Informatics in Education, 2024, Vol. 23, No.

3, 507–524 507
© 2024 Vilnius University
DOI: 10.15388/infedu.2024.16

Perceptions of Primary School Teachers

on Interdisciplinary Computational Thinking
Skills Training*

Serap ÇIMŞIR1, Filiz KALELIOĞLU2, Yasemin GÜLBAHAR3

1
MoNE, Mehmet Akif Ersoy Primary School, Istanbul, Turkey
2
Başkent University, Faculty of Education, Department of Computer Education and Instructional
Technologies, Ankara, Turkey
3
Teachers College, Columbia University, Department of Human Development, New York, USA
e-mail: serapcimsir@gmail.com, filizk@baskent.edu.tr, gulbahar@tc.columbia.edu

Received: September 2023

Abstract. This study aims to examine the impact of interdisciplinary computational thinking
(CT) skills training on primary school teachers’ perceptions of CT skills. The sample of the
study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative
and qualitative methods were used together, qualitative data were obtained from the teacher
identification form. Quantitative data were obtained from the scale for CT skills. After the pre-
test was applied to the study group, “CT Skills Training” was applied. During the training, the
basic concepts of CT skills and the subskills were covered theoretically and practically. From
the quantitative data, the education applied was determined to have had a positive effect on the
primary school teachers’ perceptions of CT skills. From the qualitative data, it was determined
that the participants had a positive opinion about the applied training and thought that they
gained skills related to CT.
Keywords: primary school teachers, computational thinking, teacher training, thinking skills.

1. Introduction

The significance of technology, information, and thinking skills is gradually increasing

in education. Providing enriched educational practices based not only on knowledge but
also on skills is important to boost students’ interest in lessons and education. Various
methods and techniques have been used throughout history to obtain academic success.

* This article was produced from the project numbered 121B280, which was supported by The Scientific and
Technological Research Council of Türkiye (TUBITAK), of which the first author was the director. This
study was presented as an verbal announcement in EYFOR-XIII.
508 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

Innovative practices are vital toward satisfying the needs of the developing society and
ensuring that students acquire age-appropriate skills.
The European Union has identified communication and cooperation, security, digi-
tal content creation, problem-solving, information, and data literacy as digital com-
petencies (Carretero et al., 2017, p. 11). It is unlikely to acquire these skills through
traditional teaching methods. It seems impossible to acquire these competencies with
the traditional teaching process, in which classical methods, such as narration, ques-
tion–answer, and classical course materials, such as blackboards and textbooks, are
used (Akdağ and Tok, 2008, p. 29). To gain the competencies needed today, innova-
tive educational practices that allow the active participation of the student rather than
traditional methods are required. With the use of innovative educational applications in
teaching, new competencies and skills required by the digital age can be gained. Among
these skills is computational thinking (CT).

1.1. Conceptual Framework

According to Wing (2006, p. 33), who made the topic a current issue, “CT involves solv-
ing problems, designing systems, and understanding human behavior, by drawing on the
concepts fundamental to computer science.” CT is a skill that all individuals can attain
starting from the preschool period through an interdisciplinary approach. Students of
the digital age are expected to develop 21st-century skills, go beyond what is taught in
schools; adapt and use their knowledge in other fields; and be productive, lifelong learn-
ers, problem-solvers, and competent exponents of accessing the correct information.
CT skills are also among the 21st-century skills (Gülbahar et al., 2019, p. 2). One set of
skills that students should develop when they learn how to obtain current information is
CT skills (Gülbahar et al., 2020, p. 12). According to Wing (2006, p. 34), CT:
●● requires multidimensional thinking at multiple levels of abstraction, beyond mere
programming;
●● is a fundamental skill every individual must have at the current age;
●● is a way that humans think, not computers;
●● is not how individuals think computationally but the method they follow while
solving problems;
●● complements and combines mathematical and engineering in terms of thinking;
●● is used to solve problems, manage our daily lives and interact with others; and
●● is for everyone, everywhere.
It is possible to infer from these statements that practices related to CT skills can be
included in basic education. Moreover, acquiring these skills at an early age is important,
and the practical use of these skills will enable the acquisition of various competencies.
These statements further support the contention that the study results will contribute to
the dissemination of CT skills in basic education.
CT uses similar methods to mathematical thinking in problem-solving, engineer-
ing in designing and evaluating a complex system, and scientific thinking in under-
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 509

standing concepts, such as computability, intelligence, and human behavior (Korkmaz

