Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills
Keywords:
computational thinking, domain-generally computational thinking, scale adaptation, middle school studentsAbstract
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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References
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Korucu, A. T., Gencturk, A. T., & Gundogdu, M. M. (2017). Examination of the computational thinking skills of students. Journal of Learning and Teaching in Digital Age, 2(1), 11–19.
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Selby, C., & Woollard, J. (2013). Computational thinking: The developing definition. https://eprints.soton.ac.uk/356481/
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142–158. https://doi.org/10.1016/j.edurev.2017.09.003
Tang, K. Y., Chou, T. L., & Tsai, C. C. (2020). A Content analysis of computational thinking research: An international publication trends and research yypology. Asia-Pacific Education Researcher, 29(1), 9–19. https://doi.org/10.1007/s40299-019-00442-8
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers and Education, 148, 1-22. https://doi.org/10.1016/j.compedu.2019.103798
Tikva, C., & Tambouris, E. (2021). Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review. Computers and Education, 162, 1-23. https://doi.org/10.1016/j.compedu.2020.104083
Tsai, M. J., Liang, J. C., & Hsu, C. Y. (2020). The computational thinking scale for computer literacy education. Journal of Educational Computing Research. https://doi.org/10.1177/0735633120972356
Vallance, M., & Towndrow, P. A. (2016). Pedagogic transformation, student-directed design and computational thinking. Pedagogies: An International Journal, 11(3), 218–234. https://doi.org/10.1080/1554480X.2016.1182437
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2011). Research notebook: Computational thinking - what and why? The Link. http://www.cs.cmu.edu/sites/default/files/11-399_The_Link_Newsletter-3.pdf
Wu, S. Y., & Su, Y. S. (2021). Visual programming environments and computational thinking performance of fifth- and sixth-grade students. Journal of Educational Computing Research, 2. https://doi.org/10.1177/0735633120988807
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7
Yağcı, M. (2018). A study on computational thinking and high school students' computational thinking skill levels. International Online Journal of Educational Sciences, 10(2), 81–96. https://doi.org/10.15345/iojes.2018.02.006
Yildiz Durak, H. (2020). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning, 25(1), 179–195. https://doi.org/10.1007/s10758-018-9391-y
Yünkül, E., Durak, G., Çankaya, S., & Abidin, Z. (2017). The effects of Scratch software on students' computational thinking skills. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 502–517.
Zhang, LC, & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers and Education, 141. https://doi.org/10.1016/j.compedu.2019.103607
Allsop, Y. (2019). Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction, 19, 30–55. https://doi.org/10.1016/j.ijcci.2018.10.004
Alsancak Sarıkaya, D. (2019). The effect of programming teaching on computational thinking. Türkiye Sosyal Araştırmalar Dergisi, 23(2), 575–590.
Alsancak Sirakaya, D. (2020). Investigation of computational thinking in the context of ICT and mobile technologies. International Journal of Computer Science Education in Schools, 3(4), 50–59. https://doi.org/10.21585/ijcses.v3i4.73
Ardito, G., Czerkawski, B., & Scollins, L. (2020). Learning computational thinking together: Effects of gender differences in collaborative middle school robotics program. TechTrends, 64(3), 373–387. https://doi.org/10.1007/s11528-019-00461-8
Atmatzidou, S., & Demetriadis, S. (2016). Advancing students' computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661–670. https://doi.org/10.1016/j.robot.2015.10.008
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Annual American Educational Research Association Meeting, Vancouver, BC, Canada, 1–25. https://doi.org/10.1.1.296.6602
Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58(1), 240–249. https://doi.org/10.1016/j.compedu.2011.08.006
Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33–39. https://doi.org/10.1145/2998438
Erümit, A. K., Şahin, G., & Karal, H. (2020). The effects of YAP programming teaching model on students' computational thinking skills. Kastamonu Education Journal, 28(3), 1529–1540. https://doi.org/10.24106/kefdergi.3915
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Boston, MA: McGraw Hill.
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Grover, S., Pea, R., & Cooper, S. (2016). Factors influencing computer science learning in middle school. Proceedings of the 47th ACM Technical Symposium on Computing Science Education - SIGCSE '16, March, 552–557. https://doi.org/10.1145/2839509.2844564
Guzdial, M. (2008). Education: Paving the way for computational thinking. Communications of ACM, 51, 25–27. https://doi.org/10.1145/1378704.1378713
Gülbahar, Y., Kalelioğlu, F., Doğan, D., & Karataş, E. (2020). Bilge Kunduz: Enformatik ve bilgi-işlemsel düşünmeyi kavram temelli öğrenme için toplumsal bir yaklaşım. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 53(1), 241–272. https://doi.org/10.30964/auebfd.560771
Günbatar, M. S. (2020). Computational thinking skills, programming self-efficacies and programming attitudes of the students. International Journal of Computer Science Education in Schools, 4(2), 24–35. https://doi.org/10.21585/ijcses.v4i2.96
Hair, J. F., Blacks, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Andover, Hampshire, UK: Cengage Learning.
