16 SES 11 B, Programming / Computational Thinking
Computational thinking, formulating as well as solving problems with computers and other tools, logical logical arrangement and analysis of data, showing with abstract examples such as model and simulation of data, generating results with algorithmic thinking, showing possible solutions, analyzing and applying them, And generalizing the problem solving processes (Barr, Harrison, Conery, 2011; Wing, 2008). Computational thinking is a kind of analytical thinking. General ways of thinking mathematical thinking in solving a problem; Designing a large, complex system and thinking about it in relation to real-life situations; Intelligence, mind, and human behaviors (Wing, 2008). Computational thinking focuses on people's ways of solving problems, and it does not go into the process of trying people to think like computers (Yadav, Hong, Stephenson, 2016). It is not only software and hardware works that are physically shown and that touch one aspect of our life, but also informational concepts in problem solving, execution of life, communication and interaction with other people.
The aim of this research is to develop a valid and reliable paper item test that can be used at 8th grade (junior high school 4th grade) level and measures students' computational thinking skills. Within the scope of the study, the skills of the computational thinking defined in the literature were identified and then the problematic situations that these skills could be measured were established. Problem situations have been established in connection with subject areas of science and mathematics courses. The test, which was prepared from the prepared problem cases, was sent to five field specialists and they were asked to evaluate the validity of structure, scope and aspect. Incoming feedbacks were applied to 110 eighth-grade students from a state secondary school. CTT consists of 10 problem cases in total. While one question was asked about some problem cases, two or three questions were asked about some problem cases. For this reason, partial scoring method (Fleiss kappa) was planned for CTT scoring and the Coefficient Omega statistic is planned to be used to determine the reliability of the test. It is thought that a valid and reliable test that can be used at middle school level can be used to gain literature in the obtained findings.
Barr, D; Harrison, J; Conery, L. (2011). Computational Thinking: A Digital Age Skill for Everyone. Learning & Leading with Technology, 38(6), p:20-23 Csernoch, M., Biró, P., Máth, J. & Abari, K. (2015) Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments. Informatics in Education, 14(2), 175–197, DOI: 10.15388/infedu.2015.11 Jun, S., Han, S. Kim, H. & Lee, W. (2014). Assessing the computational literacy of elementary students on a national level in Korea Educational Assessment, Evaluation and Accountability, 26 (4), 319–332. DOI: 10.1007/s11092-013-9185-7 Kim, B., Kim, T & Kim, J (2013). Paper-And-Pencil Programming Strategy Toward Computational Thinking For Non-Majors: Design Your Solution. J. Educational Computing Research, Vol. 49(4) 437-459. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L. & Wilensky, U. (2016) Defining Computational Thinking for Mathematics and Science Classrooms. J Sci Educ Technol, 25: 127–147. DOI 10.1007/s10956-015-9581-5 Wing, J. M. (2008). Computational thinking and thinking about computing. Phil. Trans. R. Soc. 366, 3717–3725 Yadav, A., Hong, H. & Stephenson, C. (2016). Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms. TechTrends, 1-14 DOI 10.1007/s11528-016-0087-7
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