1. Angeli, C., & Valanides, N. (2020). Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105, 105954. https://doi.org/10.1016/j.chb.2019.03.018
2. Asbell-Clarke, J., Rowe, E., Almeda, V., Edwards, T., Bardar, E., Gasca, S., Baker, R. S., Scruggs, R. (2021). The development of students’ computational thinking practices in elementary- and middle-school classes using the learning game Zoombinis. Computers in Human Behavior, 115, 106587. https://doi.org/10.1016/j.chb.2020.106587
3. Atiker, B. (2019). The effects of middle school students' computational thinking skills on success in programming teaching (Publication No. 561543) [Doctoral dissertation, İstanbul University]. YÖK National Thesis Center. Available at https://tez.yok.gov.tr/UlusalTezMerkezi/
4. Atman Uslu, N., Mumcu, F., & Eğin, F. (2018). Görsel programlama etkinliklerinin ortaokul öğrencilerinin bilgi-işlemsel düşünmebecerilerine etkisi. Ege Eğitim Teknolojileri Dergisi, 2(1), 19–31.
5. Atun, H., & Usta, E. (2019). The effects of programming education planned with TPACK framework on learning outcomes. Participatory Educational Research, 6(2), 26–36. https://doi.org/10.17275/per.19.10.6.2