Effect of unplugged and plugged coding activities on secondary school students’ computational thinking skills

Abstract

The objective of this research was to investigate the influence of both unplugged and plugged coding activities on the computational thinking skills of secondary school students. Using an experimental design with a pretest-posttest control group, the study indicated that students enhanced their computational thinking skills through engagement in coding activities. Specifically, students in the experimental group, participating in unplugged coding activities (Tospaa unplugged coding activities), exhibited heightened perception and improved performance in computational thinking skills in the post-test compared to the pre-test. Conversely, the control group, involved in plugged coding activities (Scratch block-based coding), did not show a significant change in perception of computational thinking skills in the post-test compared to the pre-test. However, their performance in computational thinking skills improved significantly in the post-test compared to the pre-test. Furthermore, no significant differences were observed in terms of the perception of computational thinking skills between the unplugged coding group and the plugged coding group, and similarly, no significant differences were found in terms of the computational thinking skills performance between unplugged and plugged groups. In conclusion, the study also shows a high alignment between students' perceptions of computational thinking and their actual performance in computational thinking.

Keywords

• Computational Thinking
• Coding Education
• Unplugged Coding
• Plugged Coding
• Block-Based Coding

References

1. Alsancak-Sırakaya, D. (2019). Programlama öğretiminin bilgi işlemsel düşünme becerisine etkisi. Türkiye Sosyal Araştırmalar Dergisi, 23(2), 575-590. https://dergipark.org.tr/en/pub/tsadergisi/issue/47639/448409
2. 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
3. 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
4. Aytekin, A., Sönmez Çakır, F., Yücel, Y. B., & Kulaözü, İ. (2018). Geleceğe yön veren kodlama bilimi ve kodlama öğrenmede kullanılabilecek bazı yöntemler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 5(5) , 24-41. https://dergipark.org.tr/en/pub/asead/issue/40925/494055
5. Bal, N. (2019). Temel robotik eğitiminin ortaokul öğrencilerin 21. yy becerilerine ve bilgi işlemsel düşünme becerilerine etkisi (Yayınlanmamış Yüksek Lisans Tezi). Hatay Mustafa Kemal Üniversitesi, Hatay.
6. Brennan, K., & Resnick, M. (2012, June). New frameworks for studying and assessing the development of computational thinking. Paper presented at the 2012 Annual Meeting of the American Educational Research.
7. Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (11th ed.). Pegem.
8. Çatlak, Ş., Tekdal, M., & Baz, F. (2015). Scratch yazılımı ile programlama öğretiminin durumu: Bir doküman inceleme çalışması. Journal of Instructional Technologies and Teacher Education, 4 (3). 13-25. https://dergipark.org.tr/en/pub/jitte/issue/25088/264774

