Engineering education plays a prominent role in the development of technologies, society, nation, production, economy and employment. It is the art of applying scientific and mathematical principles, and experience to produce a technical product or system to meet out a specific need in the society. Based on the literature, it was thought that implementation of a cooperative project-based education on electrical-electronics engineering students could contribute to their basic engineering skills, their cooperative learning, and their attitudes towards engineering education and occupation. The aim of this study was to reveal the effect of project-based cooperative studio studies on the occupational basic skills of electrical-electronics engineering students, cooperative learning, and their attitudes towards engineering occupation. The research is designed to be a study that is half-experimental and half-quantitative study and was composed of 42 students. Within the research, project-based cooperative studio studies were utilized by the experimental group while the control group had similar course requirements for six weeks, but their practice solely included the content of the Lab II course in the official curriculum. The resulting data was gathered using the Basic Electronics Skills Self-Effacement Scale, the Scale for Attitude towards Cooperative Learning, and the Scale for Attitude towards Engineering and Engineering Education. The results indicate that the project-based cooperative studio studies are contributing more meaningfully to students’ intermediate level electronics skills, and their attitudes towards cooperative learning and towards engineering occupation.

This study aimed to compare 5th graders’ scores obtained from Scratch projects developed in the framework of Information Technologies and Software classes via Dr Scratch web tool with the scores obtained from Computational Thinking Levels Scale and to examine this comparison in terms of different variables. Correlational research model was utilized in the study that 31 students participated in. Students were taught basic programming by using Scratch during a 6-week period. At the end of training, students’ programming skills were measured via Dr. Scratch web tool. Computational thinking skills were measured using Computational Thinking Levels Scale which includes 5 factors: creativity, problem solving, algorithmic thinking, collaboration and critical thinking. Data were analyzed for internal reliability to calculate scale reliability. Cronbach Alpha reliability coefficient was found to be 0.809. It was found that scores obtained by students by using any of the measurement tools did not differ according to gender or period of computer use, however, a high level significant relationship was observed between students’ programming skills with Scratch and their computational thinking skills.

The purpose of the present research is to designate the effects of Scratch-based game activities on students’ attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-test – post-test control group quasi-experimental study. The study group consists of 49 students studying at the Faculty of Engineering. The test group was administered a teaching method with Scratch-based game activities. On the other hand, the control group was directly taught C++ topics via an editor. Research data were collected via an implementing academic achievement test (Kr-20= 0, 71), attitude towards a learning programming scale (Cronbach’s Alpha =0.84) and a computer programming self-efficacy scale (Cronbach’s Alpha= 0.966). Our findings are as follows: A significant number of the students consider themselves as mid-level efficient in C++ programming. Scratch-based game activities render no effects on students’ attitudes and self-efficacy perceptions. On the other hand, Scratch-based game activities render significant contributions on students’ academic achievements in C++ programming language.