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Computer programming has been included in the curriculum of K12 education around the world and this has necessitated a tool for the assessment of the computer programming selfefficacy. Thus, this study aims to suggest the necessary scale for the field. In the scale development, the steps of classical measurement theory were applied. Following the expert review, the item pool was conducted with 233 students in a public secondary school which provides education to the age group of 12-14 in the school year 2014-2015. As a result of the study, a unidimensional 5-point Likert scale of 31 items was obtained. The factor loads varied between 0.47 and 0.71 and the explained variance rate was 41.15%. In the analysis of the internal consistency, sufficient values were found; the Cronbach alpha as 0.95 and the equivalent halves method result as 0.96. For the construct validity, exploratory and confirmatory factor analysis were applied and the result showed that the scale is valid and reliable. Günümüzde, bilişim teknolojilerindeki gelişmelerle insanların problemlere çözüm arayışları farklılaşmıştır. Uzun sürede bitirilebilecek bir iş ya da görev teknolojiyi kullanarak kısa sürede bitirebilmektedir. Dijital teknolojinin içerisinde büyüyen çocukların, sadece o teknolojiyi kullanmaları değil, gerekirse yeni teknolojiler üreterek üst düzey düşünme becerilerinin gelişmesi beklenmektedir (Kalelioğlu, 2015). Bu üst düzey becerilerden bir tanesi de Bilgi İşlemsel Düşünmedir (Computational Thinking) (Philips, 2009;Wing 2010). Bilgi İşlemsel Düşünme, sadece bilgisayar bilimcilerinin değil tüm insanların sahip olmaları gereken bir beceri olarak görülmektedir (Korkmaz, Çakir, & Özden, 2017;Wing, 2006;Wing, 2008;Wing, 2010). KeywordsBilgi İşlemsel Düşünme becerisinin öğrencilere kazandırılmasında sık kullanılan yöntemlerden bir tanesi, "Başlangıç Öğrenme Ortamları" olarak değerlendirilen görsel programlama araçlarıyla bilgisayar programlama öğretimidir (Weinberg, 2013). Programlama becerisi yaratıcı düşünme, problem çözme, mantıksal çıkarım gibi üst düzey düşünme becerilerinin geliştirilmesine olanak tanımaktadır (Fesakis & Serafeim, 2009;Fessakis, Gouli, & Mavroudi, 2013;Kay & Knaack, 2005). Bilgisayar programlama becerisinin öğrencilere sağladığı katkı, eğitimcilerin ve araştırmacıların ilgisini çekmiş (Gökçearslan & Alper, 2015), bu doğrultuda Avrupa ve Amerika'da erken yaşlar için bilgisayar programlama öğretimine yönelik ders ve etkinlikler üzerine yapılan çalışmalar artmıştır (Grover & Pea, 2013;Kafai & Burke, 2013). Birçok ülke erken yaşlar için bilgisayar programlamayı ulusal programlarına entegre etmeye başlamışlardır (Kalelioğlu, 2015).Geçmişte öğrencilere bilgisayar programlamanın öğretilmeye çalışılıp, sadece az sayıdaki öğrencinin başarılı olması (Resnick et al., 2009), "bu sefer de aynı sorunla karşı karşıya kalınır mı?" sorusunu akla getirmektedir. Bunun için öğrencilerin bilgisayar programlamaya yönelik düşünceleri ve bilgisayar programlamadaki başarılarının değerlendirilmesi gerekmektedir. Öğrencilerin öz-yeterl...

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The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course have a statistically significantly higher CPSE. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT & S course curriculum held in Turkey in 2018.

This study aimed to determine undergraduate and associate degree students' computer programming attitude and self-efficacy levels, and compare them according to thinking style, gender, department, weekly study time, and programming experience variables. The study employed the correlational research model. The researcher attempted to reach all associate and undergraduate students who had received the computer programming course at a state university. The computer programming self-efficacy scale, the computer programming attitude scale, and the holistic and analytic thinking in problem-solving scale were used to collect research data. Results suggested that the participants with different thinking styles showed significant differences regarding programming attitude and programming self-efficacy. Programming attitude and thinking style were significant predictors of programming self-efficacy. No difference was observed between genders in terms of the common effect and the partial effect of programming attitude and programming self-efficacy. However; differences were observed between participants from different departments and with different weekly study time. There was also a significant difference between the participants with different programming experience levels in terms of the common effect of programming attitude and self-efficacy, whereas no difference was found in terms of attitude alone.

This study aims to assess the effects of teaching programming with mBlock on self-efficacy perceptions and attitudes considering programming. Particularly, this study tries to research whether there is a gender difference in middle school students or not. The study was conducted in pre-test/post-test quasi experimental design. The participants of the study which was completed in twelve weeks were 82 middle school students. The data were collected through "Educational Computer Games Assisted Learning Coding Attitude Scale" and "Computer Programming Self-efficacy Scale". The results of the research indicate that although the selfefficacy perceptions of boys towards programming were higher than the girls' at the beginning of the research, this difference was closed at the end of the research. The results also show that teaching programming with mBlock to middle school students did not cause gender differences in self-efficacy perceptions and attitudes regarding programming. Although girls' attitudes regarding programming were slightly higher than boys', the difference was not considered to be significant. In addition, it was found that programming with mBlock significantly increased students' self-efficacy perceptions and attitudes towards programming. As a result, teaching programming with mBlock can provide similar possibilities for both genders in self-efficacy perceptions and attitudes regarding programming.