Abstract
Problem-solving and critical thinking are associated with 21st century skills and have gained popularity as computational thinking skills in recent decades. Having such skills has become a must for all ages/grade levels. This study was conducted to examine the effects of grade level, gender, chronotype, and time on computational thinking skills. To this end, the study was designed to follow a longitudinal research model. Participants were 436 secondary school students. Computational thinking test scores were collected from the students at certain time intervals. Results indicate that computational thinking skills are independent of gender, time, and chronotype but differ significantly depending on grade level. The interaction between grade level and time of testing also has a significant impact on computational thinking skills. The difference in grade level can be interpreted as taking an information technologies course increases computational thinking. The results suggest that such courses should be promoted to children at a young age. The joint effect of gender, grade level, and chronotype were not statistically significant and it is recommended to conduct future studies to investigate this result.
Highlights
Technology pushing us to name societies and time in various ways has a significant effect on the transformation and formation of the desired and expected characteristics of people
This study was conducted to examine the effects of grade level, gender, chronotype, and time on computational thinking skills
Results indicate that computational thinking skills are independent of gender, time, and chronotype but differ significantly depending on grade level
Summary
Technology pushing us to name societies and time in various ways has a significant effect on the transformation and formation of the desired and expected characteristics of people. With the century we are in, the 21st century skills have become a concept that we often hear, and the importance of which is often underscored. There are studies (Ananiadou & Claro, 2009; Trilling & Fadel, 2009; Dede, 2010; Lai & Viering, 2012; Göksün & Kurt, 2017) highlighting the importance of these skills in educational settings. Wagner (2014) identified these skills of the new century as critical thinking and problem-solving, accessing and analyzing information, inter-system and interpersonal collaboration and leadership, entrepreneurship and initiative, quick wit and adaptability, effective verbal and written communication, and curiosity and imagination. Computation (information processing) and problem-solving skills are at the forefront of the 21st century skills This situation directs us to the concept called computational thinking
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