The Determination of Metacognitive Awareness Situations of Secondary School Students Receiving Programming Education with Alice

Agah Tuğrul Korucu, Kadir Atıcı

View Counter: Abstract - 393 times| PDF - 183 times| HTML - 293 times|


Metacognition or metacognitive awareness is defined as the comprehension of individuals of their possessed skills, the controlling of these skills by those individuals and the stimulation of cognitive processes possessed by individuals in order to complete the learning process at high level (Flavell, 1979). Metacognitive awareness means the knowledge of individuals regarding metacognition system they possess.  The metacognitive knowledge of individuals and their opinions regarding the control level of this metacognitive knowledge reveal metacognitive awareness (Yıldırım, 2010). The goal of the conducted study is to determine the metacognitive awareness situations of secondary students receiving 3-B programming education with Alice. The study group of the study consists of 186 students in 6th grade in Konya. Pre-test – Post-test single subject quasi-experimental method is used as research model. “Metacognitive awareness scale for children” prepared by Karakelle and Saraç (2007) is used as data collection tool. The scale is 5 point likert type and consists of 18 items. Additionally, the Cronbach alpha value of the scale is calculated as =.80. SPSS package program is used in the analyses of data obtained. As a result of analysing the data obtained during their study, the following conclusions are made; metacognitive awareness situations of secondary students receiving programming education with Alice have increased, their metacognitive awareness situations differ meaningfully in terms of their sexes and their metacognitive awareness situations don’t differ in terms of their possession of computers, possession of internet and weekly internet usage situations.  

RECEIVED 27 October 2017, REVISED 6 December 2017, ACCEPTED 20 December 2017


Information and Communication Technologies, secondary student, Programming instruction, Metacognition Awareness, Alice programming, Alice.

Full Text:



Akkoyunlu, B., Soylu, M.Y. & Caglar, M. (2010). A study on developing “digital empowerment scale” for university students. H. U. Journal of Education, 39, 10-19.

Aksoy, H. H. (2003). An analysis of concerning the use of technology and effects. Education, Science and Society, 1(4), 4-23.

Autio, O., Soobik, M., Thorsteinsson, G., & Olafsson, B. (2015). The development of craft and technology education curriculums and students’ attitudes towards technology in Finland, Estonia and Iceland. International Journal of Contemporary Educational Research, 2(1), 22-34.

Avcı, U., & Seferoglu, S. S. (2011). Teackers’ burnout in the information age: use of technology and possible actions in preventing burnout. Mediterranean Journal of Educational Research, 9, 13-26.

Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada (pp. 1-25).

Bundy, A. (2007). Computational thinking is pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69.

Çetinkaya, L., & Keser, H. (2014). Problems faced by teachers and students in terms of using tablet pcs and suggested solutions related to these problems. Anadolu Journal of Educational Sciences International, 4(1), 13-34.

Erdem, M., & Akkoyunlu, B. (2002). A study of scope of primary school social studies project based learning with team carried with 5th grade students. Elementary Education Online, 1(1), 2-11.

Güney, C., & Çelik, R. N. (2009). Spatial informatics and spatial governance. 12. Turkey Scientific and Technical Mapping Conference, 11-15 May 2009, Ankara.

Jones, A., Buntting, C., & deVries, M. J. (2013). The developing field of technology education: A review to look forward. International Journal of Technology and Design Education, 23(2), 191-212.

Karasar, Ş. (2004). New communication technologies in education- internet and virtual higher education. The Turkish Online Journal of Educational Technology–TOJET, 3(4), 117-125.

Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2012). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9, 522-531.

Korkmaz, Ö., Çakır, R., Özden, M. Y., Oluk, A., & Sarıoğlu, S. (2015). Investigation of individuals’ computational thinking skills in terms of different variables. Ondokuz Mayis University Journal of Faculty of Education, 34(2), 68-87.

Korkmaz, Ö., Çakır, R., & Özden, M. Y. (2015). Computational thinking levels scale (ctls) adaptation for secondary school level. Gazi Journal of Education Sciences, 1(2), 143-162.

Menzi, N., Önal, N., & Çalışkan, E. (2012). Investigating educational researchers' views of using mobile technologies for educational purposes based on technology acceptance model. Ege Journal of Education, 13(1), 40-55.

Mertoğlu, H., & Öztuna, A. (2004). Are there a relationship between the usage of technology by individuals and the problem solving skills?. TOJET: The Turkish Online Journal of Educational Technology, 3(1), 83-92.

Morelli, R., De Lanerolle, T., Lake, P., Limardo, N., Tamotsu, E., & Uche, C. (2011). Can android app inventor bring computational thinking to k-12. In Proc. 42nd ACM Technical Symposium On Computer Science Education (SIGCSE'11), 1-6.

Moursund, D. G. (2006). Computational thinking and math maturity: Improving math education in K-8 schools. Eugene, OR: Information Age Education.

Özkök, A. (2005). Effects of interdisciplinary creative problem solving teaching program on creative problem solving skills. Hacettepe University Journal of Education, 28(28), 159-167.

Qiu, R. G. (2009). Computational thinking of service systems: Dynamics and adaptiveness modeling. Service Science, 1(1), 42-55.

Ritz, J. M., & Martin, G. (2013). Research needs for technology education: An international perspective. International Journal of Technology and Design Education, 23(3), 767-783.

Rohaan, E. J., Taconis, R., & Jochems, W. M. (2012). Analysing teacher knowledge for technology education in primary schools. International Journal of Technology and Design Education, 22(3), 271-280.

Rong-sheng, D. (2009). Computational thinking and introduction to computer science. Computer Science, 4, 015.

Sadi, S., Şekerci, A. R., Kurban, B., Topu, F. B., Demirel, T., Tosun, C., Demirci, T., & Göktaş, Y. (2008). Effective technology use in teacher education: the views of faculty members and preservice teachers. International Journal of Informatics Technologies, 1(3), 43-49.

Saracaloğlu, A. S., Serin, O., & Bozkurt, N. (2001). The relationship between the problem solving skills and the achievement of graduate students of the graduate school of educational sciences. Marmara University Journal of Educational Sciences, 14, 121-134.

Seferoğlu, S. S. (2009). Technology usage and managers perspectives in primary schools. Academic Computing’09 – 11-13 February 2009 Harran University, Şanlıurfa.

Seiter, L., & Foreman, B. (2013). Modeling the learning progressions of computational thinking of primary grade students. In Proceedings of the Ninth Annual İnternational ACM Conference On International Computing Education Research, 59-66.

Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18(2), 351-380.

Tian-long, D. (2009). Computational Thinking and Methodology of Computer Science and Technology. Computer Science, 1, 005.

Tor, H., & Erden, O. (2004). A research about primary school students level who takes advantage from information technology. The Turkish Online Journal of Educational Technology, 3(1), 120-130.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society of London A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.

Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011). Introducing computational thinking in education courses. In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 465-470.

Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1), 5.

Yaşar, S., Sert, G., Demir., Ö., & Yurdugül, H. (2013). To investigate the correlation secondary schools and high schools students’ attitudes towards the computer and self-learning with technology. 1st International Instructional Technologies and Teacher Education Symposium, 152-161.

Yiğit, Y. G., Zayim, N., & Yıldırım, S. (2002). Administrative and instructional use of technology in higher education: a case study. Education and Science, 27(124), 42-51


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


Journal of Learning and Teaching in Digital Age. All rights reserved, 2016. ISSN:2458-8350