et al., 2016). CT is a thought process that involves logical reasoning whereby problems
are solved and procedures and systems are better understood. These skills are used
throughout life simultaneously with thinking and problem-solving skills. CT includes
the concepts of algorithmic thinking, logical reasoning, generalization, decomposition,
abstraction, and evaluation (Csizmadia et al., 2015, p. 6). Accordingly, CT skills can be
considered basic skills that should be possessed by everyone to successfully cope with
problems; more easily adapt to innovations; and develop reasoning, generalization, and
evaluation skills.
While teaching students CT skills, it is important to make use of collaborative
exploration-based practices that will enable them to make logical inquiries. During
this process, while students are expected to gain concepts, skills, and perspectives in
different disciplines, their CT skills are expected to develop simultaneously (Gülbahar
et al., 2020). Ensuring the application of CT skills to education will support students
in learning basic sciences, such as mathematics and logic, and will improve their prob-
lem-solving abilities, thereby assisting them in eliminating problems encountered in
daily life. Therefore, it is concluded that using CT skills, which play a critical role in
learning, is a practice that befits the innovative educational approach of the 21st cen-
tury. Concordantly, educational practices aimed at developing students’ digital com-
petencies and CT skills are thought to be favorable for realizing educational goals at
present.
CT supports learning by developing thinking skills (Csizmadia et al., 2015, p. 11).
Therefore, to keep pace with global developments, it is important that teachers and
students gain digital competencies, as well as include CT skills in their curricula and
ensure the dissemination of these skills. Presently, due to the developing technology
and digitalization, CT skills are becoming ever more significant. Basic education is the
most important level of education for students to acquire knowledge and skills.
It is anticipated that by addressing CT skills that are not very common in basic
education in this study, an innovative approach may become widespread in the arena
of basic education. Therefore, it is a fact that a society aiming for sustainable develop-
ment requires teachers capable of cultivating individuals who possess the capabilities
needed to succeed in the 21st century. Presently, the responsibility for cultivating indi-
viduals who have acquired the necessary competencies and skills and can function in a
society that aims to achieve sustainable development lies with education and therefore
teachers, who are the planners and executors of curricula. Primary school teachers
are the most important persons that impact the area educational and developmental
achievements of individuals and society. Primary school teachers are responsible for
teaching all courses from the 1st to the 4th grade, except for courses such as English
and Religious Culture and Moral Knowledge. They spend a considerable amount of
time teaching all core courses using the methods and techniques of their choice. Fur-
thermore, primary school teachers can allocate more time to interdisciplinary practices
in their lessons than teachers at the secondary and high school levels. Studies show
that the attitudes of primary school teachers and their teaching with various methods
510 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

and techniques contribute to the acquisition of knowledge and skills by their students
(Baysal, 2003; Çimşir, 2019). Therefore, the reason for this study is that primary school
teachers receive training on CT, an important skill today, and ensure that they transfer
the outputs of this training to students. Regarding CT skills in the literature, Atiker
(2019) on programming skills and academic success with secondary school students;
Kalelioğlu and Gülbahar (2014) on Scratch and problem-solving skills; and Arslanhan
and Artun’s (2001) research on CT, algorithmic-thinking, decision-making, and prob-
lem-solving skills in science teaching. The positive results of Ertuğrul Akyol’s (2020)
studies on secondary school teachers’ CT and problem-solving skills are remarkable.
This and similar researches are the answer to the question, “Why isn’t computational
thinking skills training given in primary schools, which form the basis of education?”
However, as there is no information technology course among the courses taught in
the current primary school program, no study on information technologies or CT skills
has been encountered at the basic education level. To provide CT skills training to pri-
mary school students, primary school teachers receive training first and then transfer
the training they have received to their students. This study was designed based on the
need for a comprehensive study on the effects of interdisciplinary CT skills training
in basic education and the views of teachers. With the support of experts and trainers
from different universities in Turkey, a comprehensive project study was planned in
the form of teacher training and then the implementation of activities by the teach-
ers participating in the training for their students. The study prepared was supported
within the scope of the call of TUBITAK (The Scientific and Technological Research
Council of Turkey) Science and Society Programs Directorate in Turkey for the TUBI-
TAK 4005 Innovative Educational Practices 2020/1 Term. This comprehensive study
is thought to potentially guide the education planners in formally adding the content
of CT skills to the primary school curriculum and the education programs of teacher
training universities. In addition, the primary school teachers’ inclusion of interdisci-
plinary CT skills activities while teaching their lessons is thought to potentially sup-
port the students in acquiring this skill. Therefore, the results of this study are thought
to potentially make an important contribution to the literature and guide those who
prepare the training programs and practitioner teachers. Accordingly, the study sought
answers to this research question: “Does interdisciplinary CT skills training affect
primary school teachers’ perceptions of these skills?”

