purpose of this study is to adapt the computational thinking scale to Chinese.
The study group consists of 1015 students. The study was performed in the descriptive
scanning model. The final version of the scale was corrected in line with the
opinions of the language experts who received the items translated from Turkish
to Chinese. Exploratory and confirmatory factor analyses were calculated to
determine the validity of the scale. Later, the distinctiveness forces were
calculated. To determine the reliability of the scale internal consistency and
stability levels were calculated. It has been concluded that the computational
thinking scale is a valid and reliable tool in Chinese culture that can be used
to determine high school students' computational thinking skills. In addition,
it was concluded that the students' computational thinking skills were quite
high. In terms of factors, the students' highest level skills are “Creativity”
and the lowest ones are “Problem Solving” and “Algorithmic Thinking”. In terms
of total scores and factors, computational thinking skills of male students are
higher than female students. But problem solving skills are similar. It was
concluded that k10 students' computational thinking skills were higher than k11
students in terms of “Problem Solving”, “Critical Thinking” and total scores.
Based on the results obtained from this research and the literature, it is
recommended that students frequently take part in activities that aim to
improve their Problem Solving and Algorithmic Thinking skills, especially
within the context of different courses.
Computational thinking, scale development, validity, reliability