Treffer: DEVELOPMENT OF COMPUTATIONAL THINKING SKILLS THROUGH MATHEMATICAL MODELLING: A SELF-EFFICACY PERSPECTIVE.

Computational thinking is of great importance in developing students' ability to analyse complex problems in a systematic way, to develop appropriate strategies for solving these problems, and to use technology effectively in applying these solutions. In this context, mathematical modelling activities, which involve solving complex real-life situations through mathematics, stand out as an effective method for developing these skills in students. The purpose of this study is to investigate the effect of mathematical modelling activities on students' computational thinking (CT) self-efficacy. The participants of the study were English preparatory students at a high academic level public school in Istanbul. The modelling activities used in the study were restructured by considering the steps of computational thinking skills. Among these steps, the Python software language was used in the 'algorithmic thinking' step, and the students translated their problem-solving systems into software language through Python. As a data collection tool, in addition to the activities, the CT self-efficacy scale was used as a pre- and post-test. The mathematical modelling activities were applied to the high school preparatory class students, who were the research group, for a period, and the change in the students' CT self-efficacy was evaluated in the process. The results showed that modelling activities led to a significant increase in students' CT self-efficacy. It was found that students felt more competent in sub-dimensions such as problem solving, analytical thinking and algorithmic thinking. These findings suggest that mathematical modelling activities are a powerful tool for developing computational thinking skills. In conclusion, this study suggests that mathematical modelling activities should be more widely incorporated into the secondary school curriculum to develop computational thinking skills and draws attention to the importance of professional support for teachers in this process. [ABSTRACT FROM AUTHOR]

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