The purpose of the study is to examine the effect of unplugged coding activities carried out with middle school students on their computational thinking skills. This study employed nested-mixed design, which is a mixed research method; the data were supported by including the qualitative phase into an experimental study. In this frame, a group of 114 middle school students consisting of 5th graders were given coding training titled "Keşfet Project -I Discover Coding" by using unplugged coding content. The Computational Thinking Scale was applied to the students at the beginning and end of the training; the results obtained from the scale were analyzed by means of a paired t test. Finally, it was found out that unplugged coding activities had a positive effect on the improvement of computational thinking skills of the students. An examination of the subfactors revealed that there is statistically no significant change in the problem solving skill despite the positive impact observed on creativity, algorithmic thinking, collaboration and critical thinking skills. Following the analysis of observation and daily data, the findings obtained revealed that the students usually displayed high levels of motivation and class participation in unplugged coding activities, they had difficulty in concretizing certain concepts as well as subjects requiring mathematical knowledge; various teaching methods and techniques were used in classes; the students liked the activities especially due to their appealing nature and their relation to daily life; however, there were occasional problems with scheduling of activities and teamwork due to overcrowded class size; the students experienced problems in achieving outcomes such as perceiving the relationship between computer science and mathematics and analyzing the given problem, and could have difficulty in associating between computer science and mathematics or between the subjects learned and the computer lesson, and in analyzing a given problem.

-A Y RI B A S I M -İ s ma i l T ONB UL OĞL U P r o f . Dr . A y t e k i n İ Ş MA NÖğ r e t me n l e r i n S o s y a l A ğ l a r ı K u l l a n ı m P r o

U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l 1 -A Y RI B A S I M -Y r d . Do ç . Dr . Öz c a n E r k a n A K GÜN -Ş i r i n K ÜÇ ÜK B a r ı ş Ç UK URB A Ş I -İ s ma i l T ONB UL OĞL U S ö z e l v e y a Gö r s e l B a s k ı n Öğ r e n me S t i l i n i B e l i r l e me Öl ç e ğ i T ü r k ç e F o r mu n u n Ge ç e r l i k v e Gü v e n i r l i k Ç a l ı ş ma s ı BARTIN ÜNİVERSİTESİ EĞİTİM FAKÜLTESİ DERGİSİ Validity and Reliability Study of the Visual versus Verbal Style of Processing Scale Turkish FormAbstract: Individual differences are very important to consider before choosing instructional methods and techniques properly. One of these differences is style of processing with visual versus verbal. Knowing individuals' style of processing can give us an opportunity to design more individualized teaching and learning processes, and also learning systems. But first we need an instrument to identify dominant style of processing. The aim of this study is to adapt Style of Processing (SOP) Scale developed by Childers, Houston and Heckler (1985) in to Turkish audiences. In order to accomplish this aim, we first translated original English items into Turkish by taking views of 9 experts. Additionally we took students views on translated Turkish items to confirm their meaning and clarity. After that we applied both English and Turkish forms of the scale on a group of people knowing English and Turkish very well that they could be assumed as bilinguals. Pearson correlation coefficient of two application calculated as 0.94, that shows a significant, positive and strong correlation. After completing the equivalency study we applied the scales on 240 teachers students. We used confirmatory factor analysis, Cronbach alpha internal consistency coefficient, corrected item-total correlations, and t test to compare top %27 and down %27 groups' meanings differences. All of these analyses gave satisfactory results. According to these results it can be said that Turkish form of SOP Scale is a valid and a reliable instrument.We hope that the scale will be used in future scientific research, developing and implementing adaptive-assistive learning systems, and teaching-learning processes. Öğrenme stiliyle ilgili alan yazında birçok sınıflama bulunmaktadır. Keefe (1990) öğrenme stilini, öğrencinin karakteristiği aynı zamanda öğretme stratejisi olarak tanımlamıştır.Öğrenme stili, öğrenci karakteristiği çerçevesinde bir öğrencinin nasıl öğrendiğini ve nasıl Literatürde sözel öğrenme stilinin özellikleri şu şekilde ifade edilmektedir (Felder ve Silverman, 1988;Felder 1993Felder , 1996 Felder ve Solomon, 1998, Felder ve Henriques 1995: En çok yazılı ve sözlü uyaranları ve söylenenleri hatırlarlar. Türkçeye uyarlaması yapılan öğrenme stilleri ölçeğinin alt boyutlarından sözel ölçeğin 8 maddeden (1,4,6,7,9,15, 17, 21) ve görsel ölçeğin ise 8 maddeden (2,5,8,10,11,13,16, 22) olmak üzere toplam 16 maddeden oluştuğu görülmektedir (Şekil 1) (Ek-1). Madde Analizine Yönelik Bulgular:Ölç...

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