Coding wp2-comparative study-tr
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This document summarizes a comparative study on teaching methods and coding tools in Turkey. It describes computational thinking as developing instructions to enable computers to perform tasks. Coding involves writing instructions in a programming language at a higher, more readable level. The document includes questionnaires from teachers at a private primary school on their use of coding activities and tools like Scratch in classes. Teachers find students interested in coding lessons and activities that apply computational thinking to real life scenarios.
Coding wp2-comparative study-tr
- 1. ” Teaching Method and Flexible Tools COMPARATIVE STUDY TURKEY This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
- 2. ” 1. COMPARATIVE STUDIES 1.2 General description of “computational thinking and coding” Computer programming is the process of developing and implementing various sets of instructions to enable a computer to perform a certain task, solve problems and provide human interactivity. These instructions (source codes which are written in a programming language) are considered computer programs and help the computer to operate smoothly. Coding on a technical level is a type of computer programming that closely or exactly represents what happens at the lowest (machine) level. However, when most people talk about coding, they usually mean something at a higher, more human-readable level which could be anything from problem-orientated languages like Java, C++ or PHP. Often computer programming (when referring to software) and coding are used interchangeably and refer to more or less the same activities of writing the instructions (recipe) for the computer to perform a specific task following a logic. However, based on the definitions above, coding can also be seen as a specific sub-task of software computer programming which arranges the implementation of the algorithm in the target programming language. Programming/ computational thinking: “to be able to define a set of instructions to reach a given goal from a given starting point; to be able to write a concrete set of instructions for a computer to let the computer run a certain task.” (Belgium Flanders). Programming: “The ability to realise an algorithm in a computer programming language, that is to interpret the steps of the algorithm as instructions in a programming language, as a computer programme, to compile, run and debug the programme, as well as to identify and reuse common design patterns.”
- 3. ” 1.2 Application of coding in the educational system of the involved countries Each school has to develop the description of the current situation in its country: Basic information The teachersand studentsin ourregion would be pleased to see some activities thatthey can relate to real life -specially online coding blogsare perfectplatformsto shareinnovative ideas Strategies -In I/T classes we are implementing activities on computer coding studies and also robotics -we are trying to combine different classes like geography, maths, brain games with coding activities Links Sources : www.code.org, Scratch.mit.edu Scratch.eba.gov.tr
- 4. ” 2. Searching and sharing of good practices Please, describe 5 good practices with selection of innovativetools for students and teaching methods for teacher 2.2 Primaryeducation; First stage of basic Education 2.3 Lower secondary education; Second stage of basic education 2.4 (Upper) secondary education NAME of the PROGRAM/PROJECT Thinking Coding RESPONSIBLE INSTITUTION Private İkem Primary School PARTNERS Parents –students - teachers SHORT DESCRIPTION: To improve students’ computational thinking WEBSITE www.thinkingcoding.com CONTACTS FOR INFORMATION Project Manager: Zeynep Saadet Uygur Telephone: +90 533 715 46 90
- 5. ” Email: s.zeynepuygur@hotmail.com Example: NAME of the PROGRAM/PROJECT Learn English (Kids) RESPONSIBLE INSTITUTION British Council PARTNERS: teachers, parents, kids, teenagers SHORT DESCRIPTION: The website dedicated to young learners is part of a larger website (http://learnenglish.britishcouncil.org/en/). It can be used by anyone (kids, parents and teachers) and there's no need to have a user account. You do get access to more resources by creating your own account, but there is plenty of material to use anyway. It consists of educational activities for young students to learn or for teachers to teach English (Listen & Watch, Read & Write, Speak & Spell, Grammar, Kids' Games, Make). It is advertised by newsletters sent to registered users. WEBSITE http://learnenglishkids.britishcouncil.org/en/?utm_source=lekids&utm_mediu m=header-tab&utm_campaign=learnenglish-kids
- 6. ” CONTACTS FOR INFORMATION There is a website section consisting of answers to FAQ (frequently asked questions). If no mention is made of one particular problem, there's an option of filling in a contact form with details concerning your identity, the topic of your message (chosen from a drop-down list) and the actual contents of your message.
