Attention and Motivation Phase:

Puzzle/Algorithmic Problem Solving Game
Students are divided into groups. 2 rules of the game are given. There are 6 stones in the game, 3 White and 3 Black. Whites and blacks are lined up side by side so that there is 1 empty square between them, and the student groups are asked to completely change the place of both stone strings with step-by-step moves. The groups are given time to solve and the stopwatch starts. At the end of the time, the spokespersons explain their algorithms. A place for each group is drawn on the board. Comparisons are made in terms of time, teamwork, number of steps, etc., and group by group is listed. The students decide together which is the most functional algorithm according to the algorithm instructions given by the teacher.

Computer-free coding activities are distributed. The step-by-step algorithm is given by the teacher on the left side. Using this algorithm, the student was asked to go from the part to the whole and solve the problem situation in the middle. The algorithm given with crayons was applied and they were asked to remove the objects hidden in the middle. Students brought art and science together and improved their mathematical skills by calculating squares.

Review Phase:

1-What was the importance of the algorithm in the game?
2-If we want to play this game on the computer, what should we pay attention to while programming?
3-What do you think a Flow Diagram is?
4-What is programming?
5-What is the difference between Block Based and Text Based Programming?

Processing Phase:

After understanding and analyzing a problem, you must find a solution with an algorithm. Algorithm; are the steps followed to solve the problem with a certain data in a certain time. In the problem solving phase of computer programming, we must design algorithms suitable for each problem and draw flow diagrams. To create a Flow Diagram, students are first introduced to the Flow Chart program, input-output and variable logic. The teacher’s desk in the classroom is shown and they are asked to calculate the area and perimeter of this desk. Students were first handed out papers and given time to come up with linear programming algorithms. Algorithms on the papers were converted to the first codes with the FlowChart Program. Thus, the student developed a solution algorithm using mathematics and science, starting from the daily life problem, and included technology in the solution using the Flow Chart program. At the same time, they developed their engineering and design skills with the flow charts in this program. After this problem situation, another daily life problem was given to the students. According to this problem, a student cannot decide how to dress and what to take with him according to the weather conditions. He needs a guide. What do we need to do? According to the weather conditions, it is said that in case of rainy, clear, windy, etc., the computer should be programmed so that it can offer suggestions to the user. They are asked to generate algorithms and Flowcharts. Starting from this problem situation, the students are taught about linear programming as well as conditioning and decision structures. The branching commands of the program are explained and asked to include them in their programming. Students are given time to complete their applications. All this they see is reinforced using Blockly Games. Puzzle and Maze parts are completed. With this application, level block-based programming examples were made and the java script codes of the same examples, that is, text-based codes, were examined. Decision structures have been reinforced. All students completed. Thus, the students learned that text-based and block-based coding are actually the same thing in a practical way, even with the support of a visual interface. With the Blocky Games application, students associated the number of cycles, decisions, and steps with mathematical topics. With different interfaces, their art and engineering skills improved, and they used technology more effectively.