View in EDS

Block-Based Coding in Science Education: Boosting Children's Scientific Process Skills

Saved in:
Bibliographic Details
Title: Block-Based Coding in Science Education: Boosting Children's Scientific Process Skills
Language: English
Authors: Serap Aktemur Gürler (ORCID 0000-0002-1577-9403), Esra Ömeroglu (ORCID 0000-0003-2535-2793)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Coding, Science Education, Preschool Education, Technology Uses in Education, Kindergarten, Preschool Children, Conventional Instruction, Instructional Effectiveness, Science Process Skills
DOI: 10.1111/ejed.70471
ISSN: 0141-8211
1465-3435
Abstract: The purpose of this study was to investigate the effects of science education provided through a block-based coding programme for preschool children learning scientific process skills. The study is innovative in combining early science education with technology-supported learning. A semi-experimental design with pre-test, post-test, and control group was used. Participants included 61 kindergarten children, randomly assigned to Experimental Group 1 (n = 20), Experimental Group 2 (n = 20), and a control group (n = 21). Experimental Group 1 received a science programme supported by block-based coding, while Experimental Group 2 received a traditional science programme. To determine the permanence of the training, a follow-up assessment was conducted four weeks after the post-test for both experimental groups. The findings showed that the block-based coding programme positively affected children's scientific process skills. Post-test scores of Experimental Group 1 were higher than those of Experimental Group 2 and the control group. The improvements in scientific process skills were maintained in the follow-up assessment, indicating lasting effects. Integrating block-based coding into preschool science education effectively enhances scientific process skills and ensures the persistence of learning outcomes. The study highlights the pedagogical value of technology-supported science education for young children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497797
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1497797
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Block-Based Coding in Science Education: Boosting Children's Scientific Process Skills
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Serap+Aktemur+Gürler%22">Serap Aktemur Gürler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1577-9403">0000-0002-1577-9403</externalLink>)<br /><searchLink fieldCode="AR" term="%22Esra+Ömeroglu%22">Esra Ömeroglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2535-2793">0000-0003-2535-2793</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.70471
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to investigate the effects of science education provided through a block-based coding programme for preschool children learning scientific process skills. The study is innovative in combining early science education with technology-supported learning. A semi-experimental design with pre-test, post-test, and control group was used. Participants included 61 kindergarten children, randomly assigned to Experimental Group 1 (n = 20), Experimental Group 2 (n = 20), and a control group (n = 21). Experimental Group 1 received a science programme supported by block-based coding, while Experimental Group 2 received a traditional science programme. To determine the permanence of the training, a follow-up assessment was conducted four weeks after the post-test for both experimental groups. The findings showed that the block-based coding programme positively affected children's scientific process skills. Post-test scores of Experimental Group 1 were higher than those of Experimental Group 2 and the control group. The improvements in scientific process skills were maintained in the follow-up assessment, indicating lasting effects. Integrating block-based coding into preschool science education effectively enhances scientific process skills and ensures the persistence of learning outcomes. The study highlights the pedagogical value of technology-supported science education for young children.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497797
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497797
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.70471
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
    Titles:
      – TitleFull: Block-Based Coding in Science Education: Boosting Children's Scientific Process Skills
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Serap Aktemur Gürler
      – PersonEntity:
          Name:
            NameFull: Esra Ömeroglu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0141-8211
            – Type: issn-electronic
              Value: 1465-3435
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Journal of Education
              Type: main
ResultId 1