Development of a teaching design focused on computational thinking for gifted students

The aim of this study is to examine the impact of an instructional design developed to enhance the computational thinking (CT) skills of gifted students on their critical thinking dispositions, self-efficacy perceptions related to CT, and the development of their CT competencies. The study was conducted within the framework of the Design-Based Research Model (DBRM), specifically adopting the Educational Design Research (EDR) model as its guiding approach. The study group consisted of 12 gifted students enrolled in the Recognizing Individual Abilities (RIA) program at a Science and Art Center (SAC), who were at the equivalent of sixth grade level in the formal education system. These students were selected using purposive sampling, specifically the typical case sampling method. To evaluate the effectiveness of the instructional design, both qualitative and quantitative data collection tools were used. Qualitative data were gathered through observations based on the CT Observation Form developed by the researcher, detailed field notes recorded during implementation, CT activity forms and worksheets completed by the students, and student-focused interviews. Quantitative data were collected using the CT Skills Self-Efficacy Perception Scale (CT-SEPS) and the UF/EMI Critical Thinking Disposition Instrument. The quantitative data were analyzed using SPSS 27 software. The results of the quantitative analysis revealed statistically significant differences between the pre- and post-test scores in students' critical thinking dispositions and their self-efficacy perceptions related to CT, with a high effect size. Qualitative findings also showed that students demonstrated substantial progress in their CT skills and notable improvement in their critical thinking dispositions throughout the process. The integrated analysis of both qualitative and quantitative data demonstrated that the instructional design significantly strengthened the critical thinking dispositions of gifted students, notably improved their self-efficacy perceptions toward computational thinking, and led to a notable and meaningful advancement in their CT skills.