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

Agah Tuğrul Korucu, Kadir Atıcı


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Abstract


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.  


Keywords


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

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