1.2. Purpose of the Study

The overall purpose of this study is to reveal the impact of interdisciplinary CT skills
training on primary school teachers’ perceptions of CT skills.
Accordingly, the study aims to answer the following subquestions:
(1) Does interdisciplinary CT skills training have a significant impact on primary
school teachers’ perceptions of these skills?
(2) What are primary school teachers’ opinions on interdisciplinary CT skills train-
ing?
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 511

2. Method

2.1. Research Model

In this research, enriched designs from mixed designs consisting of quantitative and
qualitative research methods were used. Mixed designs involve combining and inte-
grating qualitative and quantitative data in research (Creswell, 2009). In this design,
quantitative and qualitative data are collected simultaneously, and it is checked as to
whether the data collected at the end of the research support each other. During this
research, quantitative and qualitative data were collected simultaneously and the data
were analyzed.
The quantitative part of the study was based on a single group pre-test–post-test ex-
perimental design. In this model, an independent variable was applied to a randomly se-
lected group, and measurements were made before and after the experimental procedure
(Karasar, 2003, p. 96). Following the pre-test, as a part of the experiment, a one-week in-
terdisciplinary CT skills training was provided to the participating primary school teach-
ers. The same measurement tool used in the pre-test was applied during the post-test.
In the qualitative part of the study, the basic interpretive qualitative research de-
sign was used, in which, researchers are concerned about how individuals interpret their
lives, how they construct their world, and what meaning they attribute to their experi-
ences (Merriam, 2013). Following the training, participants’ opinions about the training
were asked, and the answers written on the form were examined.

2.2. Study Group

This research was produced from a national project supported by TUBITAK. Within
the scope of the project, a team of eight people consisting of executives, experts, and
trainers from different universities and different institutions prepared teacher training on
CT skills. The training program prepared was announced to the primary school teachers
through official announcements and social media. A total of 30 primary school teachers
participated in the training voluntarily. The study group research comprised 30 primary
school teachers randomly selected among the volunteers from a population of primary
school teachers working in public schools in Istanbul during the fall semester of the
academic year 2021–2022.
Participants were selected using the disproportionate sampling method. In this type
of sampling, all elements in the population have an equal chance of being selected. This
sampling is also termed simple random sampling, unbiased sampling, or simple sam-
pling (Karasar, 2003, p. 113). Findings on the descriptive characteristics of participant
teachers are listed below.
Table 1 shows that of all the participants, the majority of whom were female (86.7%),
aged between 41 and 45 years (33.3%), had a tenure of more than 20 years (43.3%), had a
bachelor’s degree (63.3%), and had not received training on this subject earlier (60.0%).
512 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

Table 1
Distribution of Teachers in the Experimental Group by Descriptive Characteristics

Groups Frequency (n) Percentage (%)

Gender
Female 26 86.7
Male 4 13.3
Age
22–30 1 3.3
31–35 5 16.7
36–40 6 20.0
41–45 10 33.3
Older than 45 8 26.7
Tenure
0–5 1 3.3
6–10 4 13.3
11–15 3 10.0
16–20 9 30.0
More than 20 13 43.3
Education Status
Bachelor 19 63.3
Master’s Degree 9 30.0
PhD 2 6.7
Having Received the Training
Yes 12 40.0
No 18 60.0

2.3. Data Collection Tools

2.3.1. Semi-structured Interview Form

The teacher identification form developed by the researchers was used to determine the
demographic characteristics of the participating primary school teachers and their views
on the training. The literature was reviewed while formulating the questions for the form.
To ensure content validity, the form was checked by two separate faculty members. The
form was finalized after corrections were made following their recommendations. The
open-ended questions in the form were as follows:
●● Were you satisfied with the training? Did the training meet your expectations?
What part of the training content did you like the most?
●● What skill(s) do you think the training helped you gain?

2.3.1. Self-Efficacy Perception Scale for CT Skill (SEPSCTS)

“Self-efficacy perception scale for CT skill developed” by Gülbahar et al. (2019) com-
prises 36 items and five factors. The factors in the scale below:
●● Algorithm Design Competency.
●● Problem-Solving Competency.
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 513

●● Data Processing Competency.

●● Basic Programming Competency.
●● Self-Confidence Competency.

2.4. Data Collection

For the national project work, a professional team of eight people, including execu-
tives, researchers, and educators, came together. This team prepared a training program
to enable primary school teachers to acquire basic knowledge and skills on CT and to
consider applying the contents of this skill to their classrooms. The preparation of this
training program took about three months, and the program was presented to an official
institution as a project and received support. An online form was created to determine
the participants. This form was announced to the teachers through the social media ac-
counts of the project, the website, and an official letter. After the participants were de-
termined, the content details were shared. A one-week training program was conducted
with the participating primary school teachers in the first week of September 2021. Fol-
lowing the pre-test, an interdisciplinary CT skills training program was conducted with
the participant teachers. During the training, subjects, such as drama, steam, scratch,
3D design, digital game design/story, algorithm, problem-solving, coding, and interdis-
���������
ciplinary course design were addressed. In the training program, academic researchers
in the computer and instructional technologies department from three different univer-
sities and trainers with doctoral studies in this field took part, and studies on theory and
practice were included. The training program applied to the participants is shown in
Table 2.
Pedagogical approaches to CT skills, unplugged CT activities, and the subject of eval-
uation were addressed in detail. Following the training, the post-test was conducted.

