Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students
Keywords:
Computational thinking, Computer programming self-efficacy, Computer programming attitude, Middle school students.Abstract
The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course have a statistically significantly higher CPSE. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT & S course curriculum held in Turkey in 2018.
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References
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Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49,33-35.
Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology. 48,(3). 789-801.
Balaban-Salı, J. (2006). Tutumların öğretimi. (1.Baskı) A. Şimşek (Ed.). İçerik Türlerine Dayalı Öğretim. 133-162. Nobel Yayın Dağıtım: Ankara.
Bandura, A (1971). Social Learning Theory. New York: General Learning Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Cetin, I. (2016). Preservice Teachers’ Introduction to Computing: Exploring Utilization of Scratch. Journal of Educational Computing Research, 54(7), 997-1021.
Cetin, I., & Ozden, M. Y. (2015). Development of computer programming attitude scale for university students. Computer Applications in Engineering Education, 23(5), 667-672.
Computing at school (2020). Computational Thinking. Date of access: 09.07.2020. On the web: https://community.computingatschool.org.uk/files/8261/original.pdf
Çoban, E., Korkmaz, Ö., Çakır, R., & Erdoğmuş, F. U. (2020). Attitudes of IT teacher candidates towards computer programming and their self-efficacy and opinions regarding to block-based programming. Education and Information Technologies, 1-18.
Durak, H. Y., & Saritepeci, M. (2018). Analysis of the relation between computational thinking skills and various variables with the structural equation model. Computers & Education, 116, 191-202.
Durak, H. Y., Yilmaz, F. G. K., & Yilmaz, R. (2019). Computational thinking, programming self-efficacy, problem solving and experiences in the programming process conducted with robotic activities. Contemporary Educational Technology, 10(2), 173-197.
Feldhausen, R., Weese, J. L., & Bean, N. H. (2018, February). Increasing student self-efficacy in computational thinking via STEM outreach programs. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 302-307).
Freankel, J.R. & Wallen, N. E. (2009). How to design and evaluate research in education (7th. ed.). New York: McGraw-Hill.
Gagne, R. M. (1985). The conditions of Learning and theory of instruction (4th ed.). New York, NY: CBS College Publishing.
Günbatar, M. S. (2018). Examination of undergraduate and associate degree students' computer programming attitude and self-efficacy according to thinking style, gender and experience. Contemporary Educational Technology, 9(4), 354-373.
Günbatar, M. S., & Karalar, H. (2018). Gender differences in middle school students' attitudes and self-efficacy perceptions towards mBlock programming. European Journal of Educational Research, 7(4), 925-933.
ISTE (2018). ISTE Standards for Students. Date of access: 11.04.2018. On the web: https://www.iste.org/standards/for-students.
ISTE and CSTA (2011). Operational definition of computational thinking for K-12 thinking operational-definition-flyer. Date of access: 16.07.2020. On the web: http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf?sfvrsn¼2.
Keçeci, G., Alan, B., & Kırbağ-Zengin, F. (2016). Educational computer games assisted learning coding attitude scale: validity and reliability study. Education Sciences, 11(3), 184-194.
Kittur, J. (2020). Measuring the programming self-efficacy of Electrical and Electronics Engineering students. Date of access: 27.07.2020. On the web: https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9031745.
Korkmaz, Ö., Çakır, R., & Özden, M. Y. (2016). Computational thinking levels scale (CTLS) adaptation for secondary school level. Gazi Journal of Educational Science, 1(2).
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational Objectives, Handbook II: Affective Domain. New York: Longman.
Kukul, V., Gökçearslan, Ş., & Günbatar, M. S. (2017). Computer programming self-efficacy scale (CPSES) for secondary school students: Development, validation and reliability. Educational Technology Theory and Practice, 7(1), 158-179.
Lishinski, A., Yadav, A., Good, J., & Enbody, R. (2016, August). Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance. In Proceedings of the 12th Annual International ACM Conference on International Computing Education Research (ICER'16).
Mazman, S. G., & Altun, A. (2013). Programlama–I Dersinin BÖTE Bölümü Öğrencilerinin Programlamaya İlişkin Öz Yeterlilik Algıları Üzerine Etkisi. Journal of Instructional Technologies & Teacher Education, 2(3), 24-29.
MoE (2018a). Bilişim teknolojileri ve yazılım dersi öğretim programı (5. ve 6. Sınıflar). Date of access: 25.06.2020. On the web: mufredat.meb.gov.tr/Dosyalar/2018124103559587-Bilişim Teknolojileri ve Yazılım 5-6. Sınıflar.pdf.
MoE (2018b). Bilişim teknolojileri ve yazılım dersi öğretim programı (7. ve 8. Sınıflar). Date of access: 25.06.2020. On the web: mufredat.meb.gov.tr/Dosyalar/2018813171426130-2-2018-81Bilişim Teknolojileri ve Yazılım Dersi (7 ve 8. Sınıflar).pdf.
Mıhçı-Türker, P. & Pala, F.K. (2020). The effect of algorithm education on students’ computer programming self-efficacy perceptions and computational thinking skills. International Journal of Computer Science Education in Schools. 3(3). 1-11.
Okal, G., Yildirim, B. & Timur, S. (2020). The effect of coding education on 5th, 6th and 7th grade students' programming self-efficacy and attitudes about technology. Educational Policy Analysis and Strategic Research, 15(2), 143-165.
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. 11. 1-7.
P21 (2020). P21 Frameworks & Resources. Date of access: 28.02.2020. On the web: http://www.battelleforkids.org/networks/p21/frameworks-resources.
Prensky, M. (2001a). Digital natives, digital immigrants. On the horizon, 9(5).
Prensky, M. (2001b). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon, 9(6).
Román-González, M., Pérez-González, J. C., Moreno-León, J., & Robles, G. (2018). Extending the nomological network of computational thinking with non-cognitive factors. Computers in Human Behavior, 80, 441-459.
Toklu, E. (2019). Game Desing and Coding Training For 7-11 Year Old Gifted Students – Kodu Game Lab Example (Master's thesis, Bursa Uludağ University).
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49,33-35.
Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology. 48,(3). 789-801.
Published
2020-11-07
How to Cite
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
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