Block-Based Coding in Science Education: Boosting Children's Scientific Process Skills
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| Title: | Block-Based Coding in Science Education: Boosting Children's Scientific Process Skills |
|---|---|
| Language: | English |
| Authors: | Serap Aktemur Gürler (ORCID |
| 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 |
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