Investigation of Computational Thinking in the Context of ICT and Mobile Technologies
This research aimed to determine the change in students’ computational thinking skills according to their ICT and mobile technology experience and frequency of use. The sample of the study, designed with the survey model, consisted of 269 students attending a vocational school of higher education. Data were collected using the Computational Thinking Scale and the Personal Information Form. Descriptive statistics, unrelated samples t-test and one-way ANOVA were used in data analysis. According to results, it was determined that students’ computational thinking skills differed according to their internet experience, mobile device experience, mobile internet experience and period of daily mobile internet use, while no differences were found based on computer experience, the number of times they checked their mobile devices a day and purpose of mobile device usage.
Alsancak-Sırakaya, D. (2019). Programlama öğretiminin bilgi işlemsel düşünme becerisine etkisi. Turkish Journal of Social Research/Turkiye Sosyal Arastirmalar Dergisi, 23(2), 575-590.
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? Inroads, 2(1), 48-54.
Brackmann, C., Barone, D., Casali, A., Boucinha, R., & Muñoz-Hernandez, S. (2016, September). Computational thinking: Panorama of the Americas. In 2016 international symposium on computers in Education (SIIE) (pp. 1-6). IEEE.
Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. Paper presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada.
Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: PegemA Yayıncılık.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
Demir, G. Ö., & Seferoğlu, S. S. (2017). Yeni kavramlar, farklı kullanımlar: Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme (Eds: Akkoyunlu, B., Odabaşı, F., & İşman, A.). In Eğitim teknolojileri okumaları, 801-830.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
Grover, S., & Pea, R. (2013). Computational thinking in K12 a review of the state of the field. Educational Researcher, 42(1), 38-43.
ISTE (2019). Operational definition of computational thinking. Retrieved from https://id.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
Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210.
Karaahmetoğlu, K., & Korkmaz, Ö. (2019). The effect of project-based arduino educational robot applications on students' computational thinking skills and their perception of Basic Stem skill levels. Participatory Educational Research, 6(2), 1-14.
Karal, H., Şılbır, G.M., & Yıldız, M. (2017). STEM eğitiminde bilişimsel düşünme ve kodlamanın rolü. (Ed: Salih Çepni). In Kuramdan Uygulamaya STEM Eğitimi. Ankara: Pegem Akademi, 389-411.
Karasar, N. (2008). Bilimsel araştırma yöntemi. (18. Baskı). Ankara: Nobel Yayın Dağıtım.
Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the Computational Thinking Scales (CTS). Computers in Human Behavior, 72, 558-569.
Korucu, A.T., Gençtürk, A.T. & Gündoğdu, M.M. (2017). Examination of the
computational thinking skills of students. Journal of Learning and Teaching in Digital Age, 2(1), 11-19.
Küçük, S., & Şişman, B. (2017). Behavioral patterns of elementary students and teachers in one-to-one robotics instruction. Computers & Education, 111, 31-43.
Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Malyn-Smith, J., &
Werner, L., 2011. Computational thinking for youth in practice. Acm Inroads,
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.
Oluk, A., Korkmaz, Ö., & Oluk, H.A. (2018). Scratch’ın 5. sınıf öğrencilerinin algoritma geliştirme ve bilgi-işlemsel düşünme becerilerine etkisi. Turkish Journal of Computer and Mathematics Education, 9(1), 54-71.
Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. Online Submission, 8(11), 1-7.
Pellas, N., & Peroutseas, E. (2016). Gaming in Second Life via Scratch4SL: Engaging high school students in programming courses. Journal of Educational Computing Research, 54(1), 108-143.
Pérez-Marín, D., Hijón-Neira, R., Bacelo, A., & Pizarro, C. (2018). Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children? Computers in Human Behavior.
Pulimood, S. M., Pearson, K., & Bates, D. C. (2016, February). A study on the impact of multidisciplinary collaboration on computational thinking. In Proceedings of the 47th ACM technical symposium on computing science education (pp. 30-35). ACM.
Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two years case study using “Scratch” in five schools. Computers & Education, 97, 129-141.
Schumacker, R.E., & Lomax, R.G. (2004). A beginner’s guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum
Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18(2), 351-380.
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.
Sırakaya, M. (2019). İlkokul ve ortaokul öğretmenlerinin teknoloji kabul durumları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 578-590.
Webb, M., Davis, N., Bell, T., Katz, Y. J., Reynolds, N., Chambers, D. P., & Sysło, M. M. (2017). Computer science in K-12 school curricula of the 21st century: Why, what and when?. Education and Information Technologies, 22(2), 445-468.
Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012, February). The fairy performance assessment: measuring computational thinking in middle school. In Proceedings of the 43rd ACM technical symposium on Computer Science Education (pp. 215-220). ACM.
Wing, J. M. (2014). Computational thinking benefits society, 40th Anniversary Blog of Social Issues in Computing, 2014
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35
Wing, J. M. (2011). Computational thinking. In G. Costagliola, A. Ko, A. Cypher, J. Nichols, C. Scaffidi, C. Kelleher, et al. (Eds.), 2011 IEEE symposium on visual languages and human-centric computing (p. 3).
Wing, J. M., (2008). Computational thinking and thinking about computing.
Philosophical Transactions of The Royal Society of London A: Mathematical,
Physical And Engineering Sciences, 366(1881), 3717-3725.
Yıldız Durak, H., & Saritepeci, M. (2018). Analysis of the relation between computational thinking skills and various variables with the structural equation model. Computers & Education, 116, 191-202.
Yunkül, E., Durak, G., Çankaya, S., & Mısırlı, Z.A. (2017). The effects of Scratch software on students’ computational thinking skills. Necatibey Eğitim Fakültesi Fen ve Matematik Eğitimi Dergisi, 11(2), 502-517.
Copyright (c) 2020 Didem Alsancak Alsancak S?rakaya
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).