9. Çetin, İ., Otu, T., & Oktaç, A. (2020). Adaption of the computational thinking test into Turkish. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 343-360. https://doi.org/10.16949/turkbilmat.643709
10. Dağ, F., Şumuer, E., & Durdu, L. (2023). The effect of an unplugged coding course on primary school students' improvement in their computational thinking skills. Journal of Computer Assisted Learning, 39(6), 1902-1918. https://doi.org/10.1111/jcal.12850
11. del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A. (2020). Computational thinking through unplugged activities in early years of Primary Education. Computers & Education, 150, 103832. https://doi.org/10.1016/j.compedu.2020.103832
12. Delal, H., & Oner, D. (2020). Developing middle school students’ computational thinking skills using unplugged computing activities. Informatics in Education, 19(1), 1-13. https://doi.org/10.15388/infedu.2020.01
13. Dikkartın Övez, F.T., & Acar, İ. G. (2022). The effect of block-based game development activities on the geometry achievement, computational thinking skills and opinions of seventh-grade students. Journal of Educational Technology & Online Learning, 5(4), 1106-1121. http://doi.org/10.31681/jetol.1151170
14. Erümit, A. K., Şahin, G., & Karal, H. (2020). Yap programlama öğretim modelinin öğrencilerin bilgi-işlemsel düşünme becerilerine etkisi. Kastamonu Eğitim Dergisi, 28(3), 1529-1540. https://doi.org/10.24106/kefdergi.3915
15. Fagerlund, J., Häkkinen, P., Vesisenaho, M., & Viiri, J. (2021). Computational thinking in programming with Scratch in primary schools: A systematic review. Computer Applications in Engineering Education, 29(1), 12-28.
16. Geist, E. (2016). Robots, programming and coding, oh my! Childhood Education, 92(4), 298-304. https://doi.org/10.1080/00094056.2016.1208008
17. Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2013). A primer on partial least squares structural equation modeling (2nd ed.). Sage.
18. ISTE (2011). Operational definition of computational thinking for K–12 education. Access: https://cdn.iste.org/www-root/Computational_Thinking_Operational_Definition_ISTE.pdf?_ga=2.143521276.87737870.1700361224-768374804.1700133162
19. ISTE (2023). ISTE standards: For students. Access: https://iste.org/standards/students#1-5-computational-thinker
20. Kafai, Y. B., & Burke, Q. (2013). Computer programming goes back to school. Phi Delta Kappan, 95(1), 61-65. https://doi.org/10.1177/003172171309500111
21. Kalelioğlu, F. (2017). Unplugged bilgisayar bilimi (B3) öğretimi. Y. Gülbahar (Ed.). Bilgi işlemsel düşünmeden programlamaya içinde (ss. 155-178). Pegem.
22. Kaya, M., Korkmaz, Ö., & Çakır, R. (2020). Oyunlaştırılmış robot etkinliklerinin ortaokul öğrencilerinin problem çözme ve bilgi işlemsel düşünme becerilerine etkisi. Ege Eğitim Dergisi, 21(1), 54-70. https://doi.org/10.12984/egeefd.588512
23. Kırçalı, A. Ç. (2019). K12 düzeyinde algoritma öğretiminde kullanılan plugged ve unplugged araçların çeşitli değişkenler açısından değerlendirilmesi (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
24. Kirçali, A. Ç., & Özdener, N. (2023). A comparison of plugged and unplugged tools in teaching algorithms at the K-12 level for computational thinking skills. Technology, Knowledge and Learning, 28(4), 1485-1513. https://doi.org/10.1007/s10758-021-09585-4
25. Korkmaz, Ö., Çakır, R., & Özden, M. Y. (2015). Bilgisayarca düşünme beceri düzeyleri ölçeğinin (BDBD) ortaokul düzeyine uyarlanması. Gazi Eğitim Bilimleri Dergisi, 1(2), 143-162.
26. Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569.
27. Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Scratch’ın 5. sınıf öğrencilerinin algoritma geliştirme ve bilgi-işlemsel düşünme becerilerine etkisi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(1), 54-71. https://doi.org/10.16949/turkbilmat.399588
28. Pérez-Marín, D., Hijón-Neira, R., Bacelo, A., & Pizarro, C. (2020). 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, 105849. https://doi.org/10.1016/j.chb.2018.12.027
29. Piedade, J., & Dorotea, N. (2023). Effects of Scratch-based activities on 4th-grade students’ computational thinking skills. Informatics in Education, 22(3), 499-523. https://doi.org/10.15388/infedu.2023.19
30. Popat, S., & Starkey, L. (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128 (2019), 365-376. https://doi.org/10.1016/j.compedu.2018.10.005
31. Ramazanoğlu, M. (2021). Robotik kodlama uygulamalarının ortaokul öğrencilerinin bilgisayara yönelik tutumlarına ve bilgi işlemsel düşünme becerisine yönelik öz yeterlilik algılarına etkisi. Türkiye Sosyal Araştırmalar Dergisi, 25(1), 163-174. https://dergipark.org.tr/en/pub/tsadergisi/issue/61177/736602
32. Relkin, E., de Ruiter, L. E., & Bers, M. U. (2021). Learning to code and the acquisition of computational thinking by young children. Computers & Education, 169, 104222. https://doi.org/10.1016/j.compedu.2021.104222
33. Román-González, M. (2015, July). Computational thinking test: Design guidelines and content validation. Paper presented at EDULEARN15 conference, Barcelona, Spain.
34. 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
35. Scratch (2023). About Scratch. Access: https://scratch.mit.edu/about
36. Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers & Education, 184, 104505. https://doi.org/10.1016/j.compedu.2022.104505
37. Sun, L., Hu, L., & Zhou, D. (2021). Improving 7th-graders’ computational thinking skills through unplugged programming activities: A study on the influence of multiple factors. Thinking Skills and Creativity, 42, 100926. https://doi.org/10.1016/j.tsc.2021.100926
38. Sun, L., & Liu, J. (2023). Different programming approaches on primary students’ computational thinking: a multifactorial chain mediation effect. Education Technology Research and Development. Advance online publication. https://doi.org/10.1007/s11423-023-10312-2
39. Threekunprapa, A., & Yasri, P. (2020). Unplugged coding using flowblocks for promoting computational thinking and programming among secondary school students. International Journal of Instruction, 13(3), 207-222. https://doi.org/10.29333/iji.2020.13314a
40. Tonbuloğlu, B., & Tonbuloğlu, İ. (2019). The effect of unplugged coding activities on computational thinking skills of middle school students. Informatics in Education, 18(2), 403-426. https://doi.org/10.15388/infedu.2019.19
41. Tospaa (2023). Kodlama eğitimine genel bakış. Access: https://tospaa.org/unplugged-unplugged-kodlama-nedir/
42. Totan, H. N. (2021). Blok tabanlı kodlama eğitiminin ortaokul öğrencilerinin bilgi işlemsel düşünme becerileri ve kodlama öğrenimine yönelik tutumlarına etkisi: Blocky örneği (Yayınlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Konya.
43. Uçak, S., & Erdem, H. H. (2020). Eğitimde yeni bir yön arayışı bağlamında “21. yüzyıl becerileri ve eğitim felsefesi”. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(1), 76-93. https://doi.org/10.29065/usakead.690205
44. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
45. Wohl, B., Porter, B., & Clinch, S. (2015). Teaching Computer Science to 5-7 year-olds: An initial study with Scratch, Cubelets and unplugged computing. In Proceedings of the workshop in primary and secondary computing education (pp. 55-60).
46. Yükseltürk, E., & Altıok, S. (2015). Bilişim teknolojileri öğretmen adaylarının bilgisayar programlama öğretimine yönelik görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 50-65. https://dergipark.org.tr/en/pub/amauefd/issue/1732/21264
47. Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141 (2019), 1-25. https://doi.org/10.1016/j.compedu.2019.103607
48. Zhao, W., & Shute, V. J. (2019). Can playing a video game foster computational thinking skills?. Computers & Education, 141, 103633. https://doi.org/10.1016/j.compedu.2019.103633