Abstract
It is stated that programming skills, which are ever-increasingly becoming crucial nowadays, have an impact on cognitive processes and promote individual’s self-efficacy in different ways. It is noted that students with programming skills have the character of problem solving, inquiry and being able to make decisions, which are all requisites of today’s education system.. The purpose of this research is to examine the programming self-efficacy of Information Technologies and Software teacher candidates, who are trained in the field of programming. In total, 707 students, who are studying in the Department of Computer and Instructional Technologies Education of the Faculty of Education of eight universities in Turkey, participated in this research. The results of the research demonstrate that students’ programming self-efficacy is at medium level, whereas high level is observed for their inquiry and problem-solving skills. Also, inquiry skills have a significant impact on their perceived programming self-efficacy; whereas problem-solving skills has not any impact on it.
Highlights
Programming is defined as strategically using instructions in certain premises by teaching students and the structure of these instructions in a particular language (Palumbo, 1990)
In relation to this purpose, inquiry skills and problem-solving skills of programming are surveyed with the participation of university students, who are prospective teachers
It is observed that the perceptions of Information Technologies and Software teacher candidates on self-efficacy in programming in general are at a medium level
Summary
Programming is defined as strategically using instructions in certain premises by teaching students and the structure of these instructions in a particular (programming) language (Palumbo, 1990) Another definition states that programming is the understanding of techniques related to problemsolving; and the process of compiling syntax and structural components related to this (Oddie, Hazlewood, Blakeway & Whitfield, 2010). It can be argued that the one, who create a program on the basis of this definition, can bring about algorithmic solutions and products by analysing the problem (Saeli et al, 2011) In this process, learning programming skills, knowing and using at least one programming language provide numerous benefits to the user. Students with programming skills being more successful in fields such as maths, physics, go and chess can be explained with them as of having more advanced knowledge (Adelson, 1981; Robins, Rountree & Rountree, 2003); and even with having programming knowledge developing these skills for them
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