Developing and Validating a Computational Thinking Skills Test for 2nd Graders in Turkish Primary Schools

Yıl 2025, Cilt: 42 Sayı: 3, 161 - 176, 31.12.2025

Sena Öztürk Söylemez Duygu Umutlu , Serkan Arıkan

https://doi.org/10.52597/buje.1771117

https://izlik.org/JA68BC85UM

Öz

Computational Thinking (CT) is widely recognized as a critical skill for 21st-century learning, yet there is a lack of valid assessment tools for early primary students. To address this gap, the present study developed and validated a Turkish CT assessment tool designed specifically for second-grade students. The test development process included expert evaluations and two pilot studies conducted with a total of 667 students from public primary schools in Istanbul, Turkey. Exploratory Factor Analysis revealed a robust two-factor structure consisting of CT concepts and CT practices. Student response data supported this structure, resulting in a 12-item, two-factor model (TLI = .966, CFI = .973, RMSEA = .017). The findings indicate that the assessment is a reliable instrument for identifying early CT skills and supporting curriculum design. However, the reliance on a convenience sample from a single metropolitan area may limit the generalizability of the results to other educational contexts.

Anahtar Kelimeler

Computational thinking assessment , primary education , cognitive assessment , programming , computer science education

İlkokul 2. Sınıf Öğrencileri İçin Bilgi-işlemsel Düşünme Becerileri Testinin Geliştirilmesi ve Geçerlenmesi

https://izlik.org/JA68BC85UM

Öz

Bilgi-işlemsel Düşünme (BİD), 21. yüzyıl öğrenmesi için kritik bir beceri olarak yaygın biçimde kabul edilmesine rağmen, erken ilkokul düzeyindeki öğrenciler için geçerli ölçme araçları sınırlıdır. Bu boşluğu gidermek amacıyla, bu çalışmada ikinci sınıf öğrencileri için özel olarak tasarlanmış Türkçe bir BİD ölçme aracı geliştirilmiş ve geçerlik–güvenirlik çalışmaları yapılmıştır. Test geliştirme süreci, uzman değerlendirmelerini ve İstanbul!daki devlet ilkokullarında öğrenim gören toplam 667 öğrenciyle yürütülen iki pilot çalışmayı kapsamaktadır. Açımlayıcı Faktör Analizi, BİD kavramları ve BİD uygulamaları olmak üzere sağlam bir iki faktörlü yapı ortaya koymuştur. Öğrenci yanıtlarına dayalı analizler bu yapıyı desteklemiş ve 12 maddeden oluşan iki faktörlü bir model elde edilmiştir (TLI = .966, CFI = .973, RMSEA = .017). Bulgular, geliştirilen ölçme aracının erken dönem BİD becerilerini belirlemede ve program geliştirmeyi desteklemede güvenilir bir araç olduğunu göstermektedir. Ancak, tek bir metropol bölgeden seçilen uygun örnekleme dayanılması, bulguların genellenebilirliğini sınırlayabilir.

Anahtar Kelimeler

ilkokul eğitimi , bilişsel değerlendirme , programlama , bilgisayar bilimi eğitimi , bilgi-işlemsel düşünme değerlendirmesi

Kaynakça

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