Introduction to Computational Thinking and Design-Based Learning

With the rapid development of technology, learning environments and the features expected from learners are changing. In the digital age, where constructivist learning systems are based, learners are expected to be active in learning environments. Active participation of students in the learning process also improves their thinking skills. Computational thinking (CT), one of these skills, focuses on utilizing digital technologies in problem-solving processes. Design-based learning (DBL) environments are very important in developing this skill. Design-based learning environments also focus on solving real-world problems and mostly use technology. Knowing the characteristics of DBL environments and planning and applying the processes accordingly will help to achieve successful results. DBL is preferred when centering the learners in the learning processes. When the literature is examined, CT and DBL are discussed in an interdisciplinary context in many fields, such as language, science, mathematics, and technology. Methods such as robotic coding, programming, gamification, and digital storytelling, especially suitable for DBL integrated into these areas, are essential in developing CT skills. These methods ensure that students build their learning processes by doing and experiencing. This part of the book will discuss the definition, scope, characteristics, related concepts, and dimensions of CT. Then, the definition, scope, characteristics, related concepts, and dimensions of DBL will be discussed. Finally, the effect of DBL environments on CT skills will be discussed with the support of the literature. Thus, it aims to reveal the advantages, limitations, difficulties, and connections between CT and DBL in education. This section will likely guide educators and those researching CT skills in DBL environments.