Block‐Based Coding in Science Education
Boosting Children's Scientific Process Skills
Bibliographic Data
| ID | 21445769 |
|---|---|
| Authors | Serap Aktemur Gürler (0000-0002-1577-9403, Department of Child Development, Social Sciences Vocational School Kafkas University Kars Turkey, corresponding author), Esra Ömeroğlu (0000-0002-8005-7474, Gazi Education Faculty Gazi University Ankara Turkey) |
| Year | 2026 |
| Volume | 61 |
| Issue | 1 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70471 |
| OpenAlex | W7125900339 |
| Language | EN |
| References cited | 42 |
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
Boosting (machine learning) · Coding (social sciences) · Control (management) · Group learning · Process (computing) · Science education · Teaching method · Treatment and control groups · Child Development and Digital Technology · Science Education and Pedagogy · Teaching and Learning Programming
Scientific Concepts during Childhood, Development of
Applied Multivariate Statistics for the Social Sciences
The origins of intelligence in children.
Bilimsel araştırma yöntemleri
Should Science be Taught in Early Childhood?
Block-based versus text-based programming
Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices
Science as the center of a coherent, integrated early childhood curriculum
Exploring Chinese and Iranian EAP students’ oral communication apprehension in English
| Citation velocity | historical |
|---|---|
| Highly cited | No |