<b>Computational thinking development through programming instruction</b>

The exploratory case study aimed to investigate the CT of prospective teachers following the blended-learning programming instruction. By utilizing block-based and text-based programming environments with a blended learning approach during programming instruction, the goal was to provide interactive coding environments for active learning. Research questions are as follows:RQ1: What are the computational thinking ability levels of prospective mathematics teachers before programming instruction?RQ2: How do prospective teachers use computational thinking skills and concepts during programming tasks after blended-learning programming instruction?Following the programming instruction, think-aloud interviews were conducted with participants, the unit of analysis, to reveal their CT processes. For qualitative data analysis, transcripts were generated of the audio recordings of the think-aloud interviews. The content analysis combined computational thinking skills with concepts to form a data analysis framework. Various experiences were provided within the pedagogical framework in appropriate programming environments.