إثراء مقرر البرمجة للصف الثامن الأساسي بغزة في ضوء مهارات التفكير الحاسوبي

Abstract EN

The objective of this study was to enrich the programming course of the eighth grade in the light of computational thinking skills.

the two researchers used the descriptive analytical approach for its suitability for the purposes of the study.

they identified a list of computational thinking skills represented in abstraction, analysis, algorithmic design, evaluation, generalization, logical thinking, and identified indicators for each of them, and then converting them into a content analysis card tool that included (21) indicators.

after verifying the validity and reliability of the tool, it was used in the analysis of the programming course of the eighth grade.

the findings showed that computational thinking skills were included in different proportions.

the most computational thinking skills were included in the programming course of the eighth grade is “logical thinking”, followed by the “analysis” skill in the second place, the “generalization” skill in the third place, the “algorithmic design” skill in the fourth place, and the “abstraction” skill in the fifth place.

the last was the "evaluation" skill.

in the light of the findings of the analysis, the researchers enriched the programming course with the least included skills according to the table of percentages required for each skill, which are abstraction skills, algorithmic design, evaluation, and the study recommended the need to include computational thinking skills in programming curricula for all academic levels.