Araştırma Makalesi
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Yıl 2021, Cilt: 3 Sayı: 2, 32 - 40, 31.12.2021

Ali Oluk Recep Çakır

https://doi.org/10.51535/tell.960476
Cited By: 1

Öz

Kaynakça

  • Angeli, C., & Valanides, N. (2019). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105(2020), 105954.
  • Arfe, B., Vardanega, T. & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers Education, 148 (2020), 1-16.
  • Atmatzidou, S., & Demetriadis, S. (2016). Advancing Student' Computational Thinking Skills Through Educational Robotics: A Study On Age And Gender Relevant Differences. Robotics and Autonomous System, 75(2016), 661-670.
  • Barcelos, T., & Silveira, I. (2012). Teaching Computational Thinking in Initial Series. Proc. CLEI 2012.
  • Barr, V., & Stephenson, C. (2011). Bringing Computational Thinking to K-12: What is Involved and What is the Role of the Computer Science Education Community? ACM In Roads, 2(1), 48-54.
  • Bers, M., Flannery, L., Kazakoff, E., & Sullivan, A. (2014). Computational Thinking and Tinkering: Exploration of an Early Childhood Robotics Curriculum. Computer & Education, 72(2014), 145-157.
  • Brennan, K., & Resnick, M. (2012). New Frameworks For Studying And Assessing The Development of Computational Thinking. American Educational Research Association, (s. 1-25). Canada.
  • Bundy, A. (2007). Computational Thinking Is Pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69.
  • Code.Org. (Date the web page was published or edited). Code.Org Hakkında. November 15, 2019, from https://code.org/international/about
  • Czerkawski, B., & Lyman, E. (2015). Exploring Issues About Computational Thinking in Higher Education. TechTrends, 59(2), 57-65.
  • Çatlak, Ş., Tekdal, M., & Baz, F. (2015). Scratch Yazılımı İle Programlama Öğretiminin Durumu: Bir Döküman İnceleme Çalışması. Journal of Instructional Technologies & Teacher Education, 4(3), 13 - 25.
  • Demirer, V., ve Sak, N. (2016). Programming education and new approaches around the world and in Turkey/Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.
  • Department For Education. (2013). Computing programmes of study: key stages 1 and 2 National curriculum in England. Retrieved February 12, 2017, https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study
  • Dönmez Usta, N. ve Turan Güntepe, E. (2019). Bilişim Teknolojileri Rehber Öğretmenlerinin Programlama Araçlarına İlişkin Deneyimlerinin İncelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 373-396.
  • Genç, Z. ve Karakuş, S. (2011, Eylül). Tasarımla öğrenme: Eğitsel bilgisayar oyunları tasarımında Scratch kullanımı. 5. Internatiol Computer & Instructional Technologies Symposium’da sunulan bildiri, Fırat Üniversitesi, Elazığ.
  • Grover, S., & Pea, R. (2013). Computational Thinking in K–12: A Review of the State of the Field. Educational Researcher, 42 (1), 38-43.
  • Guzdial, M. (2008). Education Paving the Way for Computational Thinking. Communications Of The ACM, 51(8), 25-27, DOI:10.1145/1378704.1378713.
  • Günüç, S., Odabaşı, H., & Kuzu, A. (2013). 21. Yüzyıl Öğrenci Özelliklerinin Öğretmen Adayları Tarafından Tanımlanması: Bir Twitter Uygulaması. Eğitimde Kuram ve Uygulama, 9(4), 436-455.
  • ISTE. (2015). Retrieved February 12, 2015, http://www.iste.org/docs/ct-documents/ctleadershipt-toolkit.pdf?sfvrsn=4. adresinden alındı
  • İbili, E., Günbatar, M. S., & Sırakaya, M. (2020). Bilgi-işlemsel düşünme becerilerinin incelenmesi: Meslek liseleri örneklemi. Kastamonu Education Journal, 28(2), 1055-1067. doi:10.24106/kefdergi.683577
  • Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.
  • Karabak, D., & Güneş, A. (2013). Ortaokul Birinci Sınıf Öğrencileri için Yazılım Geliştirme Alanında Müfredat Önerisi. Eğitim ve Öğretim Araştırma Dergisi, 175-181.
  • Korkmaz, Ö., Çakır, R., & Özden, M. (2015). Bilgisayarca Düşünme Beceri Düzeyleri Ölçeğinin (BDBD) Ortaokul Düzeyine Uyarlanması. Gazi Eğitim Bilimleri Dergisi, 143-162.
  • Köse, U.,& Tüfekçi, A. (2015). Algoritma ve Akış Şeması Kavramlarının Öğretiminde Akıllı Bir Yazılım Sistemi Kullanımı. Pegem Eğitim ve Öğretim Dergisi, 5(5), 569-586.
  • León, J., & Robles, G. (2015). Analyze Your Scratch Projects With Dr. Scratch And Assess Your Computational Thinking Skills. Scratch2015AMS, (s. 1-7). Amsterdam, Netherlands.
  • Liu, J., & Wang, L. (2010). Computational Thinking in Discrete Mathematics. 2010 Second International Workshop on Education Technology and Computer Science, (s. 413-416).
