In the digital era, fostering computational thinking (CT) skills is essential for scientific literacy and engaging students in authentic scientific practices. Block-based programming environments (BBPEs), such as Scratch, effectively integrate these skills into K-12 science by lowering the syntax barrier, allowing a focus on scientific logic. This study investigated the impact of a Scratch-integrated science intervention on sixth-grade students’ CT and science achievement using a quasi-experimental design. Participants (n = 51) were assigned to either an experimental group receiving BBPEs or a control group following the standard curriculum. To ensure methodological rigor, CT test was first adapted and validated for the Turkish context (n = 353). Despite the benefits of BBPEs, implementation poses unique challenges for science teachers, necessitating new technical and pedagogical demands. Therefore, this research supported the quantitative data with the lived experiences of the teacher who underwent this integration process. Quantitative results indicate that the intervention significantly enhanced students’ CT (p < .05). While both groups showed gains in science achievement, the experimental group achieved higher mean scores, though the difference was not statistically significant. Qualitative findings revealed that the instructor successfully navigated the liminal space of teacher re-novicing, fostering a collaborative environment that empowered lower-achieving students to emerge as programming experts. Furthermore, the integration promoted epistemic synergy and an iterative debugging mindset, transforming experimental failures into productive inquiry steps that strengthened student persistence and understanding. This research provides empirical evidence for using BBPEs to bridge computer science and science education while highlighting the support needed for teachers during this transition.
Sungur et al. (2026) studied this question.