Research Information System
EDUWEB-REVISTA DE TECNOLOGIA DE INFORMACION Y COMUNICACION EN EDUCACION, vol.20, no.1, pp.285-302, 2026 (ESCI)
This study explores the effects of integrating block-based coding and Arduino into preservice science teacher education from an information and communication technologies (ICT) perspective. The study, conducted with 37 preservice science teachers enrolled in a science teacher education program at a state university in T & uuml;rkiye, adopted an explanatory sequential mixed methods design. Quantitative data were collected using achievement tests in algorithmic thinking, basic electronics, Arduino, and mBlock, along with a programming self-efficacy perception scale. Qualitative data were obtained through semi-structured interviews to explain the quantitative findings. Results indicated significant improvements in participants' learning outcomes, sustained achievement on retention tests, and notable increases in programming self-efficacy. Qualitative findings revealed that block-based coding and Arduino were perceived as effective ICT tools for material design, active participation, and the concretization of abstract science concepts, despite some initial technical challenges. Overall, the study highlights the pedagogical potential of ICT supported coding environments in strengthening both the cognitive and affective dimensions of preservice science teacher training.