Technology integration with Arduino and block-based coding to support preservice science teachers’ self-efficacy in electrical circuits
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.17Keywords:
Arduino, block-based coding, electrical circuits, preservice science teacher education, programming self-efficacyAbstract
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 Türkiye, 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.
References
Altun, A., & Mazman, S. G. (2012). The reliability and validity study of the Turkish form of the Self-efficacy Perception Scale for Programming. Journal of Measurement and Evaluation in Education and Psychology-EPOD, 3(2), 297-308. https://acortar.link/AI40km
Arslan, K., & Tanel, Z. (2021). Analyzing the effects of Arduino applications on students’ opinions, attitude and self-efficacy in programming class. Education and Information Technologies, 26(1), 1143-1163. https://doi.org/10.1007/s10639-020-10290-5
Ateşkan, A., & Hart, D. O. (2021). Demystifying computational thinking for teacher candidates: A case study on Turkish secondary school pre-service teachers. Education and Information Technologies, 26(5), 6383-6399. https://doi.org/10.1007/s10639-021-10626-9
Bower, M., Wood, L. N., Lai, J. W., Howe, C., Lister, R., Mason, R., Highfield, K., & ve Veal, J. (2017). Improving the computational thinking pedagogical capabilities of school teachers. Australian Journal of Teacher Education, 42(3), 53-72. https://doi.org/10.14221/ajte.2017v42n3.4
Bulus Kirikkaya, E, & Basaran, B. (2019). Investigation of the effect of the integration of arduino to electrical experiments on students' attitudes towards technology and ICT by the mixed method. European Journal of Educational Research, 8(1), 31-48. https://izlik.org/JA73XL45GA
Çoban, E., Korkmaz, Ö., Çakır, R., & Uğur Erdoğmuş, F. (2020). Attitudes of IT teacher candidates towards computer programming and their self-efficacy and opinions regarding to block-based programming. Education and Information Technologies, 25(5), 4097-4114. https://doi.org/10.1007/s10639-020-10164-w
Coşkunserçe, O. (2023). Comparing the use of block‐based and robot programming in introductory programming education: Effects on perceptions of programming self‐efficacy. Computer Applications in Engineering Education, 31(5), 1234-1255. https://doi.org/10.1002/cae.22637
Creswell, J. W. (2006). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Londra: Sage Publications.
Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. California: SAGE Publications.
Dat, L. C., Pham, H. T., & Nguyen, N. T. (2025). Effects of a block-based Arduino robotics course on computational thinking skills and STEM career interests of Vietnamese students. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2642. https://doi.org/10.29333/ejmste/16414
Doğanay, K. (2018). The effect of science festivals upon with problem based stem activities on the student's science attitudes and academic achievements. (Unpublished master’s thesis). Kastamonu University.
Fjukstad, B., Angelvik, N., Hauglann, M. W., Knutsen, J. S., Grønnesby, M., Gunhildrud, H., & Bongo, L. A. (2018). Low-cost programmable air quality sensor kits in science education. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 227-232). https://doi.org/10.1145/3159450.3159569
Ga, S. H., & Chang, C. Y. (2025). Developing affordable and research-grade measurement devices with arduino for school science: a guide for non-coders. Journal of Chemisrty Education, 102, 404-409. https://doi.org/10.1021/acs.jchemed.4c00998
Govender, I., Govender, R. G., & Govender, D. W. (2025). Robotics and coding for teacher education: A constructionist approach. Educational Process: International Journal, 15, e2025176. https://doi.org/10.22521/edupij.2025.15.176
Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310. https://doi.org/10.1016/j.compedu.2018.07.004
Hur, J. W. (2021). Pre-service teachers’ beliefs, confidence, and interest in computer science education. In C. Mouza, A. Yadav, & A. Ottenbreit-Leftwich (Eds.), Preparing pre-service teachers to teach computer science: Models, practices, and policies (pp. 29–49). Information Age Publishing.
Jeon, M., & Kwon, K. (2024). Parallel instruction of text-based and block-based programming: On novice programmers’ computational thinking practices. TechTrends, 68(6), 1033-1050. https://doi.org/10.1007/s11528-024-00993-8
Köksaloğlu, C. (2022). Block-based coding in K-12 education: A systematic literature review (Unpublished Master’s thesis). Bilkent University.
Kozcu Cakir, N., & Guven, G. (2026). Enhancing engineering design, scientific creativity, and decision-making skills in prospective science teachers through engineering design-based robotics coding applications. Research in Science & Technological Education, 44(1), 157–182. https://doi.org/10.1080/02635143.2025.2456778
Mashishi, T. C., & Ramaila, S. (2024). Preservice teachers' perceptions, attitudes, and challenges of using scratch as a coding tool to foster active learning in life sciences classrooms. International Journal of Learning, Teaching and Educational Research, 23(9), 472-497. https://doi.org/10.26803/ijlter.23.9.24
Muşlu Kaygısız, G, Üzümcü, Ö., & Ucar, F. M. (2020). The case of prospective teachers' integration of coding-robotics practices into science teaching with STEM approach. Elementary Education Online, 19(3), 1200-1213. Doi: 10.17051/ilkonline.2020.728020
Nannim, F. A., Ibezim, N. E., Oguguo, B. C., & Nwangwu, E. C. (2024). Effect of project-based Arduino robot application on trainee teachers computational thinking in robotics programming course. Education and Information Technologies, 29(10), 13155-13170. https://doi.org/10.1007/s10639-023-12380-6
Ortega-Ruipérez, B., & Lázaro Alcalde, M. (2023). Teachers’ perception about the difficulty and use of programming and robotics in the classroom. Interactive Learning Environments, 31(10), 7074-7085. https://doi.org/10.1080/10494820.2022.2061007
Rachmatullah, A., & Wiebe, E. N. (2023). Changes and sources