مقاله انگلیسی رایگان در مورد تاثیر الگوریتم آموزشی بر مهارت حل مسئله دانش آموزان کم شنوا – امرالد ۲۰۱۷

In the world of ever-changing knowledge, the subject of the development of problem-solving skills and the use of programmes to aid the teaching of algorithms has caught the attention of many in the field. The teaching of programming is based upon algorithms. Karlı (۲۰۰۹) stated that algorithm is the way including procedures, decisions and performance of these respectively to solve a problem. According to the literature, training students in computer programming and design tools improve their digital literacy and motivation towards school and lessons (Akpınar and Altun, 2014). Moreover, students’ problem-solving skills, analytical thinking, and learning habits such as designing major product-directed projects, learning by doing and learning by teaching to computer can be improved (Akpınar and Altun, 2014; Çakıroğlu et al., 2011). In addition, programming improves the computational thinking (CT) skills of students. CT is taking an approach to solving problems, designing systems and understanding human behaviour that draws on concepts fundamental to computing (Wing, 2006). CT is being located at the focus of educational innovation, as a set of problem-solving skills that must be acquired by the new generations of students to thrive in a digital world full of objects driven by software (Román-González et al., 2017). In order to enable the beginners of programming education to be more competent with information technologies, various visual programming languages have been developed. Scratch is one of those languages and basically offers an attractive and entertaining environment for the students who are interested in learning programming. Users are able to design projects by dragging blocks of code without writing the code themselves, so this facilitates algorithm learning for new users (Scratch About, 2015). Owing to its simple, user-friendly interface, millions of people are creating Scratch projects at home, school, libraries or community centres and sharing their creations with Scratch users from all over the world in the online community. In a related study, students were asked to use the Scratch programming language and write response reports, which were examined following observations and interviews. As result of the study, it was understood that the programming environment had an effective and motivating influence on the students’ comprehension of mathematical procedures (Calder, 2010). In another study, programming learned by using Scratch and Math test grades were found to be related and the curriculum leveraged and enriched students’ mathematics content knowledge (Lewis and Shah, 2012). The students enjoyed the process and became more motivated as they created materials using their coding skills (Howland and Good, 2015).