Computational Thinking In Research

Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008) it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence as well as the mind and human behaviour. It is generally accepted important that like high order thinking skills the analytical way of thinking should be taught to the children at very early ages. The aim of this study is to investigate the computational thinking skills of secondary school students in terms of different variables. The study group of the research is 160 secondary school students who

Computational thinking has become a widespread context in computer sciences (Rong-sheng, 2009). It is expected that computational thinking will be a fundamental skill to be used by all individuals within 21st century (Wing, 2006). Researches made on computational thinking defined this concept in the best way and revealed that this concept is used in a wide range (Kazımoğlu, Kiernan, Bacon & Mackinnon, 2012). According to Bundy (2007), computational thinking has an effective role on researches in all disciplines. Researchers use computational metaphors in order to enrich the theories in various problems. In today’s world, nearly everyone has a personal computer. Individuals generally use their computers for mailing, using web browsers and programmes such as office and for playing games. However with the emergence of computational thinking, it began to create a change in thinking system by going deeper and provided a new language for the definition of theories within the concept of computer. As a description, computational thinking is the whole of knowledge, skills and attitudes which individuals should own for the solution of daily problems and is defined as the interpretation of behaviours which problem-solving, system design and computer sciences demand to earn to (Korkmaz, Çakır & Özden, 2015). Computational thinking recently demonstrates a conspicuous development (Brennan & Resnick, 2012). The

As a result of the research, they concluded that research-based syllabus appropriate for the ages of the students should be prepared for first-graders and that academic programs should be prepared towards cognitive development stages for all levels of education. Within this context, the goal of this research is the determination of computational thinking skills of secondary students in terms of various variables. Within the framework of this general goal, the answers to the following questions are sought;
1. Do levels of computational thinking skill levels of secondary students differ meaningfully in terms of their educational levels?
2. Do levels of computational thinking skill levels of secondary students differ meaningfully in terms of their Gender?
3. Do levels of computational thinking skill levels of secondary students differ meaningfully in terms of their weekly internet usage situations?
4. Do levels of computational thinking skill levels of secondary students differ meaningfully in terms of their mobile device usage competence situations?
5. Do levels of computational thinking skill levels of secondary students differ meaningfully in terms of their mobile technologies possession