The aim of this study was to determine how 5-year-old children identified the functional relationship of correspondence, and whether or not they generalized when working on a task that involved programmable robots. We conducted this study with 15 children (9 girls and 6 boys) in their last year of preschool education. The study was designed around…

Background: Artificial intelligence-generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic. Objectives: This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC…

Background: In the digital age, fostering young children's computational thinking (CT) and executive functions (EFs) through programming has emerged as a significant research issue. While unplugged programming activities are commonly adopted in preschools, robot programming activities have recently gained attention for the potential to enhance…

The study examined the effect of teaching text-based programming with a physical programming tool on secondary school students' computational thinking skills and self-efficacy perceptions. The study was conducted according to a sequential explanatory design as a mixed method research. The study group consisted of 85 secondary school students.…

This study investigates the contribution of plugged and un-plugged activities to primary school students' development of computational thinking skills. The plugged and unplugged activities were used together in this study. In the implementation, in addition to the un-plugged activities prepared by the "Ministry of National Education,"…

Debugging is essential for identifying and rectifying errors in programming, yet time constraints and students' trivialization of errors often hinder progress. This study examines differences in debugging challenges and strategies among students with varying computational thinking (CT) competencies using weekly coding journals from an online…

Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009-2022) of coding and computational…

Contribution: This research illuminates information entropy's efficacy as a pivotal educational tool in programming, enabling the precise quantification of algorithmic complexity and student abstraction levels for solving problems. This approach can provide students quantitative, comparative insights into the differences between optimal and…

Background: Robot programming can simultaneously cultivate learners' computational thinking (CT) and spatial thinking (ST). However, there is a noticeable gap in research focusing on the micro-level development patterns of learners' CT and ST and their interconnections. Objectives: This study aims to uncover the intricate development patterns and…

The aim of this study is to examine the effects of high school students' perceptions of computational thinking skills and perceptions of logical and mathematical intelligence on their programming self-efficacy. Descriptive survey model as a quantitative research design was used in the research. The data were collected face to face on a voluntary…

Learning basic concepts of programming resulting in a development on computational thinking (CT) can be reached by means of digital programming environments. As a counterpart, the application of unplugged programming activities seems also to have promising potential regarding the impact on CT. The main characteristic of unplugged programming is…

The research aims to explore the acquisition of Computational Thinking (CT) sub-skills among 5th and 6th grade secondary school students in Turkey through a block-based programming application, code.org. It seeks to understand if mastering these skills is essential for students globally. This study involved seven volunteer students selected…

The reasons for teaching programming in school are indeed manifold. Programming can for example be utilized as a vehicle for understanding and learning particular mathematical subject matter, or as a tool for solving mathematical problems. In this paper, however, we propose to utilize programming as a vehicle for developing mathematical…

This study aims to examine the views of fourth-grade primary school students on coding education given through the Scratch program by determining the students' skills in using the program and algorithmic thinking skills. The study was conducted as a one-group study with an embedded mixed design. The study group consisted of 32 students attending…

Computational thinking (CT), as a new future-oriented literacy, has gained attention at the basic education level. Graphical programming is the common way to develop CT in primary students, but this drag-and-drop programming may weaken students' understanding of programming's abstract concepts and code logic. Text-based programming approaches can…