Abstract:

It is believed that information processing thinking, which is a way to solve a problem using information processing agents, can develop with programming learning. The teaching of programming is also largely done away from the real life context, which has a negative impact on the learning of students. In this study, the entrance course to programming, designed with authentic learning events, has been studied the impact of students on the beliefs of knowledge processual thinking and programming self-capacity. This study is the study of the karma method in which quantum and quality data are used together. The study group consists of 17 students studying in a public university, a professional college, the computer technology department. Before and after the study, students have completed the scale of knowledge processual thinking and the scale of programming self-capacity beliefs. At the end of the study, interviews were held with students to evaluate the development of the student’s information processual thinking and programming self-capacity. The findings have shown that authentic programming activities significantly improve the general levels of creativity, algorithmic thinking, critical thinking and information processing thinking. There has been no meaningful developments in some subfactors such as problem-solving and collaboration in student information processual thinking. Students have been linked to the development of knowledge processual thinking skills with the conduct of interesting activities, continuous support, work with daily life problems, coding learning. It has been revealed that students' programming self-quality beliefs have developed meaningfully. Future research can be studied at different levels of education and with broader samples. Different activities can be planned to encourage students to do it again at home. On the other hand, it was revealed that some students were negatively affected by performance differences within the group. In this framework, students can find the opportunity to work with different students by crossing between groups every week.