  • Lye, S., & Koh, J. (2014). Review On Teaching And Learning Of Computational Thinking Through Programing: What Is NextFor K - 12?,Computers In Human Behavior, 51-61.
  • MEB. (2017 a). Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı. Retrieved February 12, 2017, http://mufredat.meb.gov.tr/Default.aspx
  • MEB. (2017 b). Bilgisayar Bilimi Dersi Öğretim Programı Kur1 - Kur2. Retrieved February 12, 2017, http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
  • Mishra, P., & Yadav, A. (2013). Of Art and Algorithms: Rethinking Technology & Creativity in the 21st Centruy. TechTrends, 57(3), 10-14. Monroy-Hernández, A., & Resnick, M. (2008). Feature empowering kids to create and share programmable media. interactions, 15(2), 50-53.
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing Students’ Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables. I.J. Modern Education and Computer Science, 1-7.
  • Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Scratch’ın 5. sınıf öğrencilerinin algoritma geliştirme ve bilgi-işlemsel düşünme becerilerine etkisi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 9(1), 54-71.
  • Orton, K., Weintrop, D., Beheshti, E., Horn, M., Jona, K., & Wilensky, U. (2016). Bringing Computational Thinking Into High School Mathmatics and Science Clasrooms. ICLS 2016 Proceedings, (s. 705-712).
  • Rijke, W. J., Bollen, L., Eysink, T. H. S., & Tolboom, J. L. J. (2018). Computational thinking in primary school: An examination of abstraction and decomposition in different age groups. Informatics in Education, 17(1), 77–92.
  • Royal Society. (2012). Shut Down Or Restart? The Way Forward For Computing In UK Scholls. London: The Royal Academy Of Engineering. Sayın, Z. (2020). Öğretmenlerin Kodlama Eğitiminde Eğilimlerinin Belirlenmesi. Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi, 9(1), 52-64.
  • Shin, S., Park, P., & Bae, Y. (2013). The Effects of an Information-Technology Gifted Program on Friendship Using Scratch Programming Language and Clutter. International Journal of Computerand Communication Engineering, 2(3), 246-249.
  • Şahiner, A., & Kert, S. (2016). Komputasyonel Düşünme Kavranı ile İlgili 2006 - 2015 Yılları Arasındaki Çalışmaların İncelenmesi. Avrupa Bilim ve Teknoloji Dergisi, 5(9), 38-43.
  • The Collage Board. (2013). Retrieved February 12, 2016, http://www.csprinciples.org/home/about-the-project/docs/csp-cf-2013.pdf?attredirects=0&d=1
  • The Collage Board. (2016). AP Computer Science Principles Including the Cirriculum Framework. Retrieved February 12, 2016, https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-computer-science-principles-course-and-exam-description.pdf
  • Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Educ Inf Techno, 20(2015), 715-728.
  • Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., et al. (2016). Defining Computational Thinking for Mathmatics and Science Classrooms. J Sci Educ Technol, 127-147, DOI 10.1007/s10956-015-9581-5.
  • Wing, J. M. (2014). Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing, 2014.
  • Wing, J. (2010). Computational Thinking: What and Why? http://www.cs.cmu.edu/~CompThink/resources/TheLinkWing.pdf.
  • Wing, J. (2006). Computational Thinking. Commun. ACM, 33-35.
  • Wing, J. (2008). Computational Thinking and Thinking About Computing. Phil. Trans. R. Soc. A, 3717-3725, doi:10.1098/rsta.2008.0118.
  • Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. (2014). Computational Thinking in Elementary and Secondary Teacher Education. ACM Transactions on Computing Education, 14(1), 1-5.
  • Yağcı, M. (2019). A valid and reliable tool for examining computational thinking skills. Education and InformationTechnologies, 24(1), 929-951.
  • Yecan, E., Özçınar, H., & Tanyeri, T. (2017). Bilişim Teknolojileri Öğretmenlerinin Görsel Programlama Öğretimi Deneyimleri. İlköğretim Online, 16(1), 377-393.
  • Yılmaz, Ş. (2019). Scratch programı öğretiminde birlikte öğrenme tekniği kullanımının öğrencilerin akademik başarısına ve öz yeterlik algısına etkisi. Unpublished Master Dissertation, Afyon Kocatepe Üniversitesi, Fen Bilimleri Enstitüsü, Afyon.
  • Yükseltürk, E., & Altıok, S. (2015). Bilişim Teknolojileri Öğretmen Adaylarının Bilgisayar Programlama Öğretimine Yönelik Görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 50-65.
  • Yükseltürk, E., ve Altıok, S. (2016). Bilişim teknolojileri öğretmen adaylarının programlama öğretiminde Scratch aracının kullanımına ilişkin algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 39-52.

