This study investigates the contribution of plugged and un-plugged activities to primary school students' development of computational thinking skills. The plugged and unplugged activities were used together in this study. In the implementation, in addition to the un-plugged activities prepared by the "Ministry of National Education," activities prepared by the researcher were also used. Plugged activities were also determined and implemented on the code.org website according to the age of the students and subjects. A quasi-experimental design was used with a single group to determine the changes before and after learning and to investigate the research questions. The measurements were performed with the Bebras tasks both before and after the implementation. Bebras consists of internationally valid tasks that measure computational thinking. The results showed that the combination of plugged and unplugged activities helped improve students' computational thinking skills. Our findings show that using a combination of unplugged and plugged activities is beneficial for primary school students. Further research is needed to evaluate these activities separately and their role in providing gains. Additionally, the effects of using different teaching methods in programming education can be examined. [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 3.]