The increase in the impact of information technologies in social life has increased the importance of computer science education. In Computer Science Education, the main goal is not to give students the ability to sequence certain code blocks, but to contribute to the development of individuals who can solve problems effectively. Concepts such as “Computational Thinking” (Wing, 2006) and “Computational Participation” (Kafai, 2016) are concepts that are based on problem-solving dimensions of computer science education and affect learning approaches all over the world. It is important to pay attention to the instructional design processes for the environments in which these concepts are taught. Clark and Mayer (2016) discussed in detail the issue of the approaches to be used in teaching processes on evidence-based and successful practices. Content and designs created by considering pedagogical concerns may contain guiding characteristics. The common features of pedagogy-based practices in Computer Science Education are that they focus on learning outcomes and emphasize learning efficiency. As a good example of content development processes in computer science education for children, the study “FACT” Teaching Programming from Pedagogy to Technology 11 by Grover, Pea, and Cooper (2015) can be given as an example. The focus of their work was to create an introductory computer sci-ence course for middle school level and to examine its efficiency. Equipment adequacy, educational environment competencies, teacher competencies, creation of target-oriented educational content and putting forward the right instructional design strategies can be expressed as promi-nent topics in the training of qualified field experts. All these variables can be defined as the pe-dagogy of the process holistically, and it can be seen that adopting the right pedagogical appro-aches in Cs teaching is the most important element that will ensure efficiency.