SavedAdd your journal

Journals / Yükseköğretim ve Bilim Dergisi / 2026 / Cilt: 12 Sayı: 1

Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study

Programlama Öğretiminin Bilgi İşlemsel Düşünme Becerisi Üzerine Etkisi Var mıdır? Boylamsal Bir Araştırma

Mithat Elçiçek(SİİRT ÜNİVERSİTESİ)0000-0003-1845-7271
Pages
40–50
Publication Date
2022-04-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the measurements made, it was concluded that teaching programming had a significant effect on computational thinking skill and its creativity, algorithmic thinking, and problem-solving sub-dimensions, but had no significant effect on collaborative and critical thinking sub-dimensions.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the effect of teaching programming at a higher education level on computational thinking skills and its sub-dimensions.
📊
Key Findings & Data:The study was conducted with a total of 42 undergraduate students including 18 males and 24 females.
💡
Conclusion & Impact:In the measurements made, it was concluded that teaching programming had a significant effect on computational thinking skill and its creativity, algorithmic thinking, and problem-solving sub-dimensions, but had no significant effect on collaborative and critical thinking sub-dimensions.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:programlama öğretimi · bilgi işlemsel düşünme becerisi · boylamsal çalışma

Abstract

This study aims to examine the effect of teaching programming at a higher education level on computational thinking skills and its sub-dimensions. In the study, an explanatory design, one of the mixed-method research types in which quantitative and qualitative data are used together, was used. In this context, the change of the computational thinking skill variable for a single group taken from a starting point in certain time intervals was examined with a quasi-experimental method. The study was conducted with a total of 42 undergraduate students including 18 males and 24 females. Quantitative data were collected with the computational thinking skills scale developed for university students, and qualitative data were collected through semi-structured focus group interviews. The data were analyzed using the Friedman test, Wilcoxon signed-rank test, and descriptive content analysis techniques. In the measurements made, it was concluded that teaching programming had a significant effect on computational thinking skill and its creativity, algorithmic thinking, and problem-solving sub-dimensions, but had no significant effect on collaborative and critical thinking sub-dimensions.

Özet

Bu çalışmanın amacı, yükseköğretim düzeyinde gerçekleştirilen programlama öğretiminin bilgi işlemsel düşünme becerisi ve alt boyutları üzerindeki etkisini incelemektir. Çalışmada, nicel ve nitel verilerin birlikte kullanıldığı karma yöntem araştırma türlerinden açıklayıcı desen kullanılmıştır. Bu kapsamda bilgi işlemsel düşünme becerisi değişkeninin tek bir grup için, bir başlangıç noktasından alınarak belirli zaman aralıklarındaki değişimi yarı deneysel yöntemle incelenmiştir. Çalışma 18 erkek, 24 kadın olmak üzere toplam 42 lisans öğrencisiyle yürütülmüştür. Nicel veriler üniversite öğrencilerine yönelik geliştirilen bilgi işlemsel düşünme becerisi ölçeğiyle, nitel veriler ise yarı yapılandırılmış odak grup görüşmeleriyle toplanmıştır. Veriler Friedman testi, Wilcoxon işaretli sıralar testi ve betimsel içerik analizi teknikleri doğrultusunda analiz edilmiştir. Yapılan ölçümlerde programlama öğretiminin bilgi işlemsel düşünme becerisi ve bilgi işlemsel düşünme becerisinin yaratıcılık, algoritmik düşünme ve problem çözme alt boyutları üzerine anlamlı bir etkisinin olduğu, işbirliklilik ve eleştirel düşünme alt boyutları üzerine ise anlamlı bir etkisinin olmadığı sonucuna ulaşılmıştır.

🔖

Cite This Article

Elçiçek, M. (2022). Does Teaching Programming Have an Effect on Computational Thinking Skill? A Longitudinal Study. Yükseköğretim ve Bilim Dergisi, Cilt: 12 Sayı: 1, 40–50. https://doi.org/10.5961/higheredusci.936833

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (53)

