Özet:

The purpose of this study was to investigate the effect of gamified educational robotics activities on the reflective thinking skills towards problem solving and the computational thinking skills of the secondary school students. This study adopted a quasi-experimental research design. A total of 27 sixth grade students studying at a secondary school in Amasya during 2018-2019 academic year were recruited as the experimental group for this study in the scope of extra-curricular courses in Information Technologies and Software Course. The control group consisted of 24 sixth grade students. The data were obtained with Reflective Thinking Skill towards Problem Solving Scale and the Computational Thinking Scale. The Reflective Thinking Skill towards Problem Solving Scale is of the quintet likert type and consists of 14 items. The internal consistency coefficient of the scale was calculated as α = 0.83. The Computational Thinking Scale is also of the quintet likert type and consists of 22 items. The internal consistency coefficient of the scale was calculated as α = 0.81. The statistical data were analyzed via descriptive statistics and mixed ANOVA tests. The findings indicated that using the gamified robotics activities in coding education has significantly contributed to the development of the reflective thinking skills towards problem solving and the computing thinking skills of the students.

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