The Effect of Code. Org Activities on Computational Thinking and Algorithm Development Skills

Yıl 2021, Cilt: 3 Sayı: 2, 32 - 40, 31.12.2021

Ali Oluk Recep Çakır

https://doi.org/10.51535/tell.960476
Cited By: 1

Öz

With the sub-skills covered, there are many studies aimed at providing students with computational thinking skills that are known to be an important skill for today's students. In this study, it is aimed to investigate the effect of code.org applications on the development of computer thinking and algorithm development skills of the students. In this study, experimental research design with pre-test and post-test control group was used. A total of 67 middle school of 6th grade students, 32 of who were in the control group and 35 in the experimental group, participated in the study. The study was planned to cover 6 weeks of information technology and software courses with students. The course was enriched with the applications in Code.Org site for the experimental group students. The control group was treated appropriately course curriculum to their students. In the study, the scale of computer thinking skill levels and algorithm development achievement test were applied to the students as pre-test and post-test. When the data obtained in the study is examined, it is seen that there is no significant difference between the pre-test results of algorithm development achievement test and computer thinking skill levels scale. However, when the differences between pre-test and post-test scores of both tests were examined, it was seen that there was a significant difference in favor of the experimental group. As a result, it can be said that code.org applications used by experimental group students have positive effect on developing algorithms and computer thinking skills of students.

