This study aims to examine the impact of interdisciplinary computational thinking (CT) skills training on primary school teachers’ perceptions of CT skills. The sample of the study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative and qualitative methods were used together, qualitative data were obtained from the teacher identification form. Quantitative data were obtained from the scale for CT skills. After the pre-test was applied to the study group, “CT Skills Training” was applied. During the training, the basic concepts of CT skills and the subskills were covered theoretically and practically. From the quantitative data, the education applied was determined to have had a positive effect on the primary school teachers' perceptions of CT skills. From the qualitative data, it was determined that the participants had a positive opinion about the applied training and thought that they gained skills related to CT.
This study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills. Explanatory sequential mixed method was adopted in the study in order to collect data according to the research questions. The participants of the study were 113,653 school students from different age levels. Anonymous data was collected electronically from the Turkey 2019 Bebras challenge. Factor analysis was employed to reveal the construct validity to determine how accurately the tool measured the abstract psychological characteristics of the participants. In addition, the item discrimination index was calculated to measure how discriminating the items in the challenge were. Qualitative data gathered through the national Bebras workshop was analysed according to content analysis. The findings highlighted some interesting points about the implications of the Bebras Challenge for Turkey, which are discussed in detail. Furthermore, common problems of Bebras tasks are identified and possible suggestions for improvement are listed.
The purpose of this study is to investigate the effects of applications created using a web-based 3D design environment on the spatial visualisation and mental rotation abilities of secondary school students. A total of 63 school students from the sixth grade participated in the study. The researchers applied a mixed research method including both quantitative and qualitative measures. The Spatial Visualisation Test, Mental Rotation Test, and Santa Barbara Solids Test, which concurrently measure spatial orientation and spatial relations, were used as tools to measure the different components of spatial ability prior to and after the treatment application. Following the treatment, a focus group interview using structured questions was conducted. A statistically significant difference showed an increase in all three test scores of the students; also, the students stated that they were satisfied with being able to design and create something new.
In this study, effectiveness of a computer science course at the secondary school level is investigated through a holistic approach addressing the dimensions of instructional content design, development, implementation and evaluation framed according to ADDIE instructional design model where evaluation part constituted the research process for the current study. The process has initiated when the computer science curriculum had major revisions in order to provide in-service teachers with necessary support and guidance. The study is carried through as a project, which lasted more than one year and both quantitative and qualitative measures were used through a sequential explanatory method approach. The intention was to investigate the whole process in detail in order to reveal the effectiveness of the process and the products. In this regard, not only teachers' perceptions but also students' developments in their perceptions of academic achievement and computational thinking, as well as correlations between the computational thinking sub-factors were investigated. The findings showed that the instructional materials and activities developed within the scope of the study, positively affected the computational thinking and academic achievement of students aged 10 and 12 years old. The teachers' weekly feedbacks regarding application structures and implementation processes were also supported the findings and revealed some more details that will be useful both for instructional designers and teachers.
The purpose of this study was to examine students' experiences using Facebook as a learning management system during a course. The study participants were 18 junior education faculty students attending a compulsory distance education undergraduate course delivered by the Computer Education and Instructional Technology Department at a university in Turkey. Upon completion of the 14-week Facebook-based course, participants were requested to answer nine open-ended questions. The results of content analysis show some advantages and some problematic aspects to using Facebook as a learning management system (LMS). Most students were satisfied with their learning experience using Facebook. The students favoured some features and situations, while other students saw the same things as being problematic. They also appreciated the sharing of course materials, instant messaging, opportunity to upload files, having discussions and getting instant notifications. A few students had negative thoughts about sharing materials in terms of accessing pre-uploaded files. However, their thoughts about synchronous and asynchronous communication were all positive. In particular, all students favoured the instant Facebook communications with their instructor and engagement in discussions. Almost half of the students had positive thoughts about the usefulness of Facebook in education. When these positive thoughts were examined, the students were found to consider that Facebook could be used as a LMS because it has many similar features.
Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' problem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the factor of "self- confidence in their problem solving ability". When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.