Table 2
Training program applied to participants

1. day 2. day 3. day 4. day 5. day

1.session Pretests, Unplugged CT Coding toys Generalization Interdisciplinary course

acquaintance activities 2 (Field trip) and algorithm/ design
meeting Bilge Kunduz
Questions
2. session Why and how Steam training 3D modeling / Scratch 1 Interdisciplinary course
is CT? Autodesk design
(Field trip)
3. session Unplugged CT Steam activities 1 CT through game Scratch 2 Evaluation and
activities 1 development presentation of
prepared course designs
4. session Pedagogical Steam activities 2 CT through game Evaluating CT Posttests
approaches in development skills Closing of the program
CT teaching
514 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

2.5. Data Analysis

The findings obtained using the measurement tools were considered to determine
whether the study objectives were met. In the analysis of quantitative data, the paired
sample t-test was performed to determine whether there was a significant difference
between the pre-test and post-test scores of the participating teachers. The t-test is used
to determine whether the mean difference between two sets of observations is 0. When
measurements regarding the dependent variable are performed with the same sample
before and after an experiment, the results of the said repeated measurements are relat-
ed to one another (Büyüköztürk, 2017, pp. 367–368). In the study, Kurtosis (Kurtosis)
and Skewness (Skewness) values were examined to determine whether the variables
showed a normal distribution. In the relevant literature, if the results regarding the
kurtosis skewness values of the variables are between +1.5 and –1.5 (Tabachnick and
Fidell, 2013), +2.0 and –2.0 (George and Mallery, 2010), the distribution is accepted as
normal. In this study, it was determined that the variables showed normal distribution,
and parametric methods were used in the analysis of the data. This t-test is conducted to
determine whether there is a significant difference between the means of two measure-
ments taken from the same sample. An evaluation was made on the basis of whether
there was a significant difference between the pre-test and post-test scores of the ex-
perimental group.
Content analysis and descriptive analysis were performed while examining the
qualitative data. Relations and concepts were investigated with the help of content
analysis. Alternatively, descriptive analysis, an approach that enables the interpreta-
tion and explanation of the collected data under the established themes, examined the
cause–effect relationships and arrived at the result. In the descriptive analysis method,
direct quotations are used to best reflect participants’ opinions. First, the obtained
data are systematically and clearly described. Subsequently, they are explained and
interpreted, the cause–effect relationships are examined, and conclusions are drawn
(Yıldırım and Şimşek, 2013, pp. 239–240). The forms completed by the participat-
ing teachers were coded as T1 (Teacher 1), T2, etc., and the responses given to each
question were read by the researchers. The statements in the forms were coded and
categories were identified.
Written documents were coded separately by the researchers to ensure the reliability
of the study. The rank correlation coefficient was calculated using the formula [Consen-
sus/(Agreement + Disagreement) × 100] and was found to be 90% (Miles and Huber-
man, 1994). Subsequently, they addressed the disagreements regarding the names of
the categories and arrived at a common decision. Later, tables were created with the
determined categories, subcategories, frequencies, and percentages, and the descriptions
were included.
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 515

3. Findings

3.1. Findings Regarding the Quantitative Data Obtained from the SEPSCTS

The data obtained from the SEPSCTS were analyzed using the statistical package for the
social sciences (SPSS) program. The changes from the pre-test to the post-test in the per-
ception of self-efficacy for CT skills were analyzed using the dependent groups’ t-test.
According to Table 3, the difference between the SEPSCTS pre-test (x̄ = 83.20)
and the SEPSCTS post-test score (x̄ = 104.13) was found to be statistically significant
(t = –11.64; p = .00 < 0.05). It was determined that the increase in the post-test values
was significant when compared with the pre-test values of Algorithm Design, Problem-
Solving, Data Processing, Basic Programming, and Self-Confidence. According to the
amount of increase in favor of the post-test between the pre-test–post-test mean scores
in the subdimensions of the scale, it was determined that the training applied had a
positive effect on the perceptions of the participant teachers’ CT skills in the algorithm-
designing, problem-solving, data-processing, basic programming, and self-confidence
subdimensions.

3.2. Findings Regarding the Qualitative Data Obtained from the Interview Form

The findings regarding participants’ perspectives on the interdisciplinary CT skills train-

ing are presented in this section. Participants’ answers in the teacher identification form
were analyzed by researchers and grouped under themes and categories.
Table 4 depicts participants’ responses to the following questions: Were you satisfied
with the training? What part of the training content did you like the most? Did the train-
ing meet your expectations? Participants’ opinions regarding the training were grouped
under the following categories: liked the training and can be improved. These categories
were divided into subcategories. It can be observed that the subcategories related to the
category of liking the training were more emphasized by the participants.
The category liked training was divided into seven subcategories, namely, “aware-
ness-raising,” “teaching tools,” “introducing methods,” “expert guidance,” “pedagogical