Anahtar Kelimeler

Computational Thinking Code.Org Algorithm Development

Kaynakça

  • Angeli, C., & Valanides, N. (2019). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105(2020), 105954.
  • Arfe, B., Vardanega, T. & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers Education, 148 (2020), 1-16.
  • Atmatzidou, S., & Demetriadis, S. (2016). Advancing Student' Computational Thinking Skills Through Educational Robotics: A Study On Age And Gender Relevant Differences. Robotics and Autonomous System, 75(2016), 661-670.
  • Barcelos, T., & Silveira, I. (2012). Teaching Computational Thinking in Initial Series. Proc. CLEI 2012.
  • Barr, V., & Stephenson, C. (2011). Bringing Computational Thinking to K-12: What is Involved and What is the Role of the Computer Science Education Community? ACM In Roads, 2(1), 48-54.
  • Bers, M., Flannery, L., Kazakoff, E., & Sullivan, A. (2014). Computational Thinking and Tinkering: Exploration of an Early Childhood Robotics Curriculum. Computer & Education, 72(2014), 145-157.
  • Brennan, K., & Resnick, M. (2012). New Frameworks For Studying And Assessing The Development of Computational Thinking. American Educational Research Association, (s. 1-25). Canada.
  • Bundy, A. (2007). Computational Thinking Is Pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69.
  • Code.Org. (Date the web page was published or edited). Code.Org Hakkında. November 15, 2019, from https://code.org/international/about
  • Czerkawski, B., & Lyman, E. (2015). Exploring Issues About Computational Thinking in Higher Education. TechTrends, 59(2), 57-65.
  • Çatlak, Ş., Tekdal, M., & Baz, F. (2015). Scratch Yazılımı İle Programlama Öğretiminin Durumu: Bir Döküman İnceleme Çalışması. Journal of Instructional Technologies & Teacher Education, 4(3), 13 - 25.
  • Demirer, V., ve Sak, N. (2016). Programming education and new approaches around the world and in Turkey/Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.
  • Department For Education. (2013). Computing programmes of study: key stages 1 and 2 National curriculum in England. Retrieved February 12, 2017, https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study
  • Dönmez Usta, N. ve Turan Güntepe, E. (2019). Bilişim Teknolojileri Rehber Öğretmenlerinin Programlama Araçlarına İlişkin Deneyimlerinin İncelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 373-396.
  • Genç, Z. ve Karakuş, S. (2011, Eylül). Tasarımla öğrenme: Eğitsel bilgisayar oyunları tasarımında Scratch kullanımı. 5. Internatiol Computer & Instructional Technologies Symposium’da sunulan bildiri, Fırat Üniversitesi, Elazığ.
  • Grover, S., & Pea, R. (2013). Computational Thinking in K–12: A Review of the State of the Field. Educational Researcher, 42 (1), 38-43.
  • Guzdial, M. (2008). Education Paving the Way for Computational Thinking. Communications Of The ACM, 51(8), 25-27, DOI:10.1145/1378704.1378713.
  • Günüç, S., Odabaşı, H., & Kuzu, A. (2013). 21. Yüzyıl Öğrenci Özelliklerinin Öğretmen Adayları Tarafından Tanımlanması: Bir Twitter Uygulaması. Eğitimde Kuram ve Uygulama, 9(4), 436-455.
  • ISTE. (2015). Retrieved February 12, 2015, http://www.iste.org/docs/ct-documents/ctleadershipt-toolkit.pdf?sfvrsn=4. adresinden alındı
  • İbili, E., Günbatar, M. S., & Sırakaya, M. (2020). Bilgi-işlemsel düşünme becerilerinin incelenmesi: Meslek liseleri örneklemi. Kastamonu Education Journal, 28(2), 1055-1067. doi:10.24106/kefdergi.683577
  • Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.
  • Karabak, D., & Güneş, A. (2013). Ortaokul Birinci Sınıf Öğrencileri için Yazılım Geliştirme Alanında Müfredat Önerisi. Eğitim ve Öğretim Araştırma Dergisi, 175-181.
  • Korkmaz, Ö., Çakır, R., & Özden, M. (2015). Bilgisayarca Düşünme Beceri Düzeyleri Ölçeğinin (BDBD) Ortaokul Düzeyine Uyarlanması. Gazi Eğitim Bilimleri Dergisi, 143-162.
  • Köse, U.,& Tüfekçi, A. (2015). Algoritma ve Akış Şeması Kavramlarının Öğretiminde Akıllı Bir Yazılım Sistemi Kullanımı. Pegem Eğitim ve Öğretim Dergisi, 5(5), 569-586.
  • León, J., & Robles, G. (2015). Analyze Your Scratch Projects With Dr. Scratch And Assess Your Computational Thinking Skills. Scratch2015AMS, (s. 1-7). Amsterdam, Netherlands.
  • Liu, J., & Wang, L. (2010). Computational Thinking in Discrete Mathematics. 2010 Second International Workshop on Education Technology and Computer Science, (s. 413-416).
  • Lye, S., & Koh, J. (2014). Review On Teaching And Learning Of Computational Thinking Through Programing: What Is NextFor K - 12?,Computers In Human Behavior, 51-61.
  • MEB. (2017 a). Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı. Retrieved February 12, 2017, http://mufredat.meb.gov.tr/Default.aspx
  • MEB. (2017 b). Bilgisayar Bilimi Dersi Öğretim Programı Kur1 - Kur2. Retrieved February 12, 2017, http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
