This study examined the developmental process of children's computational thinking using block-based programming tools, specifically algorithmic thinking and debugging skills. With this aim, a group of children (N = 191) from two primary schools were studied for two years beginning from the fourth grade, as they engaged in our block-based…

Computational thinking (CT), an essential 21st century skill, incorporates key computer science concepts such as abstraction, algorithms, and debugging. Debugging is particularly underrepresented in the CT training literature. This multi-level meta-analysis focused on debugging as a core CT skill, and investigated the effects of various debugging…

This study investigated the effects of the single programming approach (plugged-in and unplugged) and the mixed programming approach (plugged-in-first and unplugged-first) on the computational thinking (CT) skills of first-grade students. However, focusing only on the programming learning approach itself is insufficient. Therefore, the influences…

The aim of this study is to compare the effects of unplugged and plugged-in activities on academic achievement and computational thinking (CT) skills of sixth-grade students. Mixed-method research was carried out to explore whether there were differences between the groups, and to learn the students' opinions and experiences regarding the…

Over the past decade, the call to foster computational thinking (CT) in every child has received considerable attention. However, there is little understanding of whether children are developmentally ready to think computationally and what specific CT concepts and skills can be developed at various ages. This study explored the developmental and…

Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K-12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using…

Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack…

The notion of algorithm may be perceived in different levels of abstraction. In the lower levels it is an operational set of instructions. In higher levels it may be viewed as an object with properties, solving a problem with characteristics. Novices mostly relate to the lower levels. Yet, higher levels are very relevant for them as well. We…

The development of programming skills is currently promoting from an early school age, trying to get children to take an active and creative role in the use of technologies. The objective of this article is to verify the repercussion of educational robotics activities on kindergarten students in the acquisition of computational thinking and…

The role of programming in computing education for children has grown rapidly in recent years with the proliferation of specially designed programming tools, which is grounded on Seymour Papert's theoretical work in Constructionism. Studies show that some children can develop computational thinking skills and practices with programming activities…

With the release of the Next Generation Science Standards (NGSS), assessing K-12 science teachers' self-efficacy in Computational Thinking (CT) is an important research gap to study. Bandura defines self-efficacy as awareness of the individual's potential and capabilities to accomplish a goal. Teaching efficacy beliefs is a significant identifier…

This article presents a teaching intervention where programming was used to facilitate preschoolers' learning of mathematics, especially in their development of spatial thinking. In the intervention, the programming was made with a small programmable robot especially designed for young students. The results indicate that the children developed…

The paper examines how computational thinking can be taught to young children with the use of educational robotics using the kit LEGO WeDo. Computational thinking was measured in terms of four sub-skills, namely, sequencing, correspondence between actions and instructions, debugging, and flow of control. Students were assigned to an experimental…

In this paper, we study how to support a human tutor who regulates learners' activities, in a situation of mediated tutoring. Our goal is to provide the tutor with information about the effect of his/her interventions. To achieve this, we adopt an indicator-based approach and define the notion of meta-indicator. The distinguishing feature of…