Computational thinking is a way of thinking that covers 21st century skills and includes new generation concepts such as robotics, coding, informatics and information construction. Computational thinking has reached an important point especially in the field of science in line with the rapid developments in technology. Robotics applications, software-based activities, STEM (Science, Technology, Engineering, Math) education and problem-based studies are some of the areas where this thinking is used. In this study, which is based on this point, it is aimed to develop a scale for computational thinking. Exploratory sequential design, one of the mixed research methods, was used in the study. First of all, a detailed literature review was conducted and needs analysis was carried out. This study consists of two stages. In the first stage, exploratory factor analysis was performed and analyzed with SPSS 23 program. In the second stage, confirmatory factor analysis was performed and analyzed with LISREL 9.2 program. As a result of the study, the goodness of fit indexes of the scale was found. According to this; X²/df value 1.81; NNFI value 0.97; NFI value 0.93; CFI value 0.98; RMR value 0.05; SRMR value 0.04; AGFI value 0.91 and GFI value was found to be 0.93. When the reliability values of the study were examined, Cronbach’s Alpha value was found to be 0.86. As a result of the research, a computational thinking scale consisting of 3 factors and 30 items was developed. This scale was developed for prospective teachers and can be used at all levels of prospective teachers.

This study aims to describe the abstraction of epistemic action, which includes recognition, building-with and construction in junior high school students with low spatial ability in constructing cube nets. The research method used in this study is an exploratory qualitative method with the primary data in the form of interviews with two junior high school students with low spatial abilities who were selected using an inclusive purposive sampling technique. Based on data analysis on the two subjects, it was found that the two subjects constructed a cube net of 14 plain cube nets, 14 colour cube nets and 14 cube nets with variations of domino motifs. In the activity of constructing the cube nets, the two subjects used different epistemic actions; subject SR1 constructed the cube nets as a whole using only two epistemic actions, referred to as recognition and building-with. The activity of subject SR2 in constructing cube nets as a whole uses more epistemic actions that are tiered and interrelated with each other, where the first action that occurs is recognition, the second is building-with, and the third is construction.

The purpose of this study was to compile and statistically analyze the results of research studies that examined students' problem-solving skills in worksheets. The research method used was a meta-analysis. The study search was conducted from 2013 to 2022 in Google Scholar and the Garuda portal databases. The search yielded 40 studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. From the extracted results, 45 comparisons of data were examined. Microsoft Excel was used to calculate the effect size of the problem-solving worksheet. This study yielded a value of 1.281 for the entire study, indicating that the worksheet had a significant and positive impact on students' problem-solving skills. The results indicate the need to develop worksheets to improve students' problem-solving skills.

This study investigated the influence of CThink4CS² Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS² Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.