Table 3
Findings Regarding Pre-test and Post-test Difference

Measurements Pre-test Post-test N T p

Mean Sd Mean Sd

SEPSCTS Total 83.200 12.246 104.133 5.316 30 −11.640 0.000

Algorithm design competency 17.367 4.902 26.167 1.289 30 −10.468 0.000
Problem-solving competency 26.700 5.325 29.467 1.717 30 −3.154 0.004
Data processing competency 18.367 3.399 20.733 0.828 30 −4.165 0.000
Basic programming competency 9.000 2.319 13.167 2.086 30 −7.265 0.000
Self-confidence competency 11.767 2.596 14.600 0.724 30 −6.226 0.000
516 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

Table 4
Views of the Participants Regarding the Training

Categories Subcategories F %

Liked the training Awareness-raising 19 21.84

Teaching tools 16 18.39
Introducing methods 11 12.64
Expert guidance 8 9.19
Pedagogical attainment 8 9.19
Lifelong learning 5 5.75
Production 5 5.75
Can be improved Duration 10 1.15
Practical activities 5 5.75
Total 87 100

attainment,” “lifelong learning,” and “production.” Among these, the “awareness-rais-

ing” subcategory was emphasized by most participants. Statements of the participants
regarding each subcategory are given below for clarity.
The participant teachers’ views that can be grouped under the “awareness-raising”
subcategory included the following: “All activities were functional and beneficial.” (T3,
T4, T14, T15, T23, T25, T30); “I think now I can teach algorithmic thinking; I realized
that it is necessary to arrive at the correct solutions for real-life problems in stages,
to see and fix the mistakes we make.” (T1); “This training showed that we can utilize
unplugged CT skills in all courses. For example, I learned how to pose a problem and
create a solution algorithm using these skills in math class.” (T20); “I had heard of the
concept of CTS, but I did not know about it in detail. I gained a great deal of knowledge
and insight about these skills.” (T13); “I liked all sessions of the training. I learned what
CTS implies and how to use it in an interdisciplinary manner.” (T14); “I really liked the
Kodugame, Beaver, Scratch, and Autodesk Fusion 360 sessions.” (T15, T16, T19, T20);
“I understood Steam better and my awareness regarding CTS increased. I will develop
an eTwinning project on this subject.” (T21); “I really liked the activities related to the
stages of CTS: Steam, Scratch, and Beaver.” (T16); “I did not guess that the CT skills
training would be structured so effectively.” (T5); and “I liked the Scratch session; I
learned insights that I can teach my students. The project overall increased my aware-
ness of CT. I would like to thank everyone who contributed to it.” (T29).
The participant teachers’ views that can be grouped under the “teaching tools” sub-
category included the following: “I really liked the coding activities with Scratch, game
development with CoduGame, and 3D modeling with Autodesk Fusion.” (T1, T4, T8,
T10, T11, T12, T13, T15, T16, T18, T19, T20, T22, T29); “I liked all the practice-orient-
ed activities. I also loved the sessions on coding and creating 3D animations. I think it
was more effective, efficient, and permanent because it was a practical activity.” (T13);
and “I really liked the Scratch session.” (T12).
The participant teachers’ views that can be grouped under the “introducing methods”
subcategory included the following: “The adaptation of drama activities to the topic of
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 517

the algorithm was great.” (T2); “Unplugged CT activities were great.”(T4); “All practi-
cal activities were enjoyable and good.” (T3, T9, T12, T13, T18, T19, T20); “The train-
ing was great. We learned new insights like our students, and it was very important that
the new interdisciplinary CTS methods were blended with evaluation and drama and that
they were interactive.” (T24); and “It was good that the concepts in the guidelines for the
5E, 5T, Cynetur model, and Beaver activities were clear.” (T27).
The participant teachers’ views that can be grouped under the “expert guidance” sub-
category included the following: “All sessions on Scratch, drama, and CTS were great,
the Steam tutorial was great as well.” (T11); “I really liked that all aspects of CTS skills
were taught by academics.” (T12); “All activities were planned following the subject
content.” (T17); “I liked the drama activities, the elaborated topics, and the Scratch
training.” (T18); “All of the subjects were explained very well, but I especially liked the
activities on Beaver, CodeGame, and strategy, which can be utilized in the classroom
environment. I hope more teachers will discover this project.” (T20); “I liked the project
specialist’s first lesson, algorithmic toys lesson, and “Bilge Kunduz Activity.” All of
them explained everything properly and provided us with useful information.” (T21);
“The sessions on academic pedagogy and assessment in the context of CT were delight-
ful. I enjoyed learning the basics of the topic from expert academicians.” (T26); and “It
was an intense program, I understood the cognitive dimension of the subject along with
its philosophical background.” (T28).
The participant teachers’ views that can be grouped under the “pedagogical attain-
ment” subcategory included the following: “I thoroughly enjoyed all the activities.
I think we can use them in the classroom.” (T6); “I liked the Beaver activity; it helps
students gain CT and algorithmic-thinking skills.” (T7); “All activities were planned
following the subject content. I liked the activities on CT through drama, Steam, and
game design, and I will use the information I learned during these activities in my
classroom.” (T17); “I liked the drama activities, the elaborated topics, and the Scratch
training. I liked it because these activities can be utilized in the classroom environ-
ment.” (T18, T19, T29); “I believe that this training will improve my teaching skills.”
(T13); and “This training showed that we can use CT skills in all courses. For example,
we learned how to pose a problem and create a solution algorithm using these skills in
math class.” (T20).
The participant teachers’ views that can be grouped under the “lifelong learning”
subcategory included the following: “The training was great. We learned new insights
like our students, and it was very important that the new interdisciplinary CT meth-
ods were blended with evaluation and drama and were interactive.” (T24); “All the
subjects and activities were good, the only downside was the duration. I wish it was
longer training in the form of a camp. Thank you for everything.” (T25); “The ses-
sions on academic pedagogy for CT and assessment were enjoyable.”(T26); “It was
an intense program. I understood the cognitive dimension of the subject along with
the philosophical background. A significant accomplishment for me was finding the
drive to create an interdisciplinary lesson plan as it gave me confidence that I could do
it.” (T28); and “All the activities in the program were great, I greatly benefited from
them.” (T30).
518 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