  • Mishra, P., & Yadav, A. (2013). Of Art and Algorithms: Rethinking Technology & Creativity in the 21st Centruy. TechTrends, 57(3), 10-14. Monroy-Hernández, A., & Resnick, M. (2008). Feature empowering kids to create and share programmable media. interactions, 15(2), 50-53.
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing Students’ Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables. I.J. Modern Education and Computer Science, 1-7.
  • Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Scratch’ın 5. sınıf öğrencilerinin algoritma geliştirme ve bilgi-işlemsel düşünme becerilerine etkisi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 9(1), 54-71.
  • Orton, K., Weintrop, D., Beheshti, E., Horn, M., Jona, K., & Wilensky, U. (2016). Bringing Computational Thinking Into High School Mathmatics and Science Clasrooms. ICLS 2016 Proceedings, (s. 705-712).
  • Rijke, W. J., Bollen, L., Eysink, T. H. S., & Tolboom, J. L. J. (2018). Computational thinking in primary school: An examination of abstraction and decomposition in different age groups. Informatics in Education, 17(1), 77–92.
  • Royal Society. (2012). Shut Down Or Restart? The Way Forward For Computing In UK Scholls. London: The Royal Academy Of Engineering. Sayın, Z. (2020). Öğretmenlerin Kodlama Eğitiminde Eğilimlerinin Belirlenmesi. Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi, 9(1), 52-64.
  • Shin, S., Park, P., & Bae, Y. (2013). The Effects of an Information-Technology Gifted Program on Friendship Using Scratch Programming Language and Clutter. International Journal of Computerand Communication Engineering, 2(3), 246-249.
  • Şahiner, A., & Kert, S. (2016). Komputasyonel Düşünme Kavranı ile İlgili 2006 - 2015 Yılları Arasındaki Çalışmaların İncelenmesi. Avrupa Bilim ve Teknoloji Dergisi, 5(9), 38-43.
  • The Collage Board. (2013). Retrieved February 12, 2016, http://www.csprinciples.org/home/about-the-project/docs/csp-cf-2013.pdf?attredirects=0&d=1
  • The Collage Board. (2016). AP Computer Science Principles Including the Cirriculum Framework. Retrieved February 12, 2016, https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-computer-science-principles-course-and-exam-description.pdf
  • Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Educ Inf Techno, 20(2015), 715-728.
  • Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., et al. (2016). Defining Computational Thinking for Mathmatics and Science Classrooms. J Sci Educ Technol, 127-147, DOI 10.1007/s10956-015-9581-5.
  • Wing, J. M. (2014). Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing, 2014.
  • Wing, J. (2010). Computational Thinking: What and Why? http://www.cs.cmu.edu/~CompThink/resources/TheLinkWing.pdf.
  • Wing, J. (2006). Computational Thinking. Commun. ACM, 33-35.
  • Wing, J. (2008). Computational Thinking and Thinking About Computing. Phil. Trans. R. Soc. A, 3717-3725, doi:10.1098/rsta.2008.0118.
  • Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. (2014). Computational Thinking in Elementary and Secondary Teacher Education. ACM Transactions on Computing Education, 14(1), 1-5.
  • Yağcı, M. (2019). A valid and reliable tool for examining computational thinking skills. Education and InformationTechnologies, 24(1), 929-951.
  • Yecan, E., Özçınar, H., & Tanyeri, T. (2017). Bilişim Teknolojileri Öğretmenlerinin Görsel Programlama Öğretimi Deneyimleri. İlköğretim Online, 16(1), 377-393.
  • Yılmaz, Ş. (2019). Scratch programı öğretiminde birlikte öğrenme tekniği kullanımının öğrencilerin akademik başarısına ve öz yeterlik algısına etkisi. Unpublished Master Dissertation, Afyon Kocatepe Üniversitesi, Fen Bilimleri Enstitüsü, Afyon.
  • Yükseltürk, E., & Altıok, S. (2015). Bilişim Teknolojileri Öğretmen Adaylarının Bilgisayar Programlama Öğretimine Yönelik Görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 50-65.
  • Yükseltürk, E., ve Altıok, S. (2016). Bilişim teknolojileri öğretmen adaylarının programlama öğretiminde Scratch aracının kullanımına ilişkin algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 39-52.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ali Oluk 0000-0002-2246-7563

Recep Çakır 0000-0002-2641-5007

Yayımlanma Tarihi 31 Aralık 2021
Kabul Tarihi 26 Kasım 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 3 Sayı: 2

Kaynak Göster

APA Oluk, A., & Çakır, R. (2021). The Effect of Code. Org Activities on Computational Thinking and Algorithm Development Skills. Journal of Teacher Education and Lifelong Learning, 3(2), 32-40. https://doi.org/10.51535/tell.960476

Cited By

Examination of Projects Prepared by Prospective Secondary School Mathematics Teachers Using Scratch
Journal of Teacher Education and Lifelong Learning
https://doi.org/10.51535/tell.1250651
 Kapak Resmi İndir

2617220107