Abstract:

The future of individuals depends on creative children and the original educational content that enables children's creativity. The original and superior works that societies have are the works created by people with creative thinking. The most important educational problem for every society is to identify children with creative skills early and to develop creative thinking of the individuals. While there are many applications for this in our age, the research is still ongoing. Coding education is one of them. The consensus in the field is that students should not learn coding to become engineers and scientists, but understand the necessity of coding, and be productive by keeping up with the age of technology in which they are located. In this study, the effects of robotics and coding training on 4th-grade students’ creative thinking skills were examined. In this pre-posttest control group quasi-experimental design study, A and B forms of the Torrance Creative Thinking Test (TCTT) were used to determine students’ creative thinking skills. Students’ creative thinking skills were evaluated in terms of verbal test total creativity scores, shape test total creativity scores, and sub-dimensions of those scores. Experimental and control groups consisted of 15 students. Data analysis indicated that the experimental group got higher scores than the control group in shape creativity test and there were statistically significant differences between both groups. On the other hand, there were no significant differences between experimental and control groups in the verbal creativity total scores, but significant differences were found in some of the subdimensions of the test.

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