Bilişim Teknolojileri Alanının 2018 ve 2020 Çerçeve Öğretim Programındaki Programlama Temelleri Dersinin Karşılaştırmalı İçerik Analizi

Author :  

Fırat Mutlu - Enver Akkuş Hasan Beysun Yusuf Şahin Mustafa Özgür Kurtoğlu Hacı Dursun

DOI : 10.29228/smryj.64366
Year-Number: 2022-63
Yayımlanma Tarihi: 2022-10-02 17:29:37.0
Language : Türkçe
Konu : Bilgisayar ve Öğretim Teknolojileri Eğitimi
Number of pages: 1639-1650
Mendeley EndNote Alıntı Yap

Abstract

Mesleki ve Teknik Anadolu Lisesi Bilişim Teknolojileri Alanı 2018 ve 2020 Çerçeve Öğretim Programında yer alan Programlama Temelleri Dersinin karşılaştırmalı içerik analizine tutulduğu bu çalışmada nitel araştırma yaklaşımı benimsenmiştir. Araştırma yöntemi olarak doküman inceleme yönteminin kullanıldığı bu çalışmada veri analizinde içerik analizi kullanılmıştır. Programlama Temelleri Dersi, Bilişim Teknolojileri Alanında programlamayla ilk tanışma ve sonraki programlama öğrenimlerinde de önemli bir ders olarak görülmektedir. Analiz sonucunda 2018 öğretim programında yirmi kazanım olduğu görülürken 2020 öğretim programında ise yirmi dokuz kazanım olduğu görülmüştür. 2018 öğretim programında bilişim etiği ve bilgi güvenliği konuları yer alırken 2020 öğretim programında bu konulara yer verilmediği görülmüştür. Blok tabanlı programlama 2018 öğretim programında bulunmazken, 2020 öğretim programında yer aldığı görülmüştür. Yapılan değerlendirmeler sonucunda sonuç kısmında önerilere yer verilmiştir.

Keywords

Çerçeve Öğretim Programı Programlama Temelleri Dersi Meslek Lisesi

Abstract

Qualitative research approach was adopted in this study, in which the Programming Primitives Course in the Vocational and Technical Anatolian High School Information Technologies Field 2018 and 2020 Framework Curriculum was subjected to comparative content analysis. In this study, in which document analysis method was used as a research method, content analysis was used in data analysis. Programming Fundamentals Course is seen as an important course in the first meeting with programming in the field of Information Technologies and in later programming learning. As a result of the analysis, it was seen that there were twenty acquisitions in the 2018 curriculum, while there were twenty-nine acquisitions in the 2020 curriculum. While IT ethics and information security issues were included in the 2018 curriculum, it was observed that these topics were not included in the 2020 curriculum. While block-based programming was not included in the 2018 curriculum, it was seen in the 2020 curriculum. As a result of the evaluations, suggestions are given in the conclusion part.

Keywords

Kaynakça

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