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

Abstract

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.

Research on the Impacts of Cognitive Style and Computational Thinking on College Students in a Visual Artificial Intelligence Course

“…This may indicate that the Hum-student group was more perceptually influenced in the learning process during the AI course in terms of visual programming. In addition, Karalar and Alpaslan (2021) indicated that students with more experience in programming have higher computational thinking skills than those with no programming experience. The Sci-student group had more programming experience, and the Hum-student group had less, but the findings were not consistent with those of previous studies ( Karalar and Alpaslan, 2021 ).…”

“…In addition, Karalar and Alpaslan (2021) indicated that students with more experience in programming have higher computational thinking skills than those with no programming experience. The Sci-student group had more programming experience, and the Hum-student group had less, but the findings were not consistent with those of previous studies ( Karalar and Alpaslan, 2021 ). This was because the students manipulated the visual programming block learning process (e.g., modeling), which made it possible for them to repeat computational thinking patterns that would enhance their computational thinking skills.…”

Computational thinking scale: the predictive role of metacognition in the context of higher order thinking skills

“…There are several reasons for developing a new bid scale for pre-service teachers. The age groups of the CT scales developed in Turkey are at the middle school or high school level (Gülbahar et al, 2018;Yağcı, 2019;Kukul & Karataş, 2019;Karalar & Alpaslan, 2021). In the scales developed for teachers (Korkmaz et al, 2017;Dolmacı & Akhan, 2020), the current bid scale was needed because the subject content such as creativity, critical thinking, and collaborative work within the scope of the subject is not encountered in the international literature.…”