A Review on the Opinions of Teachers About the Development of Computational Thinking Skills in K-12

Abstract

This study aims to reflect the opinions of expert teachers from different branches about the definition of computational thinking skills, how and through which methods and instruments they should be acquired, their integration into the curriculum and the present condition of schools in terms of administrators, teachers, parents and infrastructure. In this study that was designed with qualitative method, semi-structured interview form was applied to teachers who had received in-service training for the development of computational thinking skills. Qualitative data were coded with content analysis. According to the results reached in the research, it is prevalent to think that information processing thinking is generally defined by teachers as problem solving skills, knowledge processing thinking is the most important contribution of the student to production, and that the training of information processing skills should be started in primary school with an interdisciplinary approach.