Akademik Veri Yönetim Sistemi
THE NINTH INTERNATIONAL CONGRESS ON CURRICULUM AND INSTRUCTION, İzmir, Türkiye, 4 - 06 Kasım 2021, ss.85-86
In our age where information is produced, renewed and changed at great speed and in quantities; the interactions of individuals with this information also change. Rather than having so much knowledge, individuals need to use effective ways to access and evaluate this information. Learning styles and thinking skills of individuals play a decisive role in accessing and using the information. According to Cornett (1983, p.9); “Learning styles are all constructs that determine the general direction of the learning process”. Raising people who can demonstrate creative thinking skills is among the most significant goals of education The concept of creative thinking is the focus of attention in many different fields, and today it has become a concept at the top of the list in the personnel selection of many large organizations and at the forefront of national education goals. (Aslan, 2001). Today, academic success is very decisive in many stages of individuals' lives. According to Güleç and Alkış (2003, p.21): “Academic achievement is an indicator of the extent to which an individual benefits from an academic program in the school environment”. Students who go through the same educational processes in the same class have different levels of success. This makes it a necessity to investigate the factors affecting or related to success and learning (Arslan & Babadoğan, 2005). Learning level or academic achievement is related to learning styles and there are many studies emphasizing that learning styles should be revealed, and these styles should be considered in education (Cassidy, 2004). According to Sternberg (2003); Creative skills are just as important to success in life as memory and analytical skills. Sternberg developed the suggestion that teaching creative thinking in schools could improve children's academic performance. Since students with different learning styles learn in different ways, it is wondered whether there is a difference between their creativity (Demirtaş & Baltaoğlu, 2010). Based on all these explanations, this research originates from the problem of examining the factors affecting these two concepts to improve learning and success. The main objective of this research is to examine the academic achievement, learning styles and creative thinking tendencies of eighth grade students. In line with this general purpose, the sub-objectives of the research are to examine the level and distribution of eighth grade students regarding the three variables mentioned, and the relationships between these variables. Methodology This research is designed according to the relational survey model, one of the quantitative research methods. The study group of the research consists of eighth grade students who continued their education in the 2020- 2021 academic year of a middle school which has students with low socio-economic background, in the central district of Gaziantep province. The research was carried out with the participation of 71 students. In this study, Grasha-Reichmann Learning Style Scale (1974); The Torrance Creative Thinking Test (1974); grades and grade point averages (GPA) of the students from e-okul were used as data collection tools. Data collection tools were applied to the participants in two sessions by the researcher. The data collected were transferred to the SPSS 22 program and analyzed using descriptive analysis, Anova and t-test analysis. To examine the reliability of scoring on Torrance Creative Thinking Test; 15 tests randomly selected from 71 tests were evaluated by a second expert with scoring authority. Pearson correlation coefficients between these two scores were found to be between .81 and .99 (p <.01). In addition, according to the internal consistency analysis; The Cronbach Alpha reliability coefficient of the data obtained from this test was found to be .92 (p <.01). Results / Expected Outcomes According to the findings, it has been observed that learning styles of participants have been listed from the most to the least as: participant, competitive, dependent, collaborative independent and avoidant learning styles.
Results / Expected Outcomes Algorithmic thinking in early childhood education basically means gaining the ability to think precisely, clearly and in detail about the steps required to reach the goals set from early childhood. In this sense, it is known that algorithmic thinking has a critical importance in early childhood education. In this study, in which algorithmic thinking skills studies in early childhood education were examined in Turkey, Italy, Slovenia, Portugal and Croatia, it was seen that algorithmic thinking is a fairly new field, has a critical importance in early childhood education, and studies in this field are quite limited.
Keywords: algorithmic thinking, algolittle, erasmus+, early childhood, survey model