Investigating the Relationship Between High School Students’ Artificial Intelligence Literacy and Computational Thinking Skills

Abstract

Abstract In the digital age, young people's ability to understand and purposefully use artificial intelligence technologies stands out as a critical competency area in education. Artificial intelligence literacy and computational thinking skills have overlapping technical and critical dimensions. This study examines the relationship between high school students' artificial intelligence literacy and computational thinking skills. The research, conducted with 106 high school students using a correlational survey model, employed the Artificial Intelligence Literacy Scale and the Computational Thinking Self-Efficacy Scale. The findings showed that students' artificial intelligence literacy was at a moderate level. While no significant differences were found based on gender and grade level variables, it was observed that Anatolian High School students had a higher level of artificial intelligence literacy than Vocational High School students. An analysis of the sub-dimensions revealed that the significant difference was driven by practical application and critical evaluation; however, no significant discrepancy was found between the two groups regarding technical understanding. A strong positive correlation was found between artificial intelligence literacy and computational thinking skills (rs = .775, p < .001). These findings indicate that artificial intelligence literacy programs at high school level can be differentiated according to school type and student needs and developed in parallel with computational thinking skills.

Keywords

• Artificial Intelligence
• Artificial Intelligence Literacy
• Computational Thinking Skills
• High School Students

Ethical Statement

This study was approved by the Kastamonu University Social and Human Sciences Scientific Research and Publication Ethics Committee (Date: April 10, 2025; Decision No: 4/48).

Lise Öğrencilerinin Yapay Zeka Okuryazarlığı ve Bilgi İşlemsel Düşünme Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

Dijital çağda gençlerin yapay zeka teknolojilerini anlama ve bilinçli kullanma becerileri, eğitimde kritik bir yetkinlik alanı olarak öne çıkmaktadır. Yapay zeka okuryazarlığı ve bilgi işlemsel düşünme becerileri teknik ve eleştirel boyutlarıyla birbiri ile örtüşebilecek yapıda olan iki önemli beceri türüdür. Bu çalışma, lise öğrencilerinin yapay zeka okuryazarlığı ile bilgi işlemsel düşünme becerileri arasındaki ilişkiyi incelemektedir. 106 lise öğrencisi ile yapılan ve ilişkisel tarama modeli kullanılarak yürütülen araştırmada, Yapay Zeka Okuryazarlığı Ölçeği ve Bilgi İşlemsel Düşünme Öz-Yeterlik Ölçeği kullanılmıştır. Bulgular, öğrencilerin yapay zeka okuryazarlığının orta düzeyde olduğunu göstermiştir. Yapay zeka okuryazarlığı düzeylerinde cinsiyet ve sınıf düzeyi değişkenlerine göre anlamlı fark bulunmazken, Anadolu Lisesi öğrencilerinin yapay zeka okuryazarlık düzeyinin Meslek Lisesi öğrencilerine göre daha yüksek olduğu görülmüştür. Alt boyutlar incelendiğinde bu farkın pratik uygulama ve eleştirel değerlendirme boyutlarından kaynaklandığı, teknik anlama boyutunda ise iki grubun benzer düzeyde olduğu görülmüştür. Yapay zeka okuryazarlığı ile bilgi işlemsel düşünme becerileri arasında güçlü ve pozitif bir korelasyon bulunmuştur (rs = .775, p < .001). Bulgular, lise düzeyinde yapay zeka okuryazarlığı programlarının okul türüne ve öğrenci ihtiyaçlarına göre farklılaştırılmasının faydalı olabileceğini göstermektedir.

Keywords

• Yapay Zeka
• Yapay Zeka Okuryazarlığı
• Bilgi İşlemsel Düşünme Becerileri
• Lise Öğrencileri

Ethical Statement

Bu araştırma Kastamonu Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırmalar ve Yayın Etiği Kurulu’nun 10.04.2025 tarihli ve 4/48 sayılı kararı ile etik açıdan uygun bulunmuştur.

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