An Examinatıon Of The Computational Thinking Skills: Sample Of Vocational High Schools

Ibili, Emin; Günbatar, Mustafa Serkan; Sırakaya, Mustafa

doi:10.24106/kefdergi.683577

Cited by 8 publications

(5 citation statements)

References 22 publications

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“…Results showed that there was no significant difference in CT skills of the students according to gender. This finding is parallel to many studies (Alsancak Sarıkaya, 2019;Atmatzidou & Demetriadis, 2016;İbili et al, 2020;Korucu et al, 2017;Mindetbay et al, 2019;Oluk & Korkmaz, 2016;Tsai et al, 2021;Wu & Su, 2021;Yağcı, 2018). In the light of these findings, it can be said that gender does not play an active role in CT.…”

Section: Discussionsupporting

confidence: 85%

“…In the study conducted by Alsancak Sarıkaya (2019), it was concluded that there was no significant difference in CT skills between students who saw themselves as novice and intermediate level programming skills. In another study, Ibili et al (2020) reported that CT skills did not differ based on students' programming experience. That may be due to the difference in educational approaches, techniques, and activities in the teaching programming environment (Erümit et al, 2020).…”

Section: Discussionmentioning

confidence: 94%

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Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

Karalar

Alpaslan

2021

IJCSES

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The aim of this study was to examine the domain-general CT skills of 8th grade students in Turkey. In the study, first, the domain-general CT scale was adapted to Turkish and then, the CT skills of the students were examined. This survey research was conducted with the 284 eighth grade students. The data were analyzed through confirmatory factor analysis, independent sample t-test and Pearson correlation test. The results of the validity and reliability tests showed that the domain-general CT scale was suitable for Turkish culture. T-test results showed no significant difference in the CT skills of the students according to gender, having a computer and internet access at home. A statistically significant difference in algorithm, evaluation, generalization, and general CT skills was found between students who learned programming and those who did not in favor of students learning programming. Correlational tests revealed that there was a positive and significant relationship between the programming experience of students who learn programming and their CT skills. As students' programming experience increased, their CT skills also increased. The results of the research were discussed, and recommendations for policy-makers and implementers were included.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 94%

Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

Karalar

Alpaslan

2021

IJCSES

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“…In the literature, concepts related to computational thinking skills are discussed as abstraction, generalization, algorithmic thinking, collaborative and critical thinking, creativity, problem-solving, and communication skills (İbili, Günbatar, & Sırakaya, 2020;Sırakaya, 2019;Uslu, Mumcu, Egin, 2018).…”

Section: Introductionmentioning

confidence: 99%

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

Başaran,

İlter

2023

Research on Education and Media

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This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and computational thinking skills. The research was conducted in the survey model, which is the correlational model that reveals the relationship between two variables. The study sample comprised 369 teachers working in Gaziantep with different seniority and branches. Before the research, teachers were expected to receive a level of technology education that they could use in educational activities. The teachers who received technology training were given training on the computational thinking method. The conceptual states of computational thinking in education, the stages of computational thinking were given beforehand, and then, the teachers were expected to use the method with practical examples, where they could use their computational thinking skills. In this way, it was ensured that the teachers were aware of the computational thinking method and the target sample group was formed for this study. The data of the study were collected 1 month after this training. Data collection tools were the Inquiry-Based Teaching Self-efficacy scale and Computational Thinking Skills Scale. Correlation, regression, and multiple regression analyses were performed in the data analysis. Significant relationships were found between the scale’s subdimensions and total scores. When the relationship between the participants’ computing thinking skills scores and the inquiry-based teaching self-efficacy was examined, a moderate relationship was found between both variables.

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“…Computational skill is also a popular subject among researchers. While many studies have been found on CT in the literature, these studies mostly concentrate on the definition and scope of this skill in addition to CT levels of learners and educators in different branches (Akman & Bircan, 2021;Aydoğdu, 2020;Critten et al, 2022;Çakır & Yaman, 2018;Çakır et al, 2019;Çelik Arslan, 2021;Çiftci et al, 2018;Çimentepe, 2019;Dagienė et al, 2022;Dolmacı & Akhan, 2020;Fessakis & Prantsoudi, 2019;Gabriele et al, 2019;İbili, Günbatar, & Sırakaya, 2020;Kirmit et al, 2018;Korkmaz et al, 2015;Kousis, 2019;Oluk & Korkmaz, 2016;Oluk & Çakır, 2019;Özçınar & Öztürk, 2018;Özkan-Hıdıroğlu & Hıdıroğlu, 2021;Özkeş, 2016;Rehmat et al, 2020;Sade, 2020;Sayın, 2020;Ünsal Serim, 2019;Yang et al, 2020;Yünkül, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Pre-School Teachers' Computational Thinking Skills and Their Use of Technology

HAMURCU,

CAN

2023

OPUS Toplum Araştırmaları Dergisi

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This research was conducted in 5 central districts of Kayseri province in the 2022-2023 academic year in order to examine the pre-school teachers' levels of computational thinking skills and their attitudes towards using technological tools and the relationship between these two variables. The sample of the study consists of 210 preschool teachers. The survey model, which is one of the quantitative research methods, was used in the research. "Demographic Information Form”, "Computational Thinking Skills Scale” and "Attitude Scale Towards the Use of Technological Tools in Preschool Education" were used to obtain research data. In this study, pre-school teachers' computational thinking skills and attitudes towards technology use were examined in terms of teachers' gender, educational status, seniority, technology-related education status, and it was tried to determine whether there was a significant relationship between these 2 variables. At the end of the research findings, it was revealed that there is a positive and moderate relationship between pre-service teachers' computational thinking skills and attitude towards technology use. In addition, it was concluded that the pre-school teachers' computational thinking skills and attitudes towards the use of technological tools and equipment did not make a significant difference according to the variables of gender, educational status, professional seniority, and education status related to technology.

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An Examinatıon Of The Computational Thinking Skills: Sample Of Vocational High Schools

Cited by 8 publications

References 22 publications

Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

The Relationship Between Pre-School Teachers' Computational Thinking Skills and Their Use of Technology

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