The effect of problem based learning on problem solving and computational thinking skills in robot and game projects developed by secondary school students

In the research, it has been studied to determine the effects of problem solving ability and computational thinking skill on 6th grade students by using the games and robot projects that are made by problem- based learning and mBlock tool. In the research, it used research model of pretest –posttest design from quasi- experimental design and control group. In order to collect data within scope of the research problem solving inventory for children developed by Serin, Bulut Serin and Saygılı (2010) and data computational thinking skills scale developed by Korkmaz, Çakır and Özden (2016) have been used. The scale tool has been practiced on 57 students of 6th grade from a secondary school that depends on Van Edremit Ministry of National Education. It has been given lesson to experimental group by using problem based learning and control group by using classic learning method. In the research, it has been used paired sample t-test, independent sample t test and two way analysis of variance via SPSS 20 packet program on the data obtained. It has been found no significant difference between the average scores of the problem solving skills of the experimental group and the control group students before the experimental procedure. Accordingly, it has been presumed that the students in the experimental and control groups may have equivalent computational thinking skills. As a result of the research, the final test scores of the experimental group students have increased significantly compared to the final scores of the control group students. Through this situation, it has been shown that the teaching method used, namely, the problem- based learning method, has a positive effect on students 'computational thinking skills and problem solving skills. Problem solving skills and computational thinking skills of students haven't been differed on significant level to gender. Also it has been concluded that being in the experiment-observation group and their gender haven't had a significant common effects on the students' problem solving skills and computational thinking skills. Also when it has been analyzed findings related to computer owner, it has been found that problem solving scores and computational thinking skill scores of students who haven't computer are higher on significant level. In control group, while the average scores of students that have computers are 𝑋̅= 2.86, average scores of the students that don't have computers are 𝑋̅=2.99. In the experimental group, while average scores of students that have computers are 𝑋̅= 3.15, average scores of the students that don't have computers are 𝑋̅=3.46.It has been made focus group discussion with students who have computers to understand probable cause of these findings. According to findings that were obtained from committed interviews, it has been precipitated that students use their computers for games and social media rather than use education, research etc. From this point of view, it has been stated in suggestion part that if parents control and observe the using computer of their children; it will be able to help them from negative effects of internet and computer.