAMLAMA E\u011e\u0130T\u0130M\u0130 konusunda yaz\u0131lanlara<br \/>\nkat\u0131l\u0131yorum. Ancak, ben bu i\u015fin Y\u00dcKSEK\u00d6\u011eRET\u0130M&#8217;e b\u0131rak\u0131lmas\u0131n\u0131n \u00e7ok ge\u00e7<br \/>\nolaca\u011f\u0131n\u0131 \u00c7A\u011eDA\u015e NES\u0130LLER\u0130N okul\u00f6ncesinden ba\u015flayarak ALGOR\u0130TM\u0130K, B\u0130LG\u0130SAYARCA<br \/>\n(COMPUTATIONAL) D\u00dc\u015e\u00dcNME BECER\u0130LER\u0130YLE donanacak \u015fekilde bir Temel E\u011fitim<br \/>\nalmalar\u0131n\u0131n do\u011fru olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcyorum. Bunun ger\u00e7ekle\u015fmesi i\u00e7in de<br \/>\n&#8220;Bilgisayar E\u011fitimi\u2019nin m\u00fcfredat\u0131, y\u00f6ntemleri, ve materyalleri g\u00f6z \u00f6n\u00fcnde<br \/>\nbulundurularak yeniden yap\u0131land\u0131r\u0131lacak &#8220;Bilgisayar E\u011fitimi&#8221;<br \/>\nb\u00f6l\u00fcmlerinden mezun olacak \u00f6\u011fretmenler arac\u0131l\u0131\u011f\u0131yla verilmesinin do\u011fru olaca\u011f\u0131<br \/>\ng\u00f6r\u00fc\u015f\u00fcm\u00fc tekrarl\u0131yorum. <o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">\u00d6zetle s\u00f6ylemek gerekirse, hem uluslararas\u0131 s\u0131navlar hem de<br \/>\nakademik \u00e7al\u0131\u015fmalar \u00e7a\u011fda\u015f bireylerde algoritmik, bilgisayarca d\u00fc\u015f\u00fcnme<br \/>\nbecerilerinin olmas\u0131 gerekti\u011fini ve bunun ne kadar erken olursa o kadar iyi<br \/>\nolaca\u011f\u0131n\u0131 do\u011frular y\u00f6ndedir. Koskoca, 19. Milli E\u011fitim \u015euras\u0131&#8217;nda bu \u00e7er\u00e7evede<br \/>\nbir karar al\u0131nmam\u0131\u015f olmas\u0131 ve konunun tart\u0131\u015f\u0131lmam\u0131\u015f olmas\u0131 beni \u00e7ok<br \/>\numutland\u0131r\u0131yor \ud83d\ude42<o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">&#8220;\u0130lgililer bilgisiz, bilgililer ilgisiz&#8221; diye bir<br \/>\ndeyi\u015f hat\u0131rl\u0131yorum yukar\u0131da verdi\u011fim kaynaklar bilgililerin ilgili oldu\u011funu<br \/>\ng\u00f6steriyor, \u015fimdi sorun ilgililere kal\u0131yor. E\u011fer, bilgili olduklar\u0131n\u0131<br \/>\nd\u00fc\u015f\u00fcn\u00fcyorlarsa bunlar ve benzeri kaynaklar\u0131n gere\u011fini yapmak \u0130LG\u0130L\u0130 olarak<br \/>\nonlara kal\u0131yor. Yapacak olurlarsa, her zaman kendilerini kutlay\u0131p bir katk\u0131<br \/>\ngerekirse memnuniyetle yapmaya haz\u0131r oldu\u011fumuzu s\u00f6yleyerek bitireyim..<o:p><\/o:p><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\">Sayg\u0131lar\u0131mla,<o:p><\/o:p><\/span><\/div>\n<p><span style=\"font-family: arial; font-size: medium;\"><br \/>\n<\/span><\/p>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><span face=\"Arial, Helvetica, sans-serif\">M. Ya\u015far \u00d6zden<\/span><o:p><\/o:p><\/span><\/div>\n<div>\n<span face=\"Arial, Helvetica, sans-serif\" style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<div>\n<span style=\"font-family: arial; font-size: medium;\"><br \/><\/span><\/div>\n<p><span style=\"font-family: arial; font-size: medium;\"><span face=\"Arial, Helvetica, sans-serif\"><br \/><\/span><br \/>\n<span face=\"Arial, Helvetica, sans-serif\"><br \/><\/span><br \/>\n<span face=\"Arial, Helvetica, sans-serif\"><br \/><\/span><\/span><br \/>\n<span face=\"Arial, Helvetica, sans-serif\"><br \/><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Merhaba: Bir \u00f6nceki payla\u015ft\u0131\u011f\u0131m yaz\u0131da say\u0131n Sel\u00e7uk \u015eirin&#8217;in H\u00fcrriyet gazetesine yazd\u0131\u011f\u0131 &#8220;\u00c7ocuklar\u0131m\u0131z Bilgisayar