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Seven volunteer students participated in 2021–2022 using a mixed-methods suitability sample. The study used the Computational Thinking Skill Level Scale (CTSLS) together with observations and interviews after six distance-learning lessons. Descriptive analysis found individual differences, but no significant CTSLS change pre/post intervention or by skill level. Overall, the intervention’s measured impact on CT skills appears limited.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigation-of-the-effect-of-block-based-applications-on-computational-thinking-skills-abstract/603194/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigation-of-the-effect-of-block-based-applications-on-computational-thinking-skills-abstract/603194.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"To examine how secondary school students in Turkey acquire computational thinking sub-skills through a block-based programming application and to assess its overall effectiveness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was computational thinking measured?",{"text":117,"@type":113},"The study used the Computational Thinking Skill Level Scale (CTSLS), complemented by observations and interviews after six tailored distance-learning lessons.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the intervention significantly improve CTSLS scores?",{"text":121,"@type":113},"No significant difference was found in CTSLS scores when comparing pre- and post-intervention results, nor between students grouped by middle and high skill levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603194,1792189832,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Investigation of the Effect of Block-Based Applications on Computational Thinking Skills1  \nAysegul YILMAZ, 2  \nMinistry of National Education, Ankara, Turkey  \nDevkan KALECİ,3  \nİnönü University, Malatya, Turkey  \nAbstract  \nThe research aims to explore the acquisition of Computational Thinking (CT) sub-skills among 5th and 6th grade secondary school students in Turkey through a block-based programming application, [code.org. It](code.org. It) seeks to understand if mastering these skills is essential for students globally. This study involved seven volunteer students selected through a mixed-methods suitability sample for the academic year 2021-2022. It utilized multiple tools: the Computational Thinking Skill Level Scale (CTSLS), observations, and interviews. Each student completed six tailored lessons via distance learning, which were recorded for observation and followed by interviews. Analysis of CT skills was conducted descriptively, considering the CTSLS scores before and after the lessons, observation of CT sub-skills during each session, and individual progress. Despite individual variations in CT skill display, there was no significant difference in the CTSLS scores pre-and post-intervention or between students of middle and high skill levels. The findings suggest that while individual progress in CT skills can be noted, the overall impact of the intervention on enhancing CT skills as measured by CTSLS is limited. This highlights the need for further investigation into the methods and effectiveness of teaching CT skills through block-based programming platforms.  \nKeywords: Computational Thinking, Computational Thinking Skills, Block-Based Applications, [Code.org](Code.org), Secondary School, Turkey  \nDOI: 10.29329/epasr.2024.1099 .3  \nSubmitted: 31 May 2024 Accepted: 13 September 2024 Published: 31 December 2024  \n1 This article is derived from a master's thesis conducted by the first author under the guidance of the second author.  \n2 İnönü University, School of Graduate Studies, Computer and Instructional Technologies Education, Malatya, Turkey, ORCID: [https://orcid.org/ 0000-0001-8995-9709](https://orcid.org/ 0000-0001-8995-9709 Correspondence:)[ Correspondence](https://orcid.org/ 0000-0001-8995-9709 Correspondence:)[:](https://orcid.org/ 0000-0001-8995-9709 Correspondence:) [aysegul.yilmaz@meb.gov.tr](aysegul.yilmaz@meb.gov.tr),  \n3 Assoc. Prof., İnönü University, Faculty of Education, Computer and Instructional Technologies Education, Malatya, Turkey, ORCID: [https://orcid.org/0000-0001-5642-4396](https://orcid.org/0000-0001-5642-4396) Email: [devkan.kaleci@inonu.edu.tr](devkan.kaleci@inonu.edu.tr),  \nIntroduction  \nThe 21st century is characterized by the capabilities of calculation, programming, and design, as it is an era that is progressing with the notion that \"everything is programmable\" . The Institute for the Future (IFTF, 2020) categorized 21st century skills into six shifts, and according to emerging technological advancements, the majority of the 10 skills required in the future are technology-based. Among these skills is Computational Thinking (CT), which underscores the significance of programming. (Davies, Fidler & Gorbis, 2011) Therefore, CT is considered one of the essential skills for the 21st century. (Wing, 2010; Davies, Fidler & Gorbis, 2011; Mohaghegh, McCauley, 2016) . In this context, CT stands out as one of the most important skills of the 21st century, and programming is considered as a basic tool in the development of this skill (Wong & Cheung, 2018) . Research shows that programming activities can contribute to the development of problem solving, critical thinking and creative skills (Cetinkaya, 2019; Kukul & Çakır, 2020) .  \nAccording to the Association of Computer Science Teachers (CSTA) and the International Association for Technology in Education (ISTE), CT defines skills as an approach to problem-solving that can be applied to a computer. It is a problem-solving methodology tha","cbCaio9JmzErvvqd","https://ap.wps.com/l/cbCaio9JmzErvvqd","pdf",557844,18,"English","# Abstract\n# Introduction\n## 21st-century skills and CT\n## Definitions of CT by CSTA and ISTE\n## Educational initiatives and expectations\n## Current gaps and research questions","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To examine how secondary school students in Turkey acquire computational thinking sub-skills through a block-based programming application and to assess its overall effectiveness.\"},{\"question\":\"How was computational thinking measured?\",\"answer\":\"The study used the Computational Thinking Skill Level Scale (CTSLS), complemented by observations and interviews after six tailored distance-learning lessons.\"},{\"question\":\"Did the intervention significantly improve CTSLS scores?\",\"answer\":\"No significant difference was found in CTSLS scores when comparing pre- and post-intervention results, nor between students grouped by middle and high skill levels.\"}]","Investigation of the Effect of Block-Based Applications on Computational Thinking Skills - Abstract | PDF",1792095873,45]