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Computational Thinking with  \nProgramming  \nSemra FİŞ ERÜMİT  \n[semrafiserumit@ktu.edu.tr](semrafiserumit@ktu.edu.tr)  \nKaradeniz Technical University, Trabzon, Türkiye  \nDOI: 10.21585/ijcses.v6i3.173  \nAbstract  \nThis study investigates the contribution of plugged and un-plugged activities to primary school students’development of computational thinking skills. The plugged and unplugged activities were used together in this study. In the implementation, in addition to the un-plugged activities prepared by the “Ministry of National Education,” activities prepared by the researcher were also used. Plugged activities were also determined and implemented on the [code.org](code.org) website according to the age of the students and subjects. A quasi-experimental design was used with a single group to determine the changes before and after learning and to investigate the research questions. The measurements were performed with the Bebras tasks both before and after the implementation. Bebras consists of internationally valid tasks that measure computational thinking. The results showed that the combination of plugged and unplugged activities helped improve students' computational thinking skills. Our findings show that using a combination of unplugged and plugged activities is beneficial for primary school students. Further research is needed to evaluate these activities separately and their role in providing gains. Additionally, the effects of using different teaching methods in programming education can be examined.  \nKeywords: Primary School, Teaching Programming, Computational Thinking, Un-plugged activities, Plugged activities  \n1. Introduction  \nWhen Wing (2006) first referred to computational thinking (CT), it was defined as analysing problems, using abstraction to make their structures understandable, and logically developing solutions to them. In later years, Wing (2017) defined CT as the skill to find and pursue solutions to problems in a manner compatible with computer operations; in other words, approaching problems as computer scientists would. Accordingly, Grover and Pea (2013) defined CT as the process of formulating problems in a format that can be solved by computer programming. The International Society for Technology in Education (ISTE) determined the concept of CT as a combination of “algorithmic, creative, and logical thinking and problem-solving skills” (ISTE, 2015) . Correspondingly, in many studies, the concept of CT is construed as the ability to create solutions to problems using algorithmic thinking to analyse, abstract, and transform information with computer applications, and to use modelling skills in succession (Durak & Saritepeci, 2018; [Tsarava et. al](Tsarava et. al)., 2022). Different definitions continue tobe established regarding the concept of CT (Shute et al., 2017) .  \nToday, it is widely accepted that in addition to cognitive skills , learners should develop skills such as problemsolving, critical thinking, communication, cooperation, and self-management, which are referred to as 21st-century skills (Nouri et al., 2020) . It is assumed that individuals who have these skills will become inquiring, analytical, and productive citizens that our times require. In this context, the improvement of CT is directly related to developing problem-solving and critical-thinking skills (Kong, 2016). Considering that computer science interacts with multiple fields, it may be inferred that CT proficiency affects the skills of people in different science and mathematics disciplines, including problem-solving, algorithmic thinking, creative thinking, analytical and logical thinking skills (Popat & Starkey, 2019; [Tsarava et. al](Tsarava et. al)., 2022). Acquiring these skills beginning in the early grades will facilitate learners ’ development of these skills throughout their schooling and prepare future generations for th","cbCaifdu8ykl42tg","https://ap.wps.com/l/cbCaifdu8ykl42tg","pdf",578514,"English","# Abstract\n# 1. Introduction\n## 1.1. The Significance of Developing CT","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"The study examines how combining plugged and unplugged activities influences primary school students’ computational thinking skills.\"},{\"question\":\"How were the plugged and unplugged activities implemented?\",\"answer\":\"Unplugged activities included materials prepared by the Ministry of National Education plus activities designed by the researcher, while plugged activities were carried out on code.org according to students’ age and subjects.\"},{\"question\":\"How was computational thinking measured before and after the instruction?\",\"answer\":\"Bebras tasks were administered both before and after the implementation to measure computational thinking using internationally valid tasks.\"}]","Collaboration of Unplugged and Plugged Activities for Primary School Students - Developing Computational Thinking with Programming | PDF",1792064901,48]