Kullanmay\u0131 Bilmiyor&#8221; ba\u015fl\u0131kl\u0131 yaz\u0131s\u0131ndan sonra say\u0131n&nbsp; Arif Altun hocam\u0131zda Facebook sayfas\u0131nda duyurusunu yapt\u0131\u011f\u0131 2014 y\u0131l\u0131nda yay\u0131nlanan ara\u015ft\u0131rmalar\u0131nda; \u00d6zmen, B. &amp; Altun, A. (2014). Undergraduate students&#8217; experiences in programming: Difficulties and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 9-27. http:\/\/www.tojqi.net\/arti\u2026\/TOJQI_5_3\/TOJQI_5_3_Article_1.pdf \u00d6zdin\u00e7, F. ve Altun, A. (2014). Bili\u015fim teknolojileri \u00f6\u011fretmeni adaylar\u0131n\u0131n programlama s\u00fcrecini etkileyen fakt\u00f6rler. \u0130lk\u00f6\u011fretim Online, 13(4), 1531-1541. http:\/\/ilkogretim-online.org.tr\/vol13say4\/v13s4m24.pdf Her iki yay\u0131n Bilgisayar ve \u00d6\u011fretim Teknolojileri E\u011fitimi B\u00f6l\u00fcmlerinde okuyan ve \u0130nternet Tabanl\u0131 Programlama dersine devam eden \u00f6\u011frencilerin kat\u0131l\u0131m\u0131yla ger\u00e7ekle\u015ftirilmi\u015ftir. Her iki \u00e7al\u0131\u015fmada nitel ara\u015ft\u0131rma desenleri kullan\u0131ld\u0131\u011f\u0131 i\u00e7in her ne kadar genelleme yapmaya elveri\u015fli olmasa da bulgular algoritmik d\u00fc\u015f\u00fcnce becerilerinin&nbsp;ne kadar \u00f6nemli oldu\u011funu vurgulamas\u0131 a\u00e7\u0131s\u0131ndan \u00e7ok \u00f6nem ta\u015f\u0131maktad\u0131r. Bu iki yay\u0131nda da at\u0131f yap\u0131lan bir ba\u015fka 2014 y\u0131l\u0131 yay\u0131nda ise; Akp\u0131nar, Y., &amp; Altun, A. (2014). Bilgi toplumu okullar\u0131nda programlama e\u011fitimi gereksinimi. \u0130lk\u00f6\u011fretim Online (13)1, 1-4. \u00c7a\u011f\u0131m\u0131z okullar\u0131nda programlama e\u011fitimi gereksiniminin \u00f6nemine vurgu yaparak bu konuyu tart\u0131\u015fm\u0131\u015flard\u0131r. \u0130lgili makalenin giri\u015f k\u0131sm\u0131nda Bilgisayar ve \u00d6\u011fretim Teknolojileri E\u011fitimi B\u00f6l\u00fcmlerinin kurulu\u015fundan da bahsedilerek k\u0131sa bir bilgi verilmi\u015ftir. Bu b\u00f6l\u00fcmlerin kurulmas\u0131nda ve kurulan b\u00f6l\u00fcm\u00fcn ilk kurucu b\u00f6l\u00fcm ba\u015fkan\u0131 olarak bende daha \u00f6nce bir yaz\u0131 payla\u015fm\u0131\u015ft\u0131m &#8220;Bilgisayar ve \u00d6\u011fretim Teknolojileri E\u011fitimi B\u00f6l\u00fcmlerininBa\u015flang\u0131c\u0131?&#8221; kurulu\u015f amac\u0131n\u0131n netle\u015fmesi amac\u0131yla okuman\u0131z\u0131 \u00f6neririm. Yaz\u0131ya d\u00f6necek olursam, Yukar\u0131da verdi\u011fim kaynaklardan birka\u00e7 c\u00fcmle al\u0131nt\u0131 yapaca\u011f\u0131m ve yorumu sizlere b\u0131rakaca\u011f\u0131m.. &#8230;In this study, where undergraduate students&#8217; views on the causes of failure in programming courses and the problems they had encountered in programming were examined. In this regard, it has been observed that students\u2019 difficulties were mainly related to programming knowledge, programming skills, understanding semantics of the program and debugging; in addition, programming knowledge came to&nbsp; the front among others. Difficulties related to programming knowledge can be listed in the following order; syntax, knowing the concepts or principles related to the programming language, remembering the functions and its parameters, defining variable and choosing the decision structures and loops that will be used in program&#8230;.. &#8230;&#8230;Students whose previous programming experience are higher (advanced programmers) highlighted that programming performance is dependent on preparing an