The Impact of Visual and Physical Programming-Based Science Activities on Middle School Students’ 21st Century and Computational Thinking Skills

Habibe Güneş; Sevda Küçük

Article Details

The Impact of Visual and Physical Programming-Based Science Activities on Middle School Students’ 21st Century and Computational Thinking Skills

Authors:

Habibe Güneş | Sevda Küçük

Publisher:

Bartin University

Main Topics:

Instructional Design | STEM Education | Development of Science | Technology and Engineering Education and Programs

Journal:

Bartın University Journal of Faculty of Education Vol.14 Issue 3, pp.858-882

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001355581

pISSN:

1308-7177

Keywords:

Abstract:

 In the age of artificial intelligence, one of the main goals of education today is to produce innovative and productive individuals with 21st century skills, who can think creatively, solve problems, think critically, and have strong collaboration and communication skills. This study examines the impact of STEM-based lesson plans that incorporate knowledge-based life problems APoKS and visual-physical programming activities on middle school students 21st century and computational thinking CT skills. The study involved 15 middle school students enrolled in a summer course and three science teachers. A 30-hour intervention was delivered over two weeks, covering topics such as the solar system, force and motion, renewable energy, electrical circuits and sound. Data were collected using the Computational Thinking Skills Self-Efficacy Perception Scale and the 21st Century Skills Scale. After implementation, educators provided insight through semi-structured interviews and reflective diaries. Quantitative data were analysed using the Wilcoxon Signed Rank Test, while qualitative data were examined using content analysis. Results indicate that the activities significantly improved students 21st century thinking and CT self-efficacy. High impact improvements were observed in algorithm design, problem solving, data processing, programming and confidence. Educators confirmed these findings, noting the development of students 21st-century and CT skills. Recommendations for future implementation and research are provided based on the findings.

 In the age of artificial intelligence, one of the main goals of education today is to produce innovative and productive individuals with 21st century skills, who can think creatively, solve problems, think critically, and have strong collaboration and communication skills. This study examines the impact of STEM-based lesson plans that incorporate knowledge-based life problems APoKS and visual-physical programming activities on middle school students 21st century and computational thinking CT skills. The study involved 15 middle school students enrolled in a summer course and three science teachers. A 30-hour intervention was delivered over two weeks, covering topics such as the solar system, force and motion, renewable energy, electrical circuits and sound. Data were collected using the Computational Thinking Skills Self-Efficacy Perception Scale and the 21st Century Skills Scale. After implementation, educators provided insight through semi-structured interviews and reflective diaries. Quantitative data were analysed using the Wilcoxon Signed Rank Test, while qualitative data were examined using content analysis. Results indicate that the activities significantly improved students 21st century thinking and CT self-efficacy. High impact improvements were observed in algorithm design, problem solving, data processing, programming and confidence. Educators confirmed these findings, noting the development of students 21st-century and CT skills. Recommendations for future implementation and research are provided based on the findings.

 In the age of artificial intelligence, one of the main goals of education today is to produce innovative and productive individuals with 21st century skills, who can think creatively, solve problems, think critically, and have strong collaboration and communication skills. This study examines the impact of STEM-based lesson plans that incorporate knowledge-based life problems APoKS and visual-physical programming activities on middle school students 21st century and computational thinking CT skills. The study involved 15 middle school students enrolled in a summer course and three science teachers. A 30-hour intervention was delivered over two weeks, covering topics such as the solar system, force and motion, renewable energy, electrical circuits and sound. Data were collected using the Computational Thinking Skills Self-Efficacy Perception Scale and the 21st Century Skills Scale. After implementation, educators provided insight through semi-structured interviews and reflective diaries. Quantitative data were analysed using the Wilcoxon Signed Rank Test, while qualitative data were examined using content analysis. Results indicate that the activities significantly improved students 21st century thinking and CT self-efficacy. High impact improvements were observed in algorithm design, problem solving, data processing, programming and confidence. Educators confirmed these findings, noting the development of students 21st-century and CT skills. Recommendations for future implementation and research are provided based on the findings.

