摘要：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.
关键词：computer science education; computational thinking; content development
