An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study

Neslihan Durmuşoğlu Saltalı; Emel Bayrak Özmutlu; Saniye Nur Ergan; Gökhan Özsoy; Özgen Korkmaz

doi:10.17275/per.23.26.10.2

EN

An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study

Abstract

This study aimed to conduct an in-depth evaluation of the activity-based computational thinking teaching practices performed to improve computational thinking and teaching skills of the basic education teachers. Based on the aim of the study, the case study design, one of the qualitative research methods, was selected. As a result of the collaborative work of five experts, a 20-hour education program built on two core competencies, four sub-competencies and eight thinking skills was implemented. The participants were 40 teachers, 20 of whom were classroom teachers and 20 of whom were pre-school teachers. Data were collected from three different sources using five data collection tools in order to conduct an in-depth analysis of the practices. Quantitative and qualitative data collection tools were used in a combined fashion in the research. The data were analyzed through content analysis and non-parametric analyses. Our findings revealed that thanks to the teaching practices performed, classroom teachers had significantly higher problem solving, diverse thinking, algorithmic thinking, and computational thinking total scores, while preschool teachers achieved significantly higher total scores in algorithmic thinking skills and computational thinking. It was observed that the participants defined computational thinking on the basis of 18 different thinking skills. The explanations of the participants about the functions of computational thinking skills were grouped under seven categories. When the principles that should be considered in the teaching of computational thinking skills were examined, it was seen that the need for utilizing scaffolds was stated the most.

Keywords

Computational thinking, activity-based teaching, teacher education

Supporting Institution

Tübitak

Project Number

121B282

Thanks

Bu çalışma Tübitak 4005 Bilim ve Toplum Projeleri kapsamında desteklenen Etkinlik Temelli Algoritmik Düşünme Eğitimi projesi kapsamında yürütülen faaliyetler kapsamında toplanan verilere dayalı olarak üretilmiştir.

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Neslihan Durmuşoğlu Saltalı ^*
0000-0002-6912-7080
Türkiye

Emel Bayrak Özmutlu
0000-0002-1222-3557
Türkiye

Saniye Nur Ergan
0000-0003-4782-7710
Türkiye

Gökhan Özsoy
0000-0002-1250-624X
Türkiye

Özgen Korkmaz
0000-0003-4359-5692
Türkiye

Publication Date

March 30, 2023

Submission Date

September 8, 2022

Acceptance Date

December 15, 2022

Published in Issue

Year 2023 Volume: 10 Number: 2

DOI

https://doi.org/10.17275/per.23.26.10.2

IZ

https://izlik.org/JA42DK42HE

APA

Durmuşoğlu Saltalı, N., Bayrak Özmutlu, E., Ergan, S. N., Özsoy, G., & Korkmaz, Ö. (2023). An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study. Participatory Educational Research, 10(2), 1-25. https://doi.org/10.17275/per.23.26.10.2

AMA

1.Durmuşoğlu Saltalı N, Bayrak Özmutlu E, Ergan SN, Özsoy G, Korkmaz Ö. An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study. PER. 2023;10(2):1-25. doi:10.17275/per.23.26.10.2

Chicago

Durmuşoğlu Saltalı, Neslihan, Emel Bayrak Özmutlu, Saniye Nur Ergan, Gökhan Özsoy, and Özgen Korkmaz. 2023. “An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study”. Participatory Educational Research 10 (2): 1-25. https://doi.org/10.17275/per.23.26.10.2.

EndNote

Durmuşoğlu Saltalı N, Bayrak Özmutlu E, Ergan SN, Özsoy G, Korkmaz Ö (March 1, 2023) An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study. Participatory Educational Research 10 2 1–25.

IEEE

[1]N. Durmuşoğlu Saltalı, E. Bayrak Özmutlu, S. N. Ergan, G. Özsoy, and Ö. Korkmaz, “An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study”, PER, vol. 10, no. 2, pp. 1–25, Mar. 2023, doi: 10.17275/per.23.26.10.2.

ISNAD

Durmuşoğlu Saltalı, Neslihan - Bayrak Özmutlu, Emel - Ergan, Saniye Nur - Özsoy, Gökhan - Korkmaz, Özgen. “An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study”. Participatory Educational Research 10/2 (March 1, 2023): 1-25. https://doi.org/10.17275/per.23.26.10.2.

JAMA

1.Durmuşoğlu Saltalı N, Bayrak Özmutlu E, Ergan SN, Özsoy G, Korkmaz Ö. An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study. PER. 2023;10:1–25.

MLA

Durmuşoğlu Saltalı, Neslihan, et al. “An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study”. Participatory Educational Research, vol. 10, no. 2, Mar. 2023, pp. 1-25, doi:10.17275/per.23.26.10.2.

Vancouver

1.Neslihan Durmuşoğlu Saltalı, Emel Bayrak Özmutlu, Saniye Nur Ergan, Gökhan Özsoy, Özgen Korkmaz. An Evaluation of the Effect of Activity-Based Computational Thinking Education on Teachers: A Case Study. PER. 2023 Mar. 1;10(2):1-25. doi:10.17275/per.23.26.10.2