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Therefore, there is a need for more evidence with regards to a theoretical and practical understanding of CT skills\u2019 development of K\u201012 students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objectives<\/jats:title><jats:p>The purpose of the study was to investigate the effect of an unplugged coding course on primary school students\u2019 development of CT skills, differences in their CT skills in terms of socio\u2010demographics such as gender, computer ownership, daily computer use, and home Internet access, and the relationship between their CT and 21st century skills.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The research was based a quasi\u2010experimental design with one\u2010group pretest\u2010posttest with follow\u2010up. The CT skills of 212 third and fourth grade students at a public primary school of Turkey were measured with a CT Skills Test before, after, and about ten weeks following having attended an unplugged coding course.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and Conclusions<\/jats:title><jats:p>The results of the study showed that the unplugged coding course statistically significantly improved the participants\u2019 CT skills, specifically in algorithmic design, abstraction, evaluation, decomposition, and generalization. Moreover, the findings indicated that primary school students\u2019 CT skills were not associated with their socio\u2010demographics. In addition, the students\u2019 CT skills were found to be positively and statistically significantly correlated with their collaboration and communication skills.<\/jats:p><\/jats:sec><jats:sec><jats:title>Implications<\/jats:title><jats:p>This study contributes to understanding of the effects of unplugged activities on the development of primary school students\u2019 CT skills, which is beneficial to teaching practices for CT skills in the primary education.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.12850","type":"journal-article","created":{"date-parts":[[2023,7,18]],"date-time":"2023-07-18T06:39:31Z","timestamp":1689662371000},"page":"1902-1918","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["The effect of an unplugged coding course on primary school students' improvement in their computational thinking skills"],"prefix":"10.1111","volume":"39","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0868-6647","authenticated-orcid":false,"given":"Funda","family":"Da\u011f","sequence":"first","affiliation":[{"name":"Education Faculty, Computer Education and Instructional Technologies Department Kocaeli University  Kocaeli Turkey"},{"name":"Computer Education and Instructional Technologies Kocaeli University  Kocaeli Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5345-8555","authenticated-orcid":false,"given":"Evren","family":"\u015eumuer","sequence":"additional","affiliation":[{"name":"Education Faculty, Computer Education and Instructional Technologies Department Kocaeli University  Kocaeli Turkey"},{"name":"Computer Education and Instructional Technologies Kocaeli University  Kocaeli Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3788-7226","authenticated-orcid":false,"given":"Levent","family":"Durdu","sequence":"additional","affiliation":[{"name":"Education Faculty, Computer Education and Instructional Technologies Department Kocaeli University  Kocaeli Turkey"},{"name":"Computer Education and Instructional Technologies Kocaeli University  Kocaeli Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,7,17]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.21585\/ijcses.v3i4.73"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.15388\/infedu.2019.02"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2019.03.018"},{"issue":"3","key":"e_1_2_11_5_1","first-page":"47","article-title":"A K\u20106 computational thinking curriculum framework: Implications for teacher knowledge","volume":"19","author":"Angeli C.","year":"2016","journal-title":"Educational Technology & Society"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.5430\/wje.v6n5p20"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1145\/1929887.1929905"},{"key":"e_1_2_11_8_1","unstructured":"Bebras. 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