Atun, H., & Esta, E. (2019). The effects of programming education planned with TPACK framework on learning outcomes. Participatory Education Research, 6(2), 26–36. https://doi.org/10.17275/per.19.10.6.2

Abstract:

“This study aims at investigating the effects of programming education planned with TPACK (Technological Pedagogical Content Knowledge) Framework on middle school students’ learning outputs within the ITS (Informational Technology and Software) course. Although TPACK is known as a teacher training program, this study demonstrates it can be used in K12 education. The sample of the research consists of 41 6th grade level students from a Turkish middle school. This study used a quasi-experimental research design which compares pre-test and post-test results for experimental and control groups. Data were collected through quantitative scales. The effects of programming education planned with TPACK framework on students’ academic achievement, perception of problem-solving skills and computational thinking skills are investigated. According to the results, the means of academic achievement, problem solving inventory and computational thinking skill scale scores of the experimental group are significantly higher, which means TPACK framed lesson has a positive impact on learning outcomes. As a result of this study it can be concluded that matching technology that is suitable for the relevant content is crucial for learning, using appropriate technology is a good strategy for learning technology, higher order skills are improved by technology supported learning and academic achievement can be enhanced by using enriched activities in a technological environment.”