algorithm. Similarly, Bednarik and Tukiainen (2004) stated that while advanced programmers build hypotheses before writing a program, novice programmers start with writing the program directly. Preparing algorithm become prominent as the primarily issue for especially novice programmers who begin learning a new programming language (Ery\u0131lmaz, 2003)&#8230;&#8230; &#8230;.. \u0130leri d\u00fczey kat\u0131l\u0131mc\u0131lar program yazmaya ba\u015flamadan \u00f6nce di\u011fer gruplara g\u00f6re daha uzun s\u00fcre zihinlerinde tasarlama s\u00fcreci ge\u00e7irdi\u011fini belirtmektedir. Benzer \u015fekilde, Bednarik ve Tukiainen (2006), program yazma s\u00fcrecini g\u00f6z izleme ile inceledikleri \u00e7al\u0131\u015fmalar\u0131nda deneyimli kat\u0131l\u0131mc\u0131lar\u0131n \u00f6nce hipotezler kurdu\u011funu belirtirken, acemi kullan\u0131c\u0131lar\u0131n do\u011frudan kod yazma s\u00fcrecine ge\u00e7tikleri sonucuna ula\u015fm\u0131\u015ft\u0131r&#8230;. &#8230;. Bu ara\u015ft\u0131rmada deneyimli kat\u0131l\u0131mc\u0131lar\u0131n bilgi d\u00fczeyinin daha y\u00fcksek oldu\u011fu g\u00f6r\u00fclmektedir. D\u00f6ng\u00fcy\u00fc okuma s\u00fcre\u00e7lerinde ileri d\u00fczey kat\u0131l\u0131mc\u0131lar d\u00f6ng\u00fcy\u00fc ad\u0131m ad\u0131m d\u00f6nd\u00fcrmekte, d\u00fc\u015f\u00fck d\u00fczey kat\u0131l\u0131mc\u0131lar ise y\u00fczeysel olarak incelemektedir. Benzer bi\u00e7imde, Crosby ve Stelovsky (1990), deneyimin algoritma okumada etkisini ara\u015ft\u0131rd\u0131klar\u0131 \u00e7al\u0131\u015fmalar\u0131nda deneyimin, okuma stratejilerini etkiledi\u011fini ve daha deneyimli ki\u015filerin \u00f6nemli b\u00f6lgelerde daha fazla zaman ge\u00e7irdi\u011fini belirtmektedir&#8230;&#8230; &#8230;.. Programlama dili \u00f6\u011frenme olduk\u00e7a uzun bir zaman gerektiren zor bir s\u00fcre\u00e7tir. \u00d6zellikle lisans d\u00fczeyindeki programlama dersleri \u00e7o\u011funlukla \u00fcst d\u00fczey d\u00fc\u015f\u00fcnme becerileri gerektirdi\u011fi i\u00e7in genellikle giri\u015f seviyesinde programlama bilgisine sahip \u00f6\u011frenciler taraf\u0131ndan olduk\u00e7a zor olarak alg\u0131lanmaktad\u0131r (Tan, Ting ve Ling, 2009; G\u00fcltekin, 2006)&#8230;. &#8230;&#8230; Ayr\u0131ca, programlama deneyimi y\u00fcksek olan \u00f6\u011frenciler, programlama ba\u015far\u0131s\u0131n\u0131n algoritma olu\u015fturmaya ba\u011fl\u0131 oldu\u011funu vurgulam\u0131\u015flard\u0131r. Algoritma olu\u015fturma, \u00f6zellikle bir programlama dilini yeni \u00f6\u011frenmeye ba\u015flayan \u00f6\u011frencilerin en ba\u015fta \u00f6\u011frenmesi gereken konu olarak \u00f6ne \u00e7\u0131kmaktad\u0131r (\u0130mal ve Eser, 2009; Ery\u0131lmaz, 2003). Ancak \u00f6\u011frenciler, algoritma olu\u015fturmay\u0131 vakit al\u0131c\u0131 ve zor bir s\u00fcre\u00e7 olarak alg\u0131lad\u0131klar\u0131 i\u00e7in (Futschek ve Moschitz, 2010) programlama derslerinde algoritmik d\u00fc\u015f\u00fcnmeyi geli\u015ftirme en b\u00fcy\u00fck problemlerden biri olarak g\u00f6r\u00fclmektedir (Ziatdinov ve Musa, 2012)&#8230;&#8230;. &#8230;.Sonu\u00e7 olarak, \u00f6\u011frencilerin programlama s\u00fcrecinde ya\u015fad\u0131klar\u0131 g\u00fc\u00e7l\u00fckleri ve kar\u015f\u0131la\u015ft\u0131klar\u0131 engelleri en aza indirebilmek i\u00e7in \u00f6zellikle y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda uygun programlama e\u011fitimi verilmesi gerekmektedir (Fessakis, Gouli ve Mavroudi, 2013). Mevcut m\u00fcfredat\u0131n programlama derslerinin saatlerinin art\u0131r\u0131lmas\u0131 ve bu derslerin