The effect of scenario based learning Scratch curriculum on sstudents' computational thinking skills and learning outcomes of problem solving and programming unit

The aim of this research is to analyze the Scratch curriculum that has been developed with Goal Based Scenario Learning (GBSL) design according to the computational thinking skills and of the 6th grade students and the effect of the problem solving and programming unit to learning outcomes with different variables and to evaluate this curriculum according to the teachers' views. In the research, explaratory sequential design intervention model that is one of the mixed method models was used. In this context, both quantitative and qualitative designs were applied. 2X3 (experimental, control group X pre-test, post-test and permanence test) quasi-experimental model was used in the quantitative aspect of the research. In the qualitative aspect of the research, action research design was used. In the quantitative sample of the research, 6th grade students was formed from 3 different schools from different socio-economic levels in Milas by using stratified sample. In the qualitative work group, 3 volunteer IT teachers working at these schools and 19 6th grade students were formed. Within the context of the application, implementory teacher training course to IT teachers were organized in order to improve teaching of problem solving and programming unit. After the course, an 8-week intervention programme was applied to experimental and control groups. In this programme, the curriculum that was designed with GBSL was applied to the experimental group students whereas MEB curriculum that is being used was applied to the control group. In the research, as data collection tool, Computational Thinking Self Assesment Rubric, Scratch Project Assesment Rubric, Academic Success Test and Qualitative data collection tools were used. In the research, computational thinking self assesment rubric and academic success test were used before and after the intervention programme and 6 weeks after the programme to identify the permanency. In quantitaive data analysis, multivariate analysis of covariance (MANCOVA), Friedmann test and descriptive statistical tools were used in repetitive measurements, and in analyzing the qualitative data, content analysis and descriptive analyze techniques were used. In research findings; a significant difference was found in favor of experimental group in academic success post test and permanency test scores of experimental and control group students. In the study, this situation was checked in different variables. These variables are socio-economic school level, gender and screen usage frequency. It was seen that the findings became different according to these variables. There was no significant difference in average scores of experimental and control group students' computational thinking self assesment rubric post test and retention test whereas in test scores, experimental group's scores became different and a significant different result was gained between the groups only according to abstraction subscale. The scores of the experimental group were higher than the control group according to the Scratch project assesment rubric, and this situation was higher also in sub-dimensions of the tool such as programming, computational thinking, project development and visual design and it was stated that upper socio-economic school students' scores were also higher in all sub-dimensions than the other schools. In students' and teachers' views to GBSL, they showed a positive attitude by pointing out that they found this method more effective than the traditional methods, both teacher and student were more active in the process, they did not have a motivation problem and they would be able to use the information they had learnt in the lesson in their real lives.