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

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.