Programming Education in the Frameworks of Reverse Engineering and Theory of Didactical Situations

Autor/inn/en	Abdüsselam, Mustafa Serkan; Turan-Güntepe, Ebru; Durukan, Ümmü Gülsüm
Titel	Programming Education in the Frameworks of Reverse Engineering and Theory of Didactical Situations
Quelle	In: Education and Information Technologies, 27 (2022) 5, S.6513-6532 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdüsselam, Mustafa Serkan) ORCID (Turan-Güntepe, Ebru) ORCID (Durukan, Ümmü Gülsüm)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10883-8
Schlagwörter	Programming; Computer Science Education; Preservice Teachers; Problem Solving; Academic Achievement; Self Efficacy; Thinking Skills; Educational Technology; Vignettes; Student Attitudes; Instructional Effectiveness; Teacher Education Programs; Theories + Suchen Sie Ihr Suchwort? Programmierung; Computer science lessons; Informatikunterricht; Problemlösen; Schulleistung; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; Unterrichtsmedien; Schülerverhalten; Unterrichtserfolg; Theory; Theorie
Abstract	This study aims to evaluate the teaching of the programming process carried out through scenarios related to daily life within the framework of Reverse Engineering and the Theory of Didactical Situations. The sample of the study consists of 15 prospective computer and instructional technology education teachers. Quantitative and qualitative data were collected simultaneously and analysed independently in this study, which was designed according to an embedded mixed method. In the study, the prospective teachers' perceptions of self-efficacy, holistic and analytical thinking skills in problem-solving, academic achievements, and data collected for reverse engineering processes were evaluated in accordance with the effectiveness of programming education. After applications based on Reverse Engineering and the Theory of Didactical Situations, it was determined that the prospective teachers' perceptions of self-efficacy towards programming and their academic achievement increased, and that their analytical and holistic thinking skills when solving problems were also positively affected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01