In this study, effectiveness of a computer science course at the secondary school level is investigated through a holistic approach addressing the dimensions of instructional content design, development, implementation and evaluation framed according to ADDIE instructional design model where evaluation part constituted the research process for the current study. The process has initiated when the computer science curriculum had major revisions in order to provide in-service teachers with necessary support and guidance. The study is carried through as a project, which lasted more than one year and both quantitative and qualitative measures were used through a sequential explanatory method approach. The intention was to investigate the whole process in detail in order to reveal the effectiveness of the process and the products. In this regard, not only teachers’ perceptions but also students’ developments in their perceptions of academic achievement and computational thinking, as well as correlations between the computational thinking sub-factors were investigated. The findings showed that the instructional materials and activities developed within the scope of the study, positively affected the computational thinking and academic achievement of students aged 10 and 12 years old. The teachers’ weekly feedbacks regarding application structures and implementation processes were also supported the findings and revealed some more details that will be useful both for instructional designers and teachers.

中文翻译：

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中学计算机科学教育的整体方法

在这项研究中，通过一种整体方法来研究中学一级计算机​​科学课程的有效性，该方法根据ADDIE教学设计模型来构建教学内容设计，开发，实施和评估的维度，其中评估部分构成了该课程的研究过程。目前的研究。当对计算机科学课程进行重大修订时，该过程就开始了，以便为在职教师提供必要的支持和指导。这项研究是作为一个项目进行的，历时一年多，并且通过顺序说明方法采用了定量和定性方法。目的是详细研究整个过程，以揭示该过程和产品的有效性。在这方面，不仅研究了教师的理解，而且研究了学生在学业成就和计算思维方面的发展，以及计算思维子因素之间的相关性。研究结果表明，在研究范围内开发的教学材料和活动对10岁和12岁学生的计算思维和学业成绩产生了积极影响。教师关于应用程序结构和实施过程的每周反馈也为研究结果提供了支持，并揭示了一些更多的细节，这对于教学设计者和教师都是有用的。以及计算思维子因素之间的相关性。调查结果表明，在研究范围内开发的教学材料和活动对10岁和12岁学生的计算思维和学业成绩产生了积极影响。教师关于应用程序结构和实施过程的每周反馈也为研究结果提供了支持，并揭示了一些更多的细节，这对于教学设计者和教师都是有用的。以及计算思维子因素之间的相关性。研究结果表明，在研究范围内开发的教学材料和活动对10岁和12岁学生的计算思维和学业成绩产生了积极影响。教师关于应用程序结构和实施过程的每周反馈也为研究结果提供了支持，并揭示了一些更多的细节，这对于教学设计者和教师都是有用的。