Game-based unplugged computational thinking focused activities on cell divisions: Secondary school students' levels of using computational thinking skills

This study aimed to reveal how game-based unplugged computational thinking (ICT) focused activities carried out within the scope of cell divisions support 7th grade students' use of IC skills and the extent to which they use these skills. The study was carried out using a case study design, one of the qualitative research methods, with the participation of 17 students. In the study, game-based unplugged CT activities on cell division were carried out for 6 weeks. Data were collected through observer notes taken during the process, the games designed by the students, and the design texts of these games. The collected data were analyzed using the descriptive analysis method to determine where, how (correctly or incorrectly), and at what levels (insufficient, improvable, and sufficient) the students used their CT skills. The findings revealed that algorithmic thinking and iteration skills were the most frequently used correctly and at a sufficient level by the students. Additionally, it was found that logical thinking skills were applied at different levels (insufficient, improvable, and sufficient) in the games, while abstraction and pattern recognition skills posed the greatest challenges for the students. The study provides significant findings and contributions for researchers and science educators regarding the use of game-based, unplugged CT-focused activities in classrooms.