A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming

Autor/inn/en	Türker, Pinar Mihci; Pala, Ferhat Kadir
Titel	A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming
Quelle	In: Journal on School Educational Technology, 15 (2020) 3, S.18-31 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Thinking Skills; Self Efficacy; Programming Languages; Secondary School Students; Foreign Countries; Computer Science Education; Gender Differences; 21st Century Skills; Creative Thinking; Critical Thinking; Problem Solving; Cooperation; Correlation; Skill Development; Urban Schools; Turkey + Suchen Sie Ihr Suchwort? Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Sekundarschüler; Ausland; Computer science lessons; Informatikunterricht; Geschlechterkonflikt; Kreatives Denken; Kritisches Denken; Problemlösen; Co-operation; Kooperation; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Türkei
Abstract	The aim of this study is to investigate the computational thinking skills of secondary school students and their perceived self-efficacy related to block-based programming. The study group consists of 464 students attending 5, 6, 7, and 8 grades in a province located in the Central Anatolia region, Turkey. Data were collected by Computational Thinking Skills Scale and Self-Efficacy Perception Scale related to Block-Based Programming. Independent sample t-test was used for comparisons of gender, programming education, Scratch and Arduino learning status apart from lessons. According to the findings, it was determined that the computational thinking skills of students were high. Significant differences were found in both computational thinking skills and self-efficacy perceptions of block-based programming according to gender, programming education, and Scratch and Arduino learning status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01