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<p>Recognizing the growing importance of computational thinking (CT) skills in an increasingly technology-driven world, efforts have been made to deepen science learning by integrating CT into K-12 classrooms. This quasi-experimental study used a pre- and post-test design to examine the effects of integrating the STEM approach and CT into middle school science classrooms. Data was collected from 60 eighth-grade students (13–14&#xa0;years old) in a public school located in Western Turkey selected through purposive sampling. Students were assigned to control (20 females, 10 males) and experimental groups (15 females, 15 males). The purpose was to investigate the effects of integrated instruction on students’ CT skills and understanding of climate change in the context of disciplinary science learning. Lesson plans and questions were organized according to CT components in line with data practices for conducting scientific investigations of global warming and greenhouse gas emissions by collecting, creating, visualizing, manipulating, and analyzing data. Within-group and between-group comparisons of CT skills and climate change content knowledge scores indicated that students in the experimental group, who had the opportunity to learn content knowledge with an integrated approach and CT practices, significantly increased their skills and understanding of the content. Given the importance of aligning CT components with data practices, the results of the study demonstrate that CT practices can be integrated into science classrooms that focus on disciplinary knowledge using technological tools to conduct scientific investigations with data and graphical representations.</p>

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Effects of Computational Thinking Approaches on 8th Grade Students’ Computational Thinking Skills and Knowledge About Climate Change

  • 期刊论文

  • 发表日期：

    2025年9月11日

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  • Dilara Kara-Zorluoglu,
  • Gaye Defne Ceyhan

摘要

Recognizing the growing importance of computational thinking (CT) skills in an increasingly technology-driven world, efforts have been made to deepen science learning by integrating CT into K-12 classrooms. This quasi-experimental study used a pre- and post-test design to examine the effects of integrating the STEM approach and CT into middle school science classrooms. Data was collected from 60 eighth-grade students (13–14 years old) in a public school located in Western Turkey selected through purposive sampling. Students were assigned to control (20 females, 10 males) and experimental groups (15 females, 15 males). The purpose was to investigate the effects of integrated instruction on students’ CT skills and understanding of climate change in the context of disciplinary science learning. Lesson plans and questions were organized according to CT components in line with data practices for conducting scientific investigations of global warming and greenhouse gas emissions by collecting, creating, visualizing, manipulating, and analyzing data. Within-group and between-group comparisons of CT skills and climate change content knowledge scores indicated that students in the experimental group, who had the opportunity to learn content knowledge with an integrated approach and CT practices, significantly increased their skills and understanding of the content. Given the importance of aligning CT components with data practices, the results of the study demonstrate that CT practices can be integrated into science classrooms that focus on disciplinary knowledge using technological tools to conduct scientific investigations with data and graphical representations.