A Systematic Analysis on Graduate Theses Published in the Field of Computer Programming in K-12 Education between 2018 and 2022

Autor/inn/en	Uluyol, Çelebi; Orak, Esma; Gökçearslan, Sahin; Ramazanoglu, Mehmet
Titel	A Systematic Analysis on Graduate Theses Published in the Field of Computer Programming in K-12 Education between 2018 and 2022
Quelle	In: Participatory Educational Research, 10 (2023) 1, S.462-479 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Uluyol, Çelebi) ORCID (Orak, Esma) ORCID (Gökçearslan, Sahin) ORCID (Ramazanoglu, Mehmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computer Science Education; Programming; Kindergarten; Elementary Secondary Education; Masters Theses; Psychometrics; Sampling; Educational Technology; Computer Assisted Instruction; Trend Analysis; Departments; Universities; Doctoral Dissertations; Thinking Skills; Teaching Methods; Learning Processes; Information Retrieval; Research Methodology; Validity; Reliability; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Psychometry; Psychometrie; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Trendanalyse; Department; Abteilung; University; Universität; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Research method; Forschungsmethode; Gültigkeit; Reliabilität; Ausland; Türkei
Abstract	This study is designed to reveal the research trends of graduate theses published in the field of computer programming in K-12 between 2018 and 2022. Document analysis was used for data collection in this study. The data was divided into 9 categories, and the results demonstrated that the scholars in the Departments of Computer Educational and Instructional Technologies (CEIT) at Atatürk University and Ondokuz Mayis University of Türkiye mainly published master's theses in this field in 2019. Another result was that though CEIT is also the main department for doctoral theses, no difference exists in terms of years or universities. "Teaching, learning, and training programming" and "computational thinking" are the most frequently used keywords in graduate programs, respectively. While quantitative and mixed method (parallel, convergent), convenience sampling, and psychometric scales are preferred in master's theses, mixed method (explanatory, mixed), purposive sampling, interviews/focus group interviews, and psychometric scales are preferred in doctoral theses, respectively. Observation and semi-structured interview forms are used as data collection tools in the theses. Although quantitative methods are mainly utilized in data analysis, parametric and non-parametric statistical tests are also used, and content analysis is resorted to as part of qualitative methods. Whilst validity and reliability studies have been carried out measurement tools are employed in master's theses, scales have been developed in doctoral theses. The present study also offers some suggestions for future research on teaching computer programming. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01