kapsam\u0131n\u0131n geni\u015fletilmesi suretiyle yeniden d\u00fczenlenmesi gerekti\u011fi vurgulanmaktad\u0131r. Ayr\u0131ca, programlama e\u011fitimine daha fazla \u00f6nem verilmelidir (Akp\u0131nar &amp; Alt un, 2014); bu kapsamda, programlama e\u011fitimi s\u00f6z konusu sorunlar ve mevcut durum dikkate al\u0131narak yap\u0131lmal\u0131d\u0131r&#8230;&#8230;. Yukar\u0131da al\u0131nt\u0131lar yapt\u0131\u011f\u0131m yay\u0131nlardan benim anlad\u0131\u011f\u0131m ALGOR\u0130TM\u0130K D\u00dc\u015e\u00dcNME BECER\u0130LER\u0130N\u0130N programlama i\u00e7in \u00e7ok \u00f6nemli oldu\u011fudur. Sonu\u00e7 olarak \u015feklinde ba\u015flayan paragrafta PROGRAMLAMA E\u011e\u0130T\u0130M\u0130 konusunda yaz\u0131lanlara kat\u0131l\u0131yorum. Ancak, ben bu i\u015fin Y\u00dcKSEK\u00d6\u011eRET\u0130M&#8217;e b\u0131rak\u0131lmas\u0131n\u0131n \u00e7ok ge\u00e7 olaca\u011f\u0131n\u0131 \u00c7A\u011eDA\u015e NES\u0130LLER\u0130N okul\u00f6ncesinden ba\u015flayarak ALGOR\u0130TM\u0130K, B\u0130LG\u0130SAYARCA (COMPUTATIONAL) D\u00dc\u015e\u00dcNME BECER\u0130LER\u0130YLE donanacak \u015fekilde bir Temel E\u011fitim almalar\u0131n\u0131n do\u011fru olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcyorum. Bunun ger\u00e7ekle\u015fmesi i\u00e7in de &#8220;Bilgisayar E\u011fitimi\u2019nin m\u00fcfredat\u0131, y\u00f6ntemleri, ve materyalleri g\u00f6z \u00f6n\u00fcnde bulundurularak yeniden yap\u0131land\u0131r\u0131lacak &#8220;Bilgisayar E\u011fitimi&#8221; b\u00f6l\u00fcmlerinden mezun olacak \u00f6\u011fretmenler arac\u0131l\u0131\u011f\u0131yla verilmesinin do\u011fru olaca\u011f\u0131 g\u00f6r\u00fc\u015f\u00fcm\u00fc tekrarl\u0131yorum. \u00d6zetle s\u00f6ylemek gerekirse, hem uluslararas\u0131 s\u0131navlar hem de akademik \u00e7al\u0131\u015fmalar \u00e7a\u011fda\u015f bireylerde algoritmik, bilgisayarca d\u00fc\u015f\u00fcnme becerilerinin olmas\u0131 gerekti\u011fini ve bunun ne kadar erken olursa o kadar iyi olaca\u011f\u0131n\u0131 do\u011frular y\u00f6ndedir. Koskoca, 19. Milli E\u011fitim \u015euras\u0131&#8217;nda bu \u00e7er\u00e7evede bir karar al\u0131nmam\u0131\u015f olmas\u0131 ve konunun tart\u0131\u015f\u0131lmam\u0131\u015f olmas\u0131 beni \u00e7ok umutland\u0131r\u0131yor \ud83d\ude42 &#8220;\u0130lgililer bilgisiz, bilgililer ilgisiz&#8221; diye bir deyi\u015f hat\u0131rl\u0131yorum yukar\u0131da verdi\u011fim kaynaklar bilgililerin ilgili oldu\u011funu g\u00f6steriyor, \u015fimdi sorun ilgililere kal\u0131yor. E\u011fer, bilgili olduklar\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcyorlarsa bunlar ve benzeri kaynaklar\u0131n gere\u011fini yapmak \u0130LG\u0130L\u0130 olarak onlara kal\u0131yor. Yapacak olurlarsa, her zaman kendilerini kutlay\u0131p bir katk\u0131 gerekirse memnuniyetle yapmaya haz\u0131r oldu\u011fumuzu s\u00f6yleyerek bitireyim.. Sayg\u0131lar\u0131mla, M. Ya\u015far \u00d6zden<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-312","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"acf":[],"_links":{"self":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/312","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/comments?post=312"}],"version-history":[{"count":0,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/312\/revisions"}],"wp:attachment":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/media?parent=312"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/categories?post=312"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/tags?post=312"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}