Although there are different definitions for computational thinking in the literature, it is possible to define it mainly as problem solving, designing and interpreting new systems by thinking like a computer. According to Wing (2006), computational thinking is a way of designing a system and understanding human behaviors by focusing on the basic concepts of the computer sciences. The recent focus on computational thinking as a key 21 st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms and to introduce computing ideas to students early during their schooling years. The present study aims to explore the effects of a short, intensive coding and robotics training on the computational thinking skill self-efficacy of middle school students. 24 fifth graders participated in the study and data were collected by means of the Computational Thinking Self-efficacy scale (CTS) and one open-ended question. Analyses of the pre, post and delayed tests revealed significant differences between the pre and post-tests.

尽管文献中对计算思维有不同的定义，但可以将其主要定义为解决问题，通过像计算机一样的思考来设计和解释新系统。根据Wing（2006）的观点，计算思维是一种设计系统并通过关注计算机科学的基本概念来理解人类行为的方式。最近将计算思维作为21世纪所有学生的一项关键技能，这导致了许多课程计划将其嵌入K-12教室，并在学年初期就向学生介绍了计算思想。本研究旨在探讨短期的，密集的编码和机器人培训对中学生计算思维技能自我效能的影响。24名五年级学生参加了该研究，并通过计算思维自我效能感量表（CTS）和一个不限成员名额的问题收集了数据。对测试前，测试后和延迟进行的分析表明，测试前和测试后存在显着差异。