دانلود رایگان مقاله انگلیسی تاثیر الگوریتم آموزشی بر مهارت های حل مسئله دانش آموزان کم شنوا - امرالد 2017

Abstract

Purpose – The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach – In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings – As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value – Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

4. Conclusion and discussion

In the present study, which aimed to research the effect on the problem-solving skills of deaf- hard hearing students in the fifth, sixth, seventh, and eighth grades when using the programme Scratch to teach them algorithms to, it has been determined that algorithm teaching performed with Scratch, which was applied as per pre-test and post-test results, had an important effect on improving the problem-solving skills of the students. According to Millner et al. (2013), programmes such as Scratch, StarLogo, and TNG contribute to the students’ success by helping to build the students’ self-efficacy, increase their repertoire for creative and personally meaningful expression and to compensate for limitations in other forms of expression. Furthermore, it has been concluded from the observation results that the students had a fair level of success. Also Giannakos and Jaccheri (2014) instructed the participants to design a game in a programming workshop they carried out by deaf-hard hearing K-12 students and concluded that it is helpful for the students. Goldman and Pellegrıno (1987) demonstrated that the use of computer education programmes for the children with impairments positively affects their academic achievements, lingual and mathematical skills, reading and writing literacies and advances their attention span and learning capability (adapted by Demirhan, 2008).