The participant teachers’ views that can be grouped under the “production” subcat-
egory included the following: “I liked the coding games, the material development tasks,
and the simple coding instruction.” (T22); “I liked the product development activities.”
(T1, T4, T9); and “The important gain for me was the emotional motivation to make an
interdisciplinary lesson plan; it gave me confidence that I can do it.” (T28).
The category that can be improved was divided into two subcategories, namely, “du-
ration” and “practical activities.”
The participant teachers’ views that can be grouped under the “duration” subcategory
included the following: “The project would have been more successful if each subject
had been addressed a bit longer.” (T2, T5, T25); “I would have liked to spend more time
on creating the lesson plan because it was extremely enjoyable.” (T9); “Had the training
been longer, we would have had a better understanding of the topics.” (T10); “All the
training sessions on Scratch, drama, and CTS were great; the STEM session was great.
I wish it was a longer training; other than that I cannot say anything negative.” (T11,
T23); “All the sessions and activities were good; the only downside was the duration.
I wish it was a longer training session in the form of a camp. Thank you for everything.”
(T25); “I wish there were more time for hands-on Scratch activities.” (T12); and “All the
practical activities were fun and good. However, it is important to use time efficiently.
Some of our guides could not complete the sessions on time.” (T3).
The participant teachers’ views that can be grouped under the “practical activities”
subcategory included the following: “A few practice games could be played using cod-
ing toys to conduct a practical activity.” (T17); “The number of practical activities could
be more.” (T5, T12, T26); and “The project could have focused on practice and in-depth
learning by addressing several dimensions of the subject.” (T28).
The participants’ answers to the question “Which skill(s) do you think the training
helped you gain?” were examined, and two categories in Table 5 were determined: re-
lated to CT skills and others.

Table 5
Skills that teachers say they learned from training

Category Subcategory F %

Related to CT skills Algorithm 15 21.43

Pattern recognition 12 17.14
Scratch 9 12.86
Coding 9 12.86
Problem-solving 3 4.29
Steam 3 4.29
Digital game development 2 2.86
Debugging 2 2.86
Other skills Interdisciplinary course design 11 15.71
Differentiated teaching skills 2 2.86
Critical thinking 1 1.43
Decision-making 1 1.43
Total 70 100
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 519

Participants stated that they acquired eight skills that fall under the category related
to CT skills, with the most prominent being “algorithm skills.” Participants T1, T2, T4,
T5, T7, T8, T11, T15, T17, T18, T19, T20, T22, T24, and T30 stated that they gained
“algorithm skills” owing to the training program. The following are the views of some
participants: “I learned how to use the word algorithm in lessons and daily life. I have
learned extremely useful information.” (T24); “I learned what to pay attention to when
creating an algorithm.” (T17); “I learned about the interdisciplinary approach of algo-
rithmic thinking, and I will try to utilize it in my classroom.” (T18); “I gained in-depth
knowledge about utilizing algorithmic-thinking and interdisciplinary approaches, as
well as the ability to easily use them while teaching.” (T19); and “I was given the chance
to make up for my shortcomings in algorithmic-thinking abilities, and as a result, I now
have a clearer understanding of what it is.” (T20).
As for other participants who acquired skills related to CT, the prominent skills
gained owing to the training were “game development with digital tools” for T9 and
T17; “problem-solving” for T1 and T17; “debugging” for T1 and T11; “pattern recogni-
tion” for T11; “Scratch” for T15 and T23; “coding” for T15, T23, and T30; and “Steam”
for T21, T25, and T21. Some of the participants mentioned their eagerness to develop
the skills they gained during the training. They stated that “I better understood what
Steam is, my awareness of CTS has increased, and I will develop an eTwinning project
on this subject.” (T21); “I think now I can teach algorithmic thinking. I realized that it is
necessary to arrive at the correct solutions for real-life problems in stages, to see and fix
the mistakes we make.” (T1); and “I understood the importance of thinking skills thanks
to Beaver, which offered skills such as designing process steps in problem-solving and
developing games.” (T17).
In the other subcategory, the participants stated that they acquired four different
skills, the most prominent being “differentiated teaching skills.” As for other partici-
pants who acquired other skills during the training, T9 and T10 gained “differentiated
teaching skills”; T5, T6, T7, T13, T14, T16, T18, T19, T24, T26, and T28 gained “the
ability to design interdisciplinary courses”; T10 gained the “critical-thinking skill”; and
T13 and T25 gained the “cooperation skill.”

