Review Article
Sandra Erika Gutiérrez-Núñez, Aixchel Cordero-Hidalgo, Javier Tarango
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep367
ABSTRACT
This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT). The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT and the way in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.
Keywords: computational thinking, computer-like thinking, computational-informatics thinking, computational literacy, problem solving, computer science education
Research Article
Nihan Arslan Namli, Birsel Aybek
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep341
ABSTRACT
This paper investigated the effect of block-based programming and unplugged coding teaching activities on fifth graders’ computational thinking skills, self-efficacy, and academic performance. The teaching activities were conducted within the scope of the “Problem-Solving and Programming” unit of the Information Technologies and Software (ITS) course. The sample consisted of 82 fifth graders of three public middle schools in the academic year of 2020-2021. Participants were recruited using random sampling. The study adopted an embedded mixed design. The quantitative stage employed a pretest-posttest randomized control group design, while the qualitative staged employed a case study. Quantitative data were collected using the Computational Thinking Self-efficacy Scale (CTSES), the International Informatics and Computational Thinking Activity Task Test (IICTATT), and a Computational Thinking Performance Test (CTPT) developed by the researcher. Qualitative data were collected using a semi-structured interview questionnaire. The quantitative data were analyzed using the Kruskal Wallis H, paired sample t-test, and ANCOVA test on the Statistical Package for Social Sciences (SPSS). The qualitative data were analyzed inductively using MAXQDA. There was no significant difference in CTSES scores between groups. Experimental 2 had higher IICTATT and CTPT scores than Experimental-1 and control groups. The qualitative findings were grouped into seven categories.
Keywords: computational thinking, computerless computer education, block-based programming, programming education, self-efficacy
Research Article
Hatice Yildiz Durak, Fatma Gizem Karaoglan Yilmaz, Ramazan Yilmaz
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 173-197
ABSTRACT
The purpose of this study was to determine the skill levels of secondary school students regarding computational thinking, programming self-efficacy and reflective thinking aimed at problem solving and examine their experiences in the programming training process on robotic activities. Toward this purpose, a 10-week application was conducted with 55 students from 6th and 7th grades who received education at a secondary school in Western Black Sea region of Turkey during the school year of 2017-2018. The study was conducted using the mixed model and various scales in the quantitative dimension. On the other hand, a semi-structured interview form developed by the researchers was applied in the qualitative dimension. As a result, it was found out that students’ computational thinking skills, programming self-efficacy and reflective thinking aimed at problem solving were moderate. Students’ levels of computational thinking and programming self-efficacy were observed to differ depending on their grade levels. In addition, a positive and moderate relationship was found among the levels of computational thinking, programming self-efficacy and reflective thinking aimed at problem solving.
Keywords: Robotics, Computational thinking, Programming self-efficacy, Reflective thinking, Programming
Research Article
Ulas Ilic, Halil Ibrahim Haseski, Ufuk Tugtekin
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 131-153
ABSTRACT
The current study aimed to review studies on computational thinking (CT) indexed in Web of Science (WOS) and ERIC databases. A thorough search in electronic databases revealed 96 studies on computational thinking which were published between 2006 and 2016. Studies were exposed to a quantitative content analysis through using an article control form developed by the researchers. Studies were summarized under several themes including the research purpose, design, methodology, sampling characteristics, data analysis, and main findings. The findings were reported using descriptive statistics to see the trends. It was observed that there was an increase in the number of CT studies in recent years, and these were mainly conducted in the field of computer sciences. In addition, CT studies were mostly published in journals in the field of Education and Instructional Technologies. Theoretical paradigm and literature review design were preferred more in previous studies. The most commonly used sampling method was the purposive sampling. It was also revealed that samples of previous CT studies were generally pre-college students. Written data collection tools and quantitative analysis were mostly used in reviewed papers. Findings mainly focused on CT skills. Based on current findings, recommendations and implications for further researches were provided.
Keywords: Computational thinking, Research trends, Content analysis, Problem solving
Research Article
Hatice Yıldız Durak, Fatma Gizem Karaoglan Yilmaz, Ramazan Yilmaz
CONT ED TECHNOLOGY, Volume 8, Issue 4, pp. 359-369
ABSTRACT
The purpose of this study is to identify whether computational thinking skills among secondary school students differ depending on the type of digital games they play. The participants of this study were 202 secondary school students at 5th, 6th, 7th and 8th grades during 2016-2017 academic year. Correlational survey method was used during this study. Furthermore, there were three different data collection instruments used. The first one was “Personal Information Form”. The second one was “Computational Thinking Skills Scale” and the third data collection instrument was “Questionnaire for Type of Games Played with Digital Tools”. Results indicated that students scored higher compared to other sub-scales while their scores from the critical thinking sub-scale was the lowest. The most frequently played game category of the students was found to be dress up/make-up games.
Keywords: Computational thinking, Digital game types