This paper is to investigate into the effect of design-based learning (DBL) activities and programing training on computational thinking (CT) skills. In total, 119 from the ninth grade students were recruited for this study conducted within the scope of Computer Science course. A semi-experimental research design was adopted, and DBL activities were included in one group, while the other group attended in the programming training took place. The duration of the study was planned as fourteen weeks and the data were obtained in the 1st and 14th weeks of the experimentation. During the analysis phase, the paired sample t test was employed for in-group comparisons, whereas the independent samples t test analysis was utilized to make comparisons between groups. This study finds evidence to suggest that there was a significant positive development at CT levels after the experimentation in both groups. The most remarkable result to emerge from the data is that DBL activities had also a similar effect on CT skills compared to programming training considered as important in teaching CT and developing it. Further inquiries should be undertaken in the relationship between DBL and programming training with CT skill through qualitative or mixed research designs in depth.

中文翻译：

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发展高中生的计算思维能力：基于设计的学习活动和编程任务

本文旨在研究基于设计的学习（DBL）活动和编程培训对计算思维（CT）技能的影响。在计算机科学课程的范围内，总共招募了119位来自九年级学生的研究。采用了半实验研究设计，将DBL活动包括在一组中，而另一组参加了编程培训。研究的持续时间计划为14周，数据是在实验的第1周和第14周获得的。在分析阶段，配对样本t检验用于组内比较，而独立样本t测试分析被用来进行组之间的比较。这项研究发现了证据，表明两组实验后CT水平都有明显的正向发展。从数据中得出的最显着结果是，与被认为对教授CT和发展它很重要的编程培训相比，DBL活动对CT技能的影响也相似。应通过定性或混合研究设计深入研究DBL和具有CT技能的编程培训之间的关系。