4. Conclusion, Discussion, and Recommendations

The findings of this study show that interdisciplinary CT skills training had a significant
impact on primary school teachers’ perceptions of CT skills. Participants expressed their
positive opinions about this training, and they acquired various skills related to CT. As
a result of the research, the qualitative and quantitative findings were seen as supporting
each other. From the analysis of the quantitative data, it was concluded that the training
applied had a significant effect on the participant teachers’ CT skills self-efficacy per-
ceptions, algorithm-designing, problem-solving, data-processing, basic programming,
and self-confidence subdimensions and that the applied training positively affected the
participant teachers’ perceptions of CT skills. From the analysis of the qualitative data,
it was concluded that the participating teachers had the most positive opinions in the
520 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

categories of awareness, tool, method, and expert effect and that they met the wishes
and needs of the teachers for lifelong learning and production with this training. In addi-
tion, with this training, the participating teachers gained algorithm, pattern recognition,
Scratch, coding, problem-solving, Steam, digital game development, debugging; inter-
disciplinary course design, critical-thinking, and decision-making skills are among the
important results of the research.
The quantitative data measurement tool identified the competencies of the algorithm,
problem-solving, data processing, basic programming, and self-confidence. Subcatego-
ries of the skills participants acquired during the training, such as algorithm, problem-
solving, lifelong learning, and production, were subsequently identified after the analysis
of the qualitative data. This study determined that the qualitative findings suggested that
teachers’ training is beneficial for themselves and their professional development, they
have the opportunity to produce, and even the duration of education should be longer in
the context of “improving” education. It can be stated that such training/experimental
studies, which provide opportunities for the development of teachers, will positively af-
fect the cognitive development of students and therefore the quality of education.
Arslanhan and Artun (2001) deduced that the use of CT skills in science teaching
improves students’ algorithmic-thinking, decision-making, and problem-solving abili-
ties; enhances students’ readiness, motivation, teamwork, peer communication, and
knowledge retention; helps gain high-level skills; and improves learning. Atiker (2019)
determined that CT activities have a positive impact on the programming skills and aca-
demic achievement of secondary school students. Ertuğrul Akyol (2020) suggested that
STEM activities have a positive impact on computational, critical, creative-thinking,
and problem-solving skills. These findings are consistent with the findings of this study,
wherein participants stated that they acquired CT skills, as well as other skills related to
CTS aspects, such as algorithms, debugging, problem-solving, and collaboration.
Kalelioğlu and Gülbahar (2014) conducted a sequential mixed-method study, where-
in they investigated the effect of Scratch programming on the problem-solving skills
of 5th-grade students. The findings obtained from the quantitative part of the study
demonstrate that programming on the Scratch platform did not lead to a significant im-
provement in the problem-solving skills of primary school students; there was a non-
significant increase in the average of only the factor of “confidence in problem-solving
abilities.” The data obtained from the qualitative part of the study reveal that all students
liked programming and wanted to improve their programming skills and that most stu-
dents found the Scratch platform easy to use. These findings are similar to the positive
opinions of the participants of this study regarding Scratch and game development. In
the qualitative findings of this study, the participating teachers stated that they enjoyed
using the Scratch program as a “tool effect” and that they were willing to teach it to their
students. This situation brings to mind the question of why there is no course content for
Scratch education in primary school programs. It can be said that primary school cur-
ricula and course contents should be improved in terms of teacher competencies, skills
that students need, and content they are interested in.
Korkmaz et al. (2016) determined that half of the individual’s perceptions of their CT
skill level were high and the other half were moderate. In the study, algorithmic thinking
 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 521

