The effect of block-based coding activities based on a goal-based scenario approach adapted to van hiele geometric thinking levels on 7th-grade students' conceptual understanding, geometry attitudes, Van Hiele geometric thinking levels and Students' opinions

The purpose of this study is to examine the impact of block-based coding activities based on the goal-based scenario approach adapted to Van Hiele geometric thinking levels on the geometry attitudes, Van Hiele geometric thinking levels, and conceptual understanding of seventh-grade students, as well as to ascertain their perspectives on the process. The research model utilized a mixed methodology. The study group consisted of 32 seventh-grade students from a public secondary school in the Çatak district of the province of Van who were selected using a method of purposive sampling. As data collection instruments, the study employed the "Attitude towards geometry scale," "Van Hiele geometric thinking test," "Conceptual understanding scale," and "Semi-structured interview form." The obtained data were analyzed using the paired samples t-test, the Wilcoxon signed-rank test, a rubric, and content analysis. As a result of the analysis, it was determined that the post-test scores on the attitude towards geometry scale and the Van Hiele geometric thinking test differed significantly. In addition, it was determined that the application promoted the growth of geometric thinking levels. The conclusion was that block-based coding activities based on the goal-based scenario approach positively impacted conceptual understanding development for all target polygons. It was determined that the opinions of students regarding teaching practices fell into three categories: "Teaching process," "Use of technology," and "Mathematics/geometry teaching." According to student reports, participating actively in the teaching practices allowed students to gain experience and accelerate and simplify their learning.