 Yapay zekâ çağında günümüz eğitiminin temel hedeflerinden biri 21. yy becerilerine sahip yaratıcı düşünebilen, problem çözebilen, eleştirel düşünebilen, işbirliği ve iletişim becerileri kuvvetli, yenilikçi ve üretken bireyler yetiştirmektir. Bu çalışmada fen bilgisi eğiticilerinin hazırladıkları Bilgi Temelli Hayat Problemleri içeren FeTeMMe dayalı ders planları ile görsel ve fiziksel programlama etkinliklerinin ortaokul öğrencilerinin 21.yy ve bilgi işlemsel düşünme BİD becerilerine etkisinin incelenmesi amaçlanmaktadır. Çalışma grubunu yaz kursuna katılan 15 ortaokul öğrencisi ve 3 fen bilgisi eğiticisi oluşturmaktadır. Uygulama iki haftada 30 saatlik müdahaleyle gerçekleştirilmiştir. Uygulamada ortaokul fen bilgisi dersi konularından güneş sistemi ve ötesi, kuvvet ve hareket, kuvvet ve enerji, yenilenebilir enerji, elektrik devreleri ile ses ve özellikleri konularında etkinlikler gerçekleştirilmiştir. Veri toplama aracı olarak Bilgi İşlemsel Düşünme Becerisi Öz-yeterlik Algısı ölçeği ile Ortaokul Öğrencilerine Yönelik 21. Yüzyıl Becerileri Ölçeği kullanılmıştır. Uygulama sonrasında eğiticilerden yarı yapılandırılmış görüşme ve yansıtıcı günlükler yoluyla ortaokul öğrencilerinin 21. yy ve BİD becerilerine ilişkin görüşleri alınmıştır. Nicel veriler Wilcoxon İşaretli Sıralar testiyle analiz edilmiş, nitel veriler ise içerik analizi yöntemiyle incelenmiştir. Bulgulara göre etkinliklerin ortaokul öğrencilerinin 21.yy düşünme becerileri ve bilgi işlemsel düşünme BİD öz yeterlik algısı üzerinde anlamlı bir fark oluşturduğu görülmüştür. Öğrencilerin 21. yy becerilerinde yüksek etki düzeyinde bir değişim olduğu, BİD öz yeterlik algılarında ise algoritma tasarlama, problem çözme, veri işleme, temel programlama ve özgüven boyutlarının hepsinde yüksek etki düzeyinde gelişme olduğu göze çarpmaktadır. Eğiticiler de nicel bulguları destekleyen şekilde öğrencilerinin 21. yy becerileri ve BİD becerilerinin uygulama sonrası geliştirdiğini düşünmektedirler. Araştırmadan elde edilen bulgular doğrultusunda uygulama sürecine ve gelecek araştırmalara yönelik öneriler sunulmuştur.

Article Details

The Impact of Visual and Physical Programming-Based Science Activities on Middle School Students’ 21st Century and Computational Thinking Skills

Authors:

Habibe Güneş | Sevda Küçük

Publisher:

Bartin University

Main Topics:

Instructional Design | STEM Education | Development of Science | Technology and Engineering Education and Programs

Journal:

Bartın University Journal of Faculty of Education Vol.14 Issue 3, pp.858-882

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001355581

pISSN:

1308-7177

Programming

STEM

21st century skills

computational thinking

self-efficacy

secondary school studentsProgramlama

FeTeMM

21. yy becerileri

bilgi-işlemsel düşünme

öz yeterlik

ortaokul öğrencileri

Issues

Article Details

Authors: Habibe Güneş | Sevda Küçük

Publisher: Bartin University

Main Topics: Instructional Design | STEM Education | Development of Science | Technology and Engineering Education and Programs

Journal: Bartın University Journal of Faculty of Education Vol.14 Issue 3, pp.858-882

Document Type: Article

Publication Date: 7/2025

Document Language: English

Document ID (Org No.): 2001355581

pISSN: 1308-7177

Issues

Authors:

Habibe Güneş | Sevda Küçük

Publisher:

Bartin University

Main Topics:

Instructional Design | STEM Education | Development of Science | Technology and Engineering Education and Programs

Journal:

Bartın University Journal of Faculty of Education Vol.14 Issue 3, pp.858-882

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001355581

pISSN:

1308-7177