The effect of block-based coding education on science teacher's candidates access and attitudes to coding

In a changing and developing world, it is very important to keep up with technological advances and world standards. Those who will ensure this progress of nations will be the individuals who can produce and develop technology. For this, people who know the process and content of technology are needed. In this sense, STEM education, robotics and coding applications provide students with the opportunities they need in the process of learning, using and producing knowledge. The present study examines the effect of block-based coding education on the achievement of science teacher candidates and their attitudes to coding. In addition, the views of the teacher candidates about coding education are also included. The independent variable of the research is coding education, and the dependent variables are the students' achievements and attitudes. A mixed methods research design, which requires the use of the combination of qualitative and quantitative research methods, was applied in the study. In the quantitative part of the study, a pre-test and post-test design without a control group was used, and in the qualitative part, views of teacher candidates were collected to determine their attitudes to coding education. The Coding Achievement Test and Attitude towards Coding Education Scale (KEYTO) were used in order to apply it as a pre-test before the experimental application and as a post-test after the application. Student opinions on coding education were determined by the semi-structured interview form developed by the researcher based on expert opinions. The research was carried out in the spring term of the 2021-2022 academic year, with 18 science teaching department students selected by using convenient sampling technique at a state university in Konya. The research lasted twelve weeks. Robotics and operating training were given to the experimental group students. The research training process was monitored by the observer by keeping records. Block coding, Code.org, and mBlock application were used in robotics and coding training. Coding activities planned by the researcher and shared with the students before the application were carried out. Quantitative data were analysed with the SPSS package program. Paired samples t-test was used for the analysis of the data. Descriptive analysis and content analysis were used together in the analysis of qualitative data. The results showed a positive increase in the achievements of coding education and student attitudes towards coding. Student views on the application, the records taken during the research process and student studies indicated that coding education had a positive effect. It was reported that the applications motivated the students, prepared them for the lessons, and active learning took place in the class. Based on the research findings, it is suggested that coding education is applied to as many schools as possible and integrated into the curriculum by setting up laboratories.