Computational thinking (CT), which is based on the effective use of information processing tools in problem solving, can be developed through programming activities. Because programming is a complex structure requiring the use of strategic information (debugging, algorithmic thinking, evaluation, and others.) as well as conceptual knowledge (decisions, loops, operators, variables, arrays, and so on), novice students may experience difficulties in solving certain problems even after learning the basic concepts. This can limit the development of CT. Creating algorithmic structures through reasoning based on fundamental concepts depends on changing the focus of the training. This study aims to examine the effect of problem-solving-based programming training (PSbPT) on CT development in the context of programming performance and reasoning skills. PSbPT is a structure based on the use of CT components depending on the problem-solving stages. 40 students studying in the computer technology department of a state university underwent a 14-week programming training program. Participants were randomly assigned to groups in an experimental design with pre-test and post-test control groups. During the training process, students were presented with complex problem scenarios that integrated reasoning and programming and were based on CT components. The results showed that the programming performance and reasoning skills of the experimental group students who received PSbPT were statistically significantly improved compared to the control group. PSbPT was more effective than traditional programming training in terms of developing students' CT skills. The impact of the adopted PSbPT approach on programming, reasoning, and CT skills was discussed separately and holistically.
Kılıç et al. (Mon,) studied this question.