Abstract
This study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills. Explanatory sequential mixed method was adopted in the study in order to collect data according to the research questions. The participants of the study were 113,653 school students from different age levels. Anonymous data was collected electronically from the Turkey 2019 Bebras challenge. Factor analysis was employed to reveal the construct validity to determine how accurately the tool measured the abstract psychological characteristics of the participants. In addition, the item discrimination index was calculated to measure how discriminating the items in the challenge were. Qualitative data gathered through the national Bebras workshop was analysed according to content analysis. The findings highlighted some interesting points about the implications of the Bebras Challenge for Turkey, which are discussed in detail. Furthermore, common problems of Bebras tasks are identified and possible suggestions for improvement are listed.
Highlights
The increasing use of technology in recent years has resulted in people solving problems more effectively and efficiently through the use of technology
This study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills
In other words, solving problems with computers, technological or other tools, logically organising and analysing data, presenting data supported by models or simulations, automating solutions in the context of algorithmic thinking, identifying, analysing and implementing the best solutions, as well as adapting and generalising solutions according to different situations are all example processes that can be expected from a computational thinker, according to a definition put forward by the Computer Science Teachers Association and the International Society for Technology in Education (2011)
Summary
The increasing use of technology in recent years has resulted in people solving problems more effectively and efficiently through the use of technology This paradigm shift in modern society raises the importance of teaching the concepts of informatics and computational thinking at an early age. In other words, solving problems with computers, technological or other tools, logically organising and analysing data, presenting data supported by models or simulations, automating solutions in the context of algorithmic thinking, identifying, analysing and implementing the best solutions, as well as adapting and generalising solutions according to different situations are all example processes that can be expected from a computational thinker, according to a definition put forward by the Computer Science Teachers Association and the International Society for Technology in Education (2011). The concept of computational thinking has been introduced to the Turkish curriculum in 2012 and revised in 2016 In light of this information, this study aims to investigate the computational thinking skills of 113,653 school students from different age levels in Turkey. The concepts of computational thinking, Bebras International Informatics, and the Computational Thinking Challenge were explained
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