Özet:

The aim of the study is to examine the effect of algorithmic thinking processes on students' problem solving stages. In this context, the difficulties encountered by students while solving problems, the stages, strategies they use, their proficiency and the memorability of problem-solving results are discussed. The case study approach, one of the qualitative research methods, was used in the study. The study group of the research consisted of ten 12th grade students studying at a Private Education Course in Çorlu district of Tekirdağ in the spring semester of the 2020-2021 academic year. The data of the study were collected through a general achievement test prepared by the researchers, an algorithmic thinking test created with flow charts and a semi-structured interview form. The students were evaluated based on four criteria and divided into two homogeneous groups, and two applications were carried out with each group. At the end of the applications, interviews were conducted with a semi-structured interview form, and the other two tests were evaluated based on the questions in this form. Voice recordings were taken from the students in each application. After collecting the data with three data collection tools, content analysis was performed on the data with the MAXQDA program in accordance with the purpose of the study. As a result, it has been determined that secondary school students have positive opinions about finding appropriate strategies and methods for solving algorithmic thinking processes, ensuring memorability and gaining solving competence. Thus, it can be said that algorithmic thinking processes positively affect problem-solving skills in terms of making logical inferences on the problem encountered, sequential and systematic thinking, establishing a solution method and strategy, thinking inquisitively and critically on the problem, and being able to associate the results with the given ones.

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