The effect of coding teaching approaches on the 21st century skills of gifted and talented students

The objective of this study is to examine the effects of different programming approaches on the learning and innovation skills, as well as the information, media and technology skills, of gifted and talented students. Accordingly, a sequential explanatory design of mixed-method research was employed in the study. The quantitative phase of the study incorporated a semi-experimental design, while the qualitative component was underpinned by basic qualitative research methods. The sample of the study consisted of 45 gifted students. The students were randomly assigned to two groups: a robotic coding group and a unplugged coding group. The grade level and gender of the students were used as blocking variables. The unplugged coding group comprised 22 students, while the robotic coding group consisted of 23 gifted and talented students. Separate activities were prepared for the two groups for the same outcomes. Participants were trained for a total of 24 hours, three hours a week for eight weeks. To collect data, a 30-item, four-factor learning and innovation skills self-efficacy scale, a 17-item, three-factor information, media and technology skills self-efficacy scale and a semi-structured interview form consisting of eight questions were used. A dependent sample t-test was conducted to determine the effectiveness of the unplugged coding and robotic coding activities. To examine whether there was a significant difference between the post-test scores of the groups, multivariate analysis of covariance analysis was performed for all scales and dependent sample t-test was performed to determine the significant differences between the sub-dimensions. Content analysis method was used in qualitative analysis. The findings of the study showed that unplugged coding activities and robotic coding activities positively contributed to gifted and talented students' learning and innovation skills self-efficacy and its sub-dimensions and information, media and technology skills self-efficacy and its sub-dimensions. In addition, it was determined that robotic coding activities and unplugged coding activities contributed similarly to gifted students' learning and innovation skills self-efficacy and its sub-dimensions and information, media and technology skills self-efficacy and its sub-dimensions. In addition, participants stated that coding activities contributed to the development of coding skills, collaborative working skills, critical thinking and problem-solving skills, technology skills, communication skills, innovation and creativity skills. The findings of the study showed that, even if different programming teaching approaches are used, equivalent outcomes can be obtained in terms of 21st century skills for gifted students. According to these results, suggestions for future research and applications are presented.