Computational Thinking Skills of Turkish and Indian Teacher Candidates: A Comparative Study

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  • Recep ÇAKIR Amasya University, Education Faculty, Department of CEIT, Amasya, Turkey
  • Salini ROSALİNE VIT-AP University, School of Business (VSB), Amaravathi, Andhra Pradesh, India
  • Özgen KORKMAZ Amasya University, Technology Faculty, Department of Computer Engineering, Amasya, Turkey



Computational thinking; Teacher training; Cultural and social implications


The aim of this study is to compare computational thinking skills of teacher candidates who are educated in Turkey and India. For this purpose, 555 male and 212 female who are students in the Faculty of Education at a University in Turkey and, 239 male and 493 female who are students in Faculty of Education at University of Madras in India. Within the scope of the research, the “computer thinking skill levels scale" developed by Korkmaz, Çakır and Özden (2017) to measure the computer thinking skills of university students in Turkey was used. The scale consists of 29 items and five factors. The Cronbach alpha of Scale’ Turkish form is .822 and, Indian form is .769. Mean, standard deviation, t-test and ANOVA analyses were run on the collected data. According to the results, computational thinking skills of Indian teacher candidates are generally quite high, whereas Turkish teacher candidates are moderately high, and in both groups the students' highest level in term of factors is creativity, and the lowest one is problem-solving skill.




How to Cite

ÇAKIR, R., ROSALİNE, S., & KORKMAZ, Özgen. (2021). Computational Thinking Skills of Turkish and Indian Teacher Candidates: A Comparative Study. International Journal of Psychology and Educational Studies, 8(1), 24–37.