The views of teachers educational robotic coding course about objectives of the curriculum

Robotic coding education is a teaching method that offers significant gains in creating contextual thinking of students such as problem solving, algorithmic thinking, generalization, abstraction and decomposition through computational thinking. In this study, which aims to measure the gains of teachers giving educational robotic coding lessons in this program, the data obtained from 106 teachers who gave robotic coding lessons in private secondary schools in Bursa, Nilüfer district were examined. In the study, the data collected from the quantitative research methods based on descriptive method was applied and analyzed with SPSS version 22 package program. In order to determine the differences regarding the demographic characteristics of the participants, the t-test (Independent Sample t-test) and One-Way ANOVA tests were carried out in independent groups to determine the differences. According to the findings obtained after the analysis, it has been determined that the teachers who teach the Educational robotic coding course provide the students with acquisitions such as problem solving, creative thinking, numerical thinking, efficient work, systematic and analytical thinking, design. Giving the robotics lesson in the laboratory is seen as an important factor that increases the efficiency of the lesson. In addition, it has been revealed that the hours allocated for this course are not sufficient for necessary and sufficient learning, the guidance for teachers is not at a sufficient level in this process, and the goals related to the achievements in the program are not determined sufficiently.