Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Stu
Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Stu
复制标题
为资优学生制定信息通信技术和软件领域的教学设计
DOI：
10.12973/ijem.6.1.161
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
K. Er
中科院分区：
文献类型：
--
作者：
Yunus Emre Avcu;K. Er
本研究旨在发展一种针对资优学生的程式设计教学，并探讨其对教学过程的影响。在教学设计的发展过程中；遵循莫里森、罗斯和肯普教学设计模型的步骤。本研究采用混合方法研究设计之一的嵌入式实验设计进行建模。研究对象为在科学与艺术中心（BILSEM）学习的学生（实验组：13名女生和12名男生，对照组：10名女生和15名男生）。研究人员开发的教学设计适用于实验组的资优生，而对照组的资优生则采用我校信息技术与软件课程的标准活动。采用“计算思维量表（CTS）”、“托伦斯创造性思维测验（tctt - figure）”和“计算机编程自我效能量表（CPSES）”收集研究定量阶段的数据。采用访谈法、观察法和设计思维量表收集定性数据。定量资料采用双因素方差分析、Bonferroni调整多重比较检验和交互作用图分析，定性资料采用内容分析。研究的定量结果表明，教学设计对学生的计算思维和创造性思维能力有效，但对编程自我效能感无效。定性研究结果显示，教学设计有助于学生学习计算概念、使用计算应用和发展计算视角。学生们的设计思维能力也有了一定的提高，并表示自己很享受设计思维的过程，学习了课程内容，也经历了一些困难。
This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. “Computational Thinking Scale (CTS)”, “Torrance Creative Thinking Test (TCTT-Figural)” and “Computer Programming Self-Efficacy Scale (CPSES)” were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.