It is likely to observe that the increase in data and the interrelated challenges in digital age complicates the problems to be encountered. Therefore, unprecedented problem-solving skills have become inevitable. Though dating back to old times, computational thinking skill is defined as a recent skill area that is required by everybody, that can be used to solve the aforementioned complex problems, and that is included in international standards and training programs. In this study, it was aimed to improve computational thinking skills of prospective teachers. In order to do this, a program design which includes contents that prospective theachers can use in daily life and professional life has been developed. This program, which consists mostly of unplugged activities, also includes computer aided and robotic activities. A total of 11 voluntary prospective teachers (7 women and 4 men), who were in their 3rd year of the 4 year education in the 2017–2018 fall semester and did not attend to any programming or computational thinking education training before, participated in the study. In the first application, a 40-h program was carried out with five prospective teachers, while in the second application, an updated 52-h program was carried out with six prospective teachers. A skill test was developed, and applied to measure prospective teachers’ computational thinking skills before and after the prepared program. Moreover, at the end of the training, they were asked to preapare graduation projects and their perspectives on education were examined. It has been observed that the program applied to prospective primary education teachers, who did not take any lessons like programming etc. before, was effective according to the computational thinking related skill tests and their graduation projects. It has been also observed in prospective primary education teachers that their thinking skills such as problem solving and questioning were improved and they could reflect their acquired knowledge and skills to their daily and professional life.

可能会发现，数据的增长以及数字时代的相关挑战使要解决的问题变得复杂。因此，前所未有的解决问题的能力已成为必然。尽管计算思维能力可以追溯到过去，但它却被定义为每个人都需要的最新技能领域，可以用来解决上述复杂问题，并且已包含在国际标准和培训计划中。在这项研究中，它旨在提高准教师的计算思维能力。为了做到这一点，已经开发了一种程序设计，该程序设计包括潜在的治疗师可以在日常生活和职业生活中使用的内容。该程序主要由不带电的活动组成，还包括计算机辅助和机器人活动。共有11名自愿性准教师（7名女性和4名男性）在2017-2018秋季学期接受了四年制教育的第三年，并且之前没有参加过任何编程或计算思维教育培训，他们参加了研究。在第一个应用程序中，由五名准教师进行了40小时的程序，而在第二个应用程序中，由六名准教师进行了更新后的52小时的程序。开发了一项技能测试，并用于在准备程序之前和之后测量准老师的计算思维技能。此外，在培训结束时，他们被要求准备毕业项目，并审查他们对教育的看法。据观察，该方案适用于准初等教育教师，根据计算思维相关的技能测试及其毕业项目，以前没有上过编程等课程的人是有效的。在预期的初等教育教师中还观察到他们的思维能力，例如解决问题和提问的能力得到了提高，可以将他们所获得的知识和技能反映到他们的日常生活和职业生活中。