  1. Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835. https://doi.org/10.1093/comjnl/bxs074
  2. Akçay, A. O., Karahan, E., & Türk, S. (2019). Bilgi işlemsel düşünme becerileri odaklı okul sonrası kodlama sürecinde ilkokul öğrencilerinin deneyimlerinin incelenmesi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi, 4(2), 38-50. https://dergipark.org.tr/tr/pub/estudamegitim/issue/50016/626608
  3. Alsancak Sırakaya, D. (2019). Programlama öğretiminin bilgi işlemsel düşünme becerisine etkisi. Turkiye Sosyal Arastirmalar Dergisi, 23(2), 575-590. https://dergipark.org.tr/tr/pub/tsadergisi/issue/47639/448409
  4. Ataman-Uslu, N., Mumcu, F., & Eğin, F. (2018). Görsel programlama etkinliklerinin ortaokul öğrencilerinin bilgi-işlemsel düşünme becerilerine etkisi. Ege Eğitim Teknolojileri Dergisi, 2(1), 19-31. https://dergipark.org.tr/tr/pub/eetd/issue/38495/410699
  5. Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics. Journal of Science Education and Technology, 27(1), 70-85. https://doi.org/10.1007/s10956-017-9709-x
  6. Aydoğdu, Ş. (2020) Blok tabanlı programlama etkinliklerinin öğretmen adaylarının programlamaya ilişkin öz yeterlilik algılarına ve hesaplamalı düşünme becerilerine etkisi. Eğitim Teknolojisi Kuram ve Uygulama, 10(1), 303-320. https://doi.org/10.17943/etku.649585
  7. Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age skill for everyone. Learning & Leading with Technology, 20-23. https://eric.ed.gov/?id=EJ918910
  8. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  9. Chen, G., Shen, J., Barth-cohen, L., Jiang, S., Huang, X., & Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers &Education, 109, 162–175. https://doi.org/10.1016/j.compedu.2017.03.001
  10. Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
  11. Çakır E., (2017). Ters yüz sınıf uygulamalarının fen bilimleri 7. sınıf öğrencilerinin akademik başarı, zihinsel risk alma ve bilgisayarca düşünme becerileri üzerine etkisi (Yayınlanmamış yüksek lisans tezi), Ondokuz Mayıs Üniversitesi, Samsun. https://tez.yok.gov.tr/UlusalTezMerkezi
  12. Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi. Kuramsal Eğitimbilim Dergisi, 4(1), 95-107. https://dergipark.org.tr/en/pub/akukeg/issue/29342/313994
  13. De Araujo, A. L. S. O., Andrade, W. L., & Guerrero, D. D. S. (2016). A systematic mapping study on assessing computational thinking abilities. Proceedings of Frontiers in Education Conference, 1-9. https://ieeexplore.ieee.org/abstract/document/7757678
  14. Djambong, T., & Freiman, V. (2016). Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments. International Association for Development of the Information Society. https://eric.ed.gov/?id=ED571389
  15. Doğan, U., & Kert, S. B. (2016). Bilgisayar oyunu geliştirme sürecinin, ortaokul öğrencilerinin eleştirel düşünme becerilerine ve algoritma başarılarına etkisi. Boğaziçi Üniversitesi Eğitim Dergisi, 33(2), 21-42. https://dergipark.org.tr/en/pub/buje/issue/29693/319507
  16. Doleck, T., Bazelais, P., Lemay, D. J., Saxena, A., & Basnet, R. B. (2017). Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 4(4), 355-369. https://doi.org/10.1007/s40692-017-0090-9
  17. Durak, H. Y. (2018). 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, 1-17. https://doi.org/10.1007/s10758-018-9391-y
  18. Fanchamps, N. L., Slangen, L., Hennissen, P., & Specht, M. (2019). The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education, 1-20. https://doi.org/10.1007/s10798-019-09559-9
  19. Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
  20. George, D., & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference. GEN, Boston, MA: Pearson Education, Inc.
  21. Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310. https://doi.org/10.1016/j.compedu.2018.07.004
  22. Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279. https://doi.org/10.1016/j.compedu.2014.11.022
  23. ISTE (2015). ISTE-NETS Standards for learning, teaching, and leading in the digital age. International Society for Educational Technology. Retrieved January 12, 2019. https://www.iste.org/standards
  24. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
  25. Kafai, Y. B. & Burke, Q. (2014). Connected Code: Why Children Need to Learn Programming. The MIT Press.
  26. Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596. http://hdl.handle.net/11727/3831
  27. Korkmaz, Ö., Çakir, R., ve Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569. https://doi.org/10.1016/j.chb.2017.01.005