İbili, E., Günbatar, M. S., & Sarıkaya, M. (2020). An examination of the computational thinking skills: Sample of vocational high schools. Kastamonu Education Journal, 28(2), 1067–1078. https://doi.org/10.24106/kefdergi.683577
ISTE, & CSTA. (2011). Operational definition of computational thinking for K-12 education. http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf
Kalelioglu, F., Gülbahar, Y., & Kukul, V. (2016). A Framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583–596.
Korucu, A. T., Gencturk, A. T., & Gundogdu, M. M. (2017). Examination of the computational thinking skills of students. Journal of Learning and Teaching in Digital Age, 2(1), 11–19.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51–61. https://doi.org/10.1016/j.chb.2014.09.012
Mindetbay, Y., Bokhove, C., & Woollard, J. (2019). What is the relationship between students' computational thinking performance and school achievement? International Journal of Computer Science Education in Schools. https://doi.org/10.21585/ijcses.v0i0.45
Oluk, A., & Korkmaz, Ö. (2016). Comparing students' Scratch skills with their computational thinking skills in terms of different variables. International Journal of Modern Education and Computer Science, 8(11), 1–7. https://doi.org/10.5815/ijmecs.2016.11.01
Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Effect of Scratch on 5th graders' algorithm development and computational thinking skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(1), 54–71. https://doi.org/10.16949/turkbilmat.399588
Pala, F. K., & Mıhçı Türker, P. (2019). The effects of different programming trainings on the computational thinking skills. Interactive Learning Environments, 0(0), 1–11. https://doi.org/10.1080/10494820.2019.1635495
Román-González, M., Moreno-León, J., & Robles, G. (2019). Combining assessment tools for a comprehensive evaluation of computational thinking interventions. In S.-C. Kong & H. Abelson (Eds.), Computational Thinking Education (pp. 79–98). Singapore: Springer. https://doi.org/10.1007/978-981-13-6528-7_6
Selby, C., & Woollard, J. (2013). Computational thinking: The developing definition. https://eprints.soton.ac.uk/356481/
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142–158. https://doi.org/10.1016/j.edurev.2017.09.003
Tang, K. Y., Chou, T. L., & Tsai, C. C. (2020). A Content analysis of computational thinking research: An international publication trends and research yypology. Asia-Pacific Education Researcher, 29(1), 9–19. https://doi.org/10.1007/s40299-019-00442-8
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers and Education, 148, 1-22. https://doi.org/10.1016/j.compedu.2019.103798
Tikva, C., & Tambouris, E. (2021). Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review. Computers and Education, 162, 1-23. https://doi.org/10.1016/j.compedu.2020.104083
Tsai, M. J., Liang, J. C., & Hsu, C. Y. (2020). The computational thinking scale for computer literacy education. Journal of Educational Computing Research. https://doi.org/10.1177/0735633120972356
Vallance, M., & Towndrow, P. A. (2016). Pedagogic transformation, student-directed design and computational thinking. Pedagogies: An International Journal, 11(3), 218–234. https://doi.org/10.1080/1554480X.2016.1182437
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2011). Research notebook: Computational thinking - what and why? The Link. http://www.cs.cmu.edu/sites/default/files/11-399_The_Link_Newsletter-3.pdf
Wu, S. Y., & Su, Y. S. (2021). Visual programming environments and computational thinking performance of fifth- and sixth-grade students. Journal of Educational Computing Research, 2. https://doi.org/10.1177/0735633120988807
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7
Yağcı, M. (2018). A study on computational thinking and high school students' computational thinking skill levels. International Online Journal of Educational Sciences, 10(2), 81–96. https://doi.org/10.15345/iojes.2018.02.006
Yildiz Durak, H. (2020). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning, 25(1), 179–195. https://doi.org/10.1007/s10758-018-9391-y
Yünkül, E., Durak, G., Çankaya, S., & Abidin, Z. (2017). The effects of Scratch software on students' computational thinking skills. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 502–517.
Zhang, LC, & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers and Education, 141. https://doi.org/10.1016/j.compedu.2019.103607
Published
2021-09-18
How to Cite
Karalar, H., & Alpaslan, M. M. (2021). Assessment of Eighth Grade Students’ Domain-General Computational Thinking Skills. International Journal of Computer Science Education in Schools, 5(1), 35–47. https://doi.org/10.21585/ijcses.v5i1.126
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