The online implementation of the draft coding curriculum prepared according to SOLO taxonomy and investigation of its effect on learning products

Today, no matter what profession students choose, they are expected to have competencies related to technology. In today's world, coding has become a basic requirement along with mathematics and literacy. It is recommended to start coding education at an early age so that students can become individuals who are not content with being users but can produce products and content. The coding curriculum was prepared on the basis of the dimensions of computational thinking skills. The program consists of five modules: disassembly, abstraction, algorithmic thinking, evaluation and debugging, and generalization. SOLO Taxonomy was used in the design of the curriculum. The advantages of SOLO Taxonomy regarding the assessment and evaluation process, its contributions to the process of planning the instruction and the separation of the objectives of a course into cognitive levels were taken into consideration in the preference of this taxonomy. The research was planned according to the mixed method program evaluation design. Case study in the needs analysis section, exploratory sequential mixed design in the measurement tool development phase, and embedded experimental mixed design in the implementation and evaluation phase of the program were preferred. In the online application, there are two groups as pilot application and study group. During the implementation of the program design, the study group consists of 9 students from a secondary school in Afyonkarahisar. The data collection tools used in the study consisted of "Attitude Scale Towards Coding", "Achievement Test", "Self-Efficacy Perception Scale Towards Computational Thinking Skills", rubrics prepared according to SOLO Taxonomy, end-of-module evaluation activities, researcher diaries and student diaries. The Coding Curriculum, which was prepared at the seventh grade level, was implemented in five-week periods in pilot application and study groups. As a result of the research, it was observed that coding education had a positive effect on the attitude towards coding, self-efficacy perception towards computational thinking skills and coding success.