Kodlama öğretı̇mı̇nde yüz yüze ve karma öğrenme ortamlarının öğrencı̇lerı̇n bı̇lgı̇ ı̇şlemsel düşünme becerı̇lerı̇ üzerı̇ne etkı̇sı̇

This study explores the effects of coding training on computational thinking (CT) skills levels in face-to-face learning (FTFL) and blended learning (BL) environments. The research sample consists of 60 seventh grade students (30 girls, 30 boys) observed over the ITS course of the 2019-2020 academic year. These students attend a private secondary school in Istanbul and have prior programming experience, having taken Information Technologies and Software (ITS) courses over the preceding two years. This quantitative research was undertaken following a weak experimental research design with one group pre-test, post-test experimental design, using a personal information form and secondary school CT Skills Levels Scale. These were analyzed using the SPSS 25 program. The students undertook two coding training projects, the first lasting sixteen weeks and using Arduino educational robotics coding applications in a FTFL environment, and the second (also lasting sixteen weeks) a drone coding application in a BL environment. Three tests were undertaken across the course: one before the FTFL training; one between the FTFL and BL training; and one at the conclusion of the coding training. The results of this study for the FTFL coding training reveal insignificant development in CT skills; no significant difference among the girls and boys sample groups; and no significant variation in CT skill subfactors either. Whilst there was again little change in the overall CT skills after training in the BL environment, the results do suggest some development in collaboration (a CT subfactors) amongst girls students; and in the BL environment, both girls and boys students also attested to improvements in collaboration and creativity skills.