Literaturnachweis - Detailanzeige
| Autor/in | Yildiz Durak, Hatice |
|---|---|
| Titel | Digital Story Design Activities Used for Teaching Programming Effect on Learning of Programming Concepts, Programming Self-Efficacy, and Participation and Analysis of Student Experiences |
| Quelle | In: Journal of Computer Assisted Learning, 34 (2018) 6, S.740-752 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Yildiz Durak, Hatice) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0266-4909 |
| DOI | 10.1111/jcal.12281 |
| Schlagwörter | Teaching Methods; Programming; Academic Achievement; Secondary School Students; Learning Processes; Control Groups; Experimental Groups; Self Efficacy; Story Telling; Design; Computer Software; Student Attitudes |
| Abstract | The aim of this research is to determine the effects and experiences of the use of digital story design activities in teaching applications of programming on academic achievement, participation, and programming self-efficacy. In the study, which is designed through the mixed method, quasi-experimental design is used in the quantitative dimension. The study group of the research consists of 62 fifth-grade students in a secondary school. During the 10-week application process, the experimental group was engaged in digital story design activities in the programming learning process, and the learning process of the control group was carried out without any extra activity. As a result of the research, it is found that students' level of learning of programming concepts, programming self-efficacy, and level of participation in teaching process change significantly and more positively depending on experimental process. In addition, various suggestions for application and research are presented in the research. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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