and problem-solving were found to have the lowest average scores among participants,
and cooperation was shown to have the highest average score. The finding that algorith-
mic-thinking and problem-solving skills, determined to be low in this study, showed a
high level of improvement in the current study, shows that the applied education is func-
tional. The findings of the study regarding the skill of cooperation are consistent with
the positive statements made by the participants of this study for collaboration and group
work within the context of the subcategories of “expert guidance,” “lifelong learning,”
and “production.” The fact that the teachers like to work and produce together and are
satisfied with the training on innovative approaches and skills shows that teachers need
and are willing to undergo such training. Therefore, the quality of education needs to
support more practical and skill-based training for teachers this way.
In the present study, the findings that the algorithm adequacy subdimension devel-
ops in quantitative data and that the participants had positive opinions on algorithmic-
thinking skills in qualitative data are important and support each other. Among the
crucial findings of this study are the participants’ positive opinions about algorithmic-
thinking skills. Brown (2015) stated that daily life is full of algorithms and complex
problems and that schools must help develop these skills. Yavuz-Mumcu and Yıldız
(2018) examined the algorithmic-thinking skills of 5th- and 6th-grade students and
determined that the students could not use these skills effectively. It was observed in
the study that students were more successful in using a given algorithm and monitor-
ing its progress rather than developing and using an algorithm suitable for the current
situation or determining its effectiveness. Considering the results of the said study
along with the findings of this study, it can be concluded that teachers in secondary and
high schools who are confident in their ability to create content that will impart their
knowledge of algorithms will help students develop these skills. Accordingly, it can
be stated that the training in algorithmic thinking provided to participants will lead to
positive results and that the increase in the number of such experimental studies will
increase the quality of education.
Avşar (2023), found that the design-based in-service training program had a positive
effect on preschool teachers’ coding and computational thinking skills. In his research,
Sayın (2020) determined that the design-based research method and online learning ac-
tivities can be functional in the development of CT skills. He also determined that CT
is not a spontaneous skill but that it should be developed with purposeful and specific
activities and that it often requires a challenging and time-consuming teaching process
for users. When the results of this study are evaluated together with the results of the
present study, it can be said that the development of CT skills should start from the
primary school level. To this end, it can be stated that the programs of teacher training
schools should be reviewed and the training of on-duty teachers should be supported by
universities.
It was found in this study that interdisciplinary CT skills training positively impacted
primary school teachers’ perceptions CT skills in terms of algorithm, problem solving,
data processing, basic programming and self-confidence sub-dimensions and improved
their algorithm, problem-solving, game design, collaborative work, and interdisciplinary
course design skills.
522 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

It is assumed that the positive perceptions of primary school teachers – who are the
executors of curricula and represent the most influential factor of the education sys-
tem – toward CT skills will translate into innovative educational practices and influence
the attitudes as well as the methods and techniques teachers employ. Therefore, it can
be concluded that the CT training provided to primary school teachers will increase the
utilization of this skill at the primary school level, consequently improving the quality
of education, facilitating students’ acquisition of relevant skills, and enhancing their
academic achievement. In line with the results reached within the scope of this study
and similar results in the literature, it can be emphasized that teachers’ perceptions of
the development of CT skills, their proficiency levels, and their professional needs
should be considered and that teachers and therefore students should be supported in
gaining new skills by giving similar training. In future studies, more personalized envi-
ronment designs can be made by making a detailed analysis of personal interests, needs,
and thinking processes.
The data of this study is limited to the data obtained from 30 primary school teach-
ers participating in training in Istanbul in Turkey. The results of this research cannot be
generalized to the whole country or different countries. However, the positive views of
primary school teachers regarding education cannot be ignored. Because today, where
information technologies are more important day by day, it is important for such train-
ings to become widespread and the data obtained to be disseminated. Therefore it can be
suggested that In-service training activities related to CT skills can be developed. It can
also be suggested that studies on CT can be conducted on the basis of different variables
and with different samples.
Considering the positive opinions of primary school teachers about CT education
and their opinion that the training is beneficial for themselves and their students, it
may be recommended that information technologies and software courses be included
in primary school programs. Moreover CT skills-related topics, such as scratch, cod-
ing, and algorithm designing, can be included in the primary school education cur-
riculum.

Acknowledgments

This study was produced with the data obtained from project number 120B280 sup-
ported within the scope of The Scientific and Technological Research Council of Tür-
kiye (TUBITAK) 4005 Call for Innovative Education Practices for Science and Society
2020/1. We would like to thank The Scientific and Technological Research Council of
Türkiye (TUBITAK) for supporting the project training, Bahçeşehir College for hosting
the training, and the participating teachers.

Disclosure Statement

No potential conflict of interest was reported by the authors.

 Perceptions of Primary School Teachers on Interdisciplinary Computational ... 523
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524 S. Çimşir, F. Kalelioğlu, Y. Gülbahar

S. Çimşir is a vice-principal at Mehmet Akif Ersoy Primary School, Ministry of Na-

tional Education, Istanbul, Türkiye. She is also a part-time lecturer at a private universi-
ty. Her research areas focus on thinking skills, problem solving skills, teacher training,
distance education, education design, projects, and education management.
F. Kalelioğlu is a Professor at the Department of Computer Education and Instructional
Technologies in the Faculty of Education of Baskent University, Türkiye. Her teaching
and research areas focus on e-learning, instructional design, technology integration,
and computer science education.
Y. Gülbahar is a Professor of Computer Education and Instructional Technologies.
She is currently working on computer science education, learning analytics, instruc-
tional design, development, and evaluation. She also has more than two decades of
experience in e-Learning design and applications.