  28. Korkmaz, Ö., Karaçaltı, C., & Çakır, R. (2018). Öğrencilerin programlama başarılarının bilgisayarca-eleştirel düşünme ile problem çözme becerileri çerçevesinde incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 343-370. https://dergipark.org.tr/en/pub/amauefd/issue/41157/413487
  29. Lai, A. F., & Yang, S. M. (2011, September). The learning effect of visualized programming learning on 6 th graders' problem solving and logical reasoning abilities. In 2011 International Conference on Electrical and Control Engineering (pp. 6940-6944). IEEE. https://ieeexplore.ieee.org/abstract/document/6056908
  30. Lockwood, J., & Mooney, A. (2017). A pılot study ınvestıgatıng the ıntroductıon of a computer-scıence course at second level focusıng on computatıonal thınkıng. The Irish Journal of Education/Iris Eireannach an Oideachais, 42, 108-127. https://www.jstor.org/stable/26607242
  31. 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
  32. Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. https://doi.org/10.1080/20004508.2019.1627844
  33. Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. I.J. Modern Education and Computer Science, 8(11), 1-7. https://eric.ed.gov/?id=ED582994
  34. Özçınar, H. (2017). Hesaplamali düşünme araştirmalarinin bibliyometrik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(2), 149-171. https://doi.org/10.17943/etku.288610
  35. Partnership for 21st Century Skills (2009). Curriculum and instruction: A 21st century skills implementation guide. The Partnership for 21st Century Skill. http://www.p21.org/storage/documents
  36. 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, 105, 849. https://doi.org/10.1016/j.chb.2018.12.027
  37. Pierce, T. S. (2011). Introductory computer programming courses used as a catalyst to critical thinking development. (Doctoral Dissertations). Ball State Unıversıty, Muncıe, Indıana. http://liblink.bsu.edu/catkey/1660953
  38. Portelance, D. J., & Bers, M. U. (2015, June). Code and Tell: Assessing young children's learning of computational thinking using peer video interviews with ScratchJr. In Proceedings of the 14th international conference on interaction design and children (pp. 271-274). https://doi.org/10.1145/2771839.2771894
  39. Prensky, M. (2008). Programming is the new literacy. Edutopia magazine. https://www.edutopia.org/print/5142
  40. Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the computational thinking test. Computers in Human Behavior, 72, 678-691. https://doi.org/10.1016/j.chb.2016.08.047
  41. Rosenthal, R., Cooper, H. ve Hedges, L. (1994). Etki büyüklüğünün parametrik ölçüleri. Araştırma sentezi el kitabı, 621 (2), 231-244.
  42. Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203
  43. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
  44. Talim ve Terbiye Kurulu Başkanlığı (2018). Milli Eğitim Bakanlığı Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı: 5. ve 6. Sınıflar. Ankara. https://ttkb.meb.gov.tr/
  45. Tosik-Gün, E., & Güyer, T. (2019). Bilgi işlemsel düşünme becerisinin değerlendirilmesine ilişkin sistematik alanyazın taraması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(2), 99-120. https://doi.org/10.38151/akef.597505
  46. Vee, A. (2013). Understanding computer programming as a literacy. Literacy in Composition Studies, 1(2), 42-64. http://d-scholarship.pitt.edu/id/eprint/21695
  47. Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative health research, 11(4), 522-537. https://doi.org/10.1177/104973201129119299
  48. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
  49. Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725. https://doi.org/10.1098/rsta.2008.0118
  50. Witherspoon, E. B., Higashi, R. M., Schunn, C. D., Baehr, E. C., & Shoop, R. (2017). Developing computational thinking through a virtual robotics programming curriculum. ACM Transactions on Computing Education (TOCE), 18(1), 1-20. https://doi.org/10.1145/3104982
  51. 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
  52. Yecan, E., Özçınar, H., & Tanyeri, T. (2017). Bilişim teknolojileri öğretmenlerinin görsel programlama öğretimi deneyimleri. Elementary Education Online, 16(1), 377-393. http://dx.doi.org/10.17051/io.2017.80833
  53. Yinnan, Z., & Chaosheng, L. (2012, July). Training for computational thinking capability on programming language teaching. In 2012 7th International Conference on Computer Science & Education (ICCSE) (pp. 1804-1809). IEEE. http://dx.doi.org/10.1109/ICCSE.2012.6295420