The Effect of Harezmi Education Model on the Computational Thinking Skills of Secondary School Students

Abstract

This study aims to investigate the effect of using the Harezmi education model, which has been widely used in Turkey in recent years, in social studies teaching regarding computational thinking skills. Interviews were held with students and teachers seven months after the applications to determine the conceptual knowledge levels of students for computational thinking skills. Teachers' opinions regarding students' feedback and the changes they observed in the students involved in the application process during the seven months were taken. Besides using one of the mixed-method research designs in this study, that is the triangulation (parallel-convergent) design, quantitative and qualitative data collection tools were used simultaneously. Through the joint use of different methods and data collection tools, obtaining rich and various types of data sets was aimed. As for the quantitative dimension of the study, 54 students, which were divided into experimental and control groups, formed the study group. In the qualitative aspect of the study, there are 20 students and three teachers. The computational thinking self-efficacy perception scale was used as a quantitative data collection tool, and the interview forms were used as qualitative data collection tools. While the analysis of quantitative data was made with Wilcoxon signed rank and Mann-Whitney U tests, the analysis of qualitative data was made with content analysis and descriptive analysis methods. As a result, a significant difference was found in the experimental group students' algorithm sub-dimension scores. According to the interviews held seven months after the applications, students' conceptual knowledge was at a good level. Furthermore, teachers included in the application stated that they observed positive changes in the students after the application. In line with the results obtained, suggestions were made to make arrangements for other sub-dimensions of computational thinking skills and to examine the effects of the Harezmi education model as of different variables.

The Effect of the Harezmi Education Model on Secondary School Students’ Science Academic Achievement

“…Although there are no studies on science lesson in the literature, studies indicate that they improve student achievement in social studies courses (Tokmak, 2022). Tokmak et al (2022) found a significant difference in their students' algorithm subdimension scores because of their study titled "the effect of the HEM on the cognitive thinking skills of secondary school students."…”

“…As a result of the review of the literature, it was seen that the number of studies on the application of HEM is limited. Examining the opinions of 3rd-grade primary school students and their parents regarding HEM (Çimşir et al, 2022); the effect of HEM on the creativity skills of gifted students (Yavuz et al, 2019b); determining students' metaphorical perceptions towards HEM (Ceylan et al, 2020); determining the opinions of teachers who apply HEM about the model (Seçer, 2021); application of HEM in social studies course (Tokmak, 2022); analysis of HEM, which is in the pilot implementation process in Türkiye, in line with the opinions of field experts (Koçoğlu, 2018); studies have been found in the literature, such as the effect of HEM on the cognitive thinking skills of secondary school students (Tokmak et al, 2022); the effect of HEM on the development of problem solving skills of secondary school students (Tokmak, 2023).…”