A Comparison of Plugged and Unplugged Tools in Teaching Algorithms at the K-12 Level for Computational Thinking Skills

This study examines the effects of plugged and unplugged programming tools used in algorithm teaching at the K-12 level on student computational thinking skills and to determine whether gender is a factor in this process. The study group was designed with a control group pre-test–post-test; quasi-ex...

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Bibliographic Details
Published in:Technology, knowledge and learning knowledge and learning, 2023-12, Vol.28 (4), p.1485-1513
Main Authors: Kirçali, Aycan Çelik, Özdener, Nesrin
Format: Article
Language:English
Subjects:
Algorithms
Comparative Analysis
Computation
Control Groups
Creativity and Arts Education
Critical thinking
Education
Educational Technology
Elementary Secondary Education
Gender Differences
Grade 6
Learning Activities
Learning and Instruction
Middle School Students
Original Research
Problem solving
Science Education
Skills
Software
Students
Teaching Methods
Thinking Skills
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Summary:This study examines the effects of plugged and unplugged programming tools used in algorithm teaching at the K-12 level on student computational thinking skills and to determine whether gender is a factor in this process. The study group was designed with a control group pre-test–post-test; quasi-experimental model, that consisted of 109 students in 6th grade at a secondary school. 3 of 4 branches in the school were randomly selected and the experiment and control groups were determined by random assignment. During the study, experiment group 1 was taught Code.org while experiment group 2 was taught unplugged tools, and the control group was taught Scratch. The study lasted for 6 weeks and had 2 lessons per week. The data collection tool used was the "Computational Thinking Levels Scale" as the pre- and post-tests. Our findings showed that while the group that was taught unplugged activities showed positive development for computational thinking skills, there were no significant improvements observed in the other groups. Also, when comparing computational thinking skills, again, there was no significant difference found among the groups. It was observed that group and gender cofactors did not create significant variation among the groups; and when examined on a group basis, differences were found to favor male students when they were performing unplugged activities.
ISSN:2211-1662
2211-1670
DOI:10.1007/s10758-021-09585-4