Unplugged vs. Plugged: The Comparative Effects of Computational Thinking Integration on Preservice Elementary Teachers' Mathematical Problem-Solving and Spatial Reasoning Skills

Öz

The integration of Computational Thinking (CT) into K-12 mathematics curricula has become a global imperative; however, the optimal pedagogical approach—specifically the debate between screen-based (Plugged) versus tangible (Unplugged) modalities—remains unresolved in teacher education. This study employs a Quasi-Experimental Pretest-Posttest Control Group Design to investigate the differential effects of Unplugged CT (physical algorithms, board games) and Plugged CT (Scratch-based programming) on Preservice Elementary Teachers' (PETs) mathematical problem-solving skills and spatial reasoning. The sample comprised 94 PETs (47 Group A: Unplugged, 47 Group B: Plugged) at a state university during the 2020-2021 academic year. Over a 14-week intervention, Group A engaged in physical algorithmic tasks, while Group B developed mathematical models using block-based coding. Data were collected using the "Mathematical Problem Solving Inventory (MPSI)" , "Purdue Spatial Visualization Test: Rotations (PSVT:R)" , and the "Computational Thinking Levels Scale (CTLS)" . Data analysis utilized Two-Way Mixed ANOVA and ANCOVA to control for pre-existing differences. Quantitative findings revealed that while both approaches significantly improved general CT skills, the Plugged group showed superior gains in Spatial Reasoning F(1, 91) = 18.45, p < .001, η_p^2 = .17, whereas the Unplugged group demonstrated higher efficacy in Logical Decomposition and Procedural Fluency . The study concludes that a hybrid pedagogical framework is essential for elementary teacher preparation.