Introduction: Programming can be an intellectually satisfying skill and is definitely considered useful. However, problem-solving with a computer involves much more than just learning programming language syntax. The theory and practice are interrelated in fascinating ways. Whether one thinks that the purpose of college or higher education is to prepare students for an occupation or to develop foundational knowledge with lifetime benefits (or both), computer science (CS) has become a fundamental part of 21st-century life. Even students studying in areas other than CS are likely to have significant encounters with computational thinking (CT) later on in life. Motivation and Objectives: Colleges and universities offer the opportunity for students to take as many courses as they desire in coding, programming, and CS taught by faculty members from that discipline area. However, this approach alone is deemed insufficient for computer-based problem-solving and computer programming. Effective programming teaching pedagogy also requires organizational principles that can guide us in formulating the overall design of a programming science curriculum (CS). In particular, we need strategies that help us structure multiple paradigm-based teaching curricula into manageable modules. This study aims to develop a framework for programming pedagogy. Research Methodology and Methods: A systematic literature review was conducted for identifying, evaluating, and interpreting relevant research to explore programming paradigms that could be incorporated for novice programmers, possible implementation strategies, and instructional methods for teaching text-based programming, CT concepts, and practices. Results and Findings: This paper's focus was on the pedagogical phenomenon of teaching programming considering the evolving paradigms, implementation strategies, and instructional methods and techniques through the lens of CT. Hence, a framework to design a learning path for pedagogical approaches that consist of CT concepts and practices within text-based programming were proposed. The proposed framework is based on the assumption that "any ongoing research on computing pedagogy requires a review of

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In the information society, as in all other institutions the functions of educational institutions have changed by the phenomenon of globalization, the rapid spread of knowledge and reaching broad masses, the necessity of coexistence of differentiated cultures, and the development of science and technology. Portfolios help students to assess themselves and improve their ability to express themselves and allow observation of the development that takes place over a specified period due to the collection of work during a specified period, taking these characteristics into account, the use of portfolios in the assessment and evaluation process is suggested. Considering the progress in educational technology, it can be said that e-portfolio implementations, which can provide the products of teachers or prospective teachers to move on to the next teaching process and other teachers and prospective teachers, will become more prevalent. When these developments and changes are taken into consideration, it is expected that the evaluation of the e-portfolio implementation of the prospective primary school teachers enrolled in Science and Technology Instruction II and their related gains in the process will contribute to the field. In the research aimed to reveal the evaluations of primary school prospective teachers about their e-portfolio implementation, the approach of phenomenology was used which is one of the qualitative research designs. In this research, it was aimed to reveal the evaluations of e-portfolio contents and the outcomes related to themselves in the course of Science and Technology Education II of the prospective primary school teachers. In the research, the result that e-portfolio creation process is contributed to the prospective primary school teachers in the sub-headings of "Pedagogical Knowledge", "Field Information", "Technology Use Skill" and "Thinking Skill" was obtained.

The main purpose of this research is to develop a measure to determine university students' perceptions of the flipped learning model. Exploratory and confirmatory factor analysis were conducted within the scope of the validity study of the scale, and its internal consistency was analyzed for its reliability. The data for exploratory factor analysis was collected from 360 preservice teachers who experienced the flipped learning model in the 2019-2020 academic year. As a result of the exploratory factor analysis, a three-dimensional structure (learning readiness, learning support and motivational interaction) consisting of 22 items was obtained, and factor loadings were between .82 and .50. The total variance ratio explained by the factors of the scale was determined as 57.59. Moreover, the confirmatory factor analysis was carried out on the data obtained from 354 pre-service teachers who did not participate in the exploratory factor analysis study. The most important values for CFA were χ² =719.34; df=201; RMSEA = 0.08; SRMR =0.06; CFI = 0.97 and NNFI =0.97, which showed an acceptable level of fit confirming the three-factor structure. The findings show that the developed scale is a valid and reliable measure to determine the perceptions of university students regarding the flipped learning model.