Özet:

Although the concept of computer thinking (Computational Thinking) which covers many subcompetences in it has not yet been reached to an unification of concepts for our country, it has begun to attract more attention with the latest curriculum studies. This study aimed at studying the relationship between computer thinking skills and problem-solving skills and logical mathematical intelligence specialties of vocational college students using the relative scanning model. The study included 126 girls and 111 boys from different departments, with a total of 237 students. The computer thinking skills levels, the scale of logical mathematical intelligence and the problem-solving inventory used in the study were applied to study the difference between the skills levels required to be measured between sections. The data were applied to the Pearson Corelason test to study the relationship between these skills.  The results of the analysis found that there was a meaningful relationship in a positive direction between the students' computer thinking skills and the logical mathematical intelligence specifications and the problem-solving skills levels. The ANOVA analysis found that there were significant differences between the levels of computer thinking and the levels of logical mathematical intelligence, but there were no significant differences between the levels of computer thinking and the levels of logical mathematical intelligence.

Özet:

Although there is no consensus in our country on the concept of Computational Thinking which consists of many sub skills, it has started to attract more interest with recent curriculum studies. This study aimed to explore the relationship between vocational college students’ computational thinking skills and their problem solving skills and logical mathematical intelligence self-perceptions by correlational survey method. A total of 237 students (126 females, 111 males) from different departments participated in this study. Computational thinking skill levels scale, logical mathematical intelligence self-perception scale, and problem-solving inventory were used as instruments. ANOVA test was run to examine the difference between departments the skill levels measured. Pearson correlation test was run on the data to investigate the relationships between these skills. As a result of the analyses, it was found that there was a positive significant relationship between the students' computational thinking skills and logical mathematical intelligence problems and problem solving skill levels. As a result of ANOVA analysis; there were significant differences among the departments on computational thinking skills and logical mathematical intelligence levels, but it was observed that problem-solving skills were not significant differences among the departments.

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