A RESEARCH FOR COMPARISON OF PBL MODEL WITH CLASSICAL MODEL IN PROGRAMMING TRAINING
Continuous development of programming tools and the large size of the changes in IT training sector requiresthe self learning strategy. Learned a software tool which can be considered a tool to be come obsolete in a short time and new tools in this are a have to be learned in a very short time which...
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| Format: | article |
| Language: | DE EN FR TR |
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Fırat University
2020
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| Online Access: | https://doaj.org/article/6c5ffd313cbc4bdab1c3650e97fc430a |
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| Summary: | Continuous development of programming tools and the large size of the changes in IT training sector requiresthe self learning strategy. Learned a software tool which can be considered a tool to be come obsolete in a short time and new tools in this are a have to be learned in a very short time which makes education compulsory implementation of a new dynamic. This requirement especially in programming education, Problem Based Learning (PBL) board on the dynamics of self-learning (PBL) model makes it a very important alternative. In this way, it may be possible to create a hybrid model for education. In accordance with this objective, the students studying at Ege University Tire Kutsan Vocational High School, Computer Programming Department divided into two groups consisting each of 50. Traditional teaching model is named control group and PBL model is test subjected to learning method in the in C# programming language. In order to test whether the method learned at what level, students were asked for 5 questions on the subject methods and test results about mastery of subject were questioned. Evaluation is made based on the average of the scores by three instructors. The values of decimal points are rounded. The difference between the two mean scores was applied to the scores of the groups of students who were taught with two different teaching models. At the end of the test process the group that was teaching with PBL was found more successful than other educational method. |
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