Mıhçı C., Taçgın Z. , Arslan A.

The Journal of Academic Social Science, cilt.45, ss.504-529, 2017 (Diğer Kurumların Hakemli Dergileri)

  • Cilt numarası: 45
  • Basım Tarihi: 2017
  • Doi Numarası: 10.16992/asos.12257
  • Dergi Adı: The Journal of Academic Social Science
  • Sayfa Sayıları: ss.504-529


Computer Science education, particularly in the aspect of programming, grows more important by the day with the increasing demand for meeting the demands of the software industry in today's information age towards skilled workers. For this reason, and also for meeting the demands of an “Information Society”, it has been advised that the curriculum for computer science and programming subjects at K12 level needs to be revised However, it is also worthy to discuss the qualities of undergraduate curriculums at university programs that train K12 computer science teachers who would deliver the revised K12 curriculum. For this purpose, this study seeks to assess the case of programming courses at Computer Education and Instructional Technology departments in Turkey, within the context of programming languages taught. Course content and questionnaire data from students have been referred to for determining what the trends are in terms of computer programming paradigms and languages chosen for instruction, and what the effect of these choices has been. The results have also been compared to the existing global trends. In conclusion, it was understood that the object-orientation concept in programming, which has been adopted as an industry standard, has not been included in the course content advised for the program by the Turkish Council of Higher Education. Most students do not seem to know what object-orientation means, and they have misconceptions in the matter. The advised course content itself also seems to include misconceptions. Moreover, there is a controversial situation in terms of advised and preferred programming languages for instruction that contrasts with the trends in the rest of the World.