Browsing by Subject "Self efficacy"

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    Comparing reflective and supportive scaffolding in 3D computer-aided design course: Engineering students' metacognitive strategies, spatial ability self-efficacy, and spatial anxiety
    (John Wiley and Sons Inc, 2022) Atman Uslu N.; Yildiz Durak H.; Gökçe Mehmet A.Y.
    Three-dimensional (3D) modeling provides a suitable context for the improvement of students' higher order thinking skills as it involves challenging and complex learning tasks. For students to succeed in difficult learning tasks, it is necessary to determine the effects of the scaffolding type given to the students in the learning process. This study asserts that reflective and supportive scaffolding has a critical effect on the dependent variables. Reflective scaffolding enables students to explain their reflective processes and clarify their reflective behavior, using personal reflection as a learning tool. Supportive scaffolding provides a process to develop knowledge and guidance on what participants should consider. This study compares the effects of different scaffolding types (reflective or supportive), students' prior knowledge on students' use of metacognitive strategies, spatial ability self-efficacy, and spatial anxiety in the 3D computer-aided design course. A pretest and posttest 2 x 2 x 2 factorial quasi-experimental model was used in the study. This study was carried out with 118 undergraduate mechanical engineering students. Analysis of covariance (ANCOVA) was used in the analysis of the data. The results showed that the supportive scaffolding group scored higher in the metacognitive strategies variable than the reflective scaffolding group. The supportive scaffolding group showed higher spatial ability than the reflective scaffolding group. This study provides engineering educators with an overview of the use of scaffolding types, their effects on the effectiveness of learning environments, and the design of these environments. © 2022 Wiley Periodicals LLC.
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    Preparing Pre-Service Teachers for Computational Thinking Skills and its Teaching: A Convergent Mixed-Method Study
    (Springer Science and Business Media B.V., 2023) Tankiz E.; Atman Uslu N.
    The purpose of this study was to examine the pre-service teachers’ computational thinking (CT) skills and self-efficacy (SE) towards teaching CT, who attended a course in which educational games were developed in a block-based programming environment and lesson plans were prepared accordingly. The research was conducted with thirty seven pre-service teachers who took the instructional technologies course. The convergent parallel mixed method was used in this study. Accordingly, quasi-experimental design with pretest-posttest was applied in the quantitative part, and thematic analysis was conducted in the qualitative part. The implementation process was carried out in three stages. In the first stage, pre-service teachers gained awareness about the components of CT and established applications about algorithm writing and Scratch. In the second stage, pre-service teachers developed Scratch-based games related to their subjecs areas. In the third stage, they prepared lesson plans teaching CT skills by using the games that they developed. The quantitative findings of the study showed that pre-service teachers’ CT and SE perceptions towards its teaching increased significantly. This increase had a weak effect on the CT skill and a large effect on the SE perception regarding the teaching of this skill. It was concluded that the qualitative findings support the quantitative findings. Pre-service teachers stated that the implementation process contributed to their CT skills and SE towards its teaching. In addition, the implementation process contributed to their professional competencies, including technological and pedagogical knowledge. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.