- 7. ” 3. Questionnaire to teachers who have used the coding Please, collect at least 5 questionnairesubmitted to teachers who implemented computational thinkingand coding activities Questionnaire no. 1 General information 1-Name, Surname: Serdar BAKİ 2- Name Of The School: Private İkem Primary School 3- What level of education DO you teach? a) Primaryeducation; First stage of basic Education b) Lower secondary education;Second stage of basic education c) (Upper) secondary education 4. Does your school offer IT / Informatics / coding lessons? a) Yes b) No If your answer is yes, CE? 5. When schools participatedin the development of the code, how would you judge the involvementof the following actors? very important important not very important not important at all Headteacher + School board/council + Teachers + Parents +
- 8. ” Students + 6. What level of educationare these lessons? a. Primaryeducation; First stage of basic Education b. Lower secondary education;Second stage of basic education c. (Upper) secondary education 7. Please describe the content that you teach Dependingon the instructionsof the ThinkingCoding project teachers, I am usuallyteaching them how to read the coding signs and how to applythem on the coding blocks on paper. I am also trying to teach them how to apply computational thinking in their dailyactivities. I am supporting their studies on scratch 8. Are your students interested in ITC/Informatics/Coding lessons? A.Yes B. No
- 9. ” General information 1-Name, Surname: Hatice GEZİCİ 2- Name Of The School: Private İkem Primary School 3- What level of education DO you teach? d)Primaryeducation; First stage of basic Education e) Lower secondary education;Second stage of basic education f) (Upper) secondary education 4- Does your school offer IT / Informatics / coding lessons? c) Yes d) No If your answer is yes, CE? 5- When schools participatedin the development of the code, how would you judge the involvementof the following actors? very important important not very important not important at all Headteacher + School board/council + Teachers + Parents + Students +
- 10. ” 6- What level of educationare these lessons? d. Primaryeducation; First stage of basic Education e. Lower secondary education;Second stage of basic education f. (Upper) secondary education 7- Please describe the content that you teach Considering the strategy of the coding I try to give my students some scenarios that they need to plantheir steps earlier. For example a cooking activity; what they need at first and how they need to use them, what if they don't have some ingredients. so they need to organize whole cooking session in advance. I'm using scratch activity at very basic level and we are noting down our activities on papers. 8- Are your students interested in ITC/Informatics/Coding lessons? C. Yes D.No
- 11. ” General information 1-Name, Surname: Saadet Zeynep UYGUR 2- Name Of The School: Private İkem Primary School 3- What level of education DO you teach? g) Primaryeducation; First stage of basic Education h) Lower secondary education;Second stage of basic education i) (Upper) secondary education 4- Does your school offer IT / Informatics / coding lessons? e) Yes f) No If your answer is yes, CE? 5- When schools participatedin the development of the code, how would you judge the involvementof the following actors? very important important not very important not important at all Headteacher + School board/council + Teachers + Parents + Students +
- 12. ” 6- What level of educationare these lessons? g. Primaryeducation; First stage of basic Education h. Lower secondary education;Second stage of basic education i. (Upper) secondary education 7- Please describe the content that you teach Dependingon the instructionsof the ThinkingCoding project teachers, I am usuallyteaching them how to read the coding signs and how to applythem on the coding blocks on paper. I am also trying to teach them how to apply computational thinking in their dailyactivities. I am supporting their studies on scratch 8- Are your students interested in ITC/Informatics/Coding lessons? E. Yes F. No
- 13. ” Questionnaire no. 2 Lower secondary education; Second stage of basic education (Upper) secondary education 1-Name, Surname: Mustafa KARATAŞ 2- Name Of The School: Private İkem Primary School (Lower Secondary) 3. Does your school offer an AP ComputerScience Java Course? a) Yes b)No If your answer is yes: 4. What is the number of pages of the code? a) Less than five pages b) Between five and 6 pages c) Between ten and twenty pages d) More than twenty pages 5. Do you think it is useful to teach students create games by using Java? a) Yes b)No
- 14. ” 1-Name, Surname: Deniz TERLEMEZ 2- Name Of The School: Private İkem Primary School (Lower Secondary) 3. Does your school offer an AP ComputerScience Java Course? c) Yes d)No If your answer is yes: 4. What is the number of pages of the code? e) Less than five pages f) Between five and 6 pages g) Between ten and twenty pages h) More than twenty pages 5. Do you think it is useful to teach students create games by using Java? c) Yes d)No
- 15. ” 3.1 Interpretation questionnaire to teachers who have used the coding OR
- 16. ” 4. Teaching methods and resources used in IT / Informatics / coding for: a. Primaryeducation; First stage of basic Education b. Lower secondary education; Second stage of basic education c. (Upper) secondary education Name of method/tool: Build up Short description: The aim is to enable students to create a patterns that’s ready to face possible handicaps or choices Which is the teacher's role? Teacher is the guide to give the basic information and to lead the students to create their own strategies Which is the student' s role? A student is expected to follow the basic instructions and to improve their decision making abilities
- 17. ” Example of use: Scratch Name of tools: Scratch Short description: Labyrinth. The main goal is to reach the final exit without touching the labyrinth walls How is this resource used in class? We can apply this activity easily on the scratch moreover we can transfer this into classroom by blindfoldinga student and giving him the necessary instructions in advance. Example of use: Students are supposed to walk between the desks accordingto their friends’ instructions.
- 18. ” 5. Exercise / applications used for teaching coding for Primary education; First stage of basic Education and Lower secondary education; Second stage of basic education - Coding blocks and signs -scratch - bee-bot -code.org 6. Presenting basic instructions to write the code sequences and create games based AP Java programming for First stage of basic Education and Lower secondary education; Second stage of basic education 7 exercise / applications for your school level: a. Primaryeducation; First stage of basic Education b. Lower secondary education; Second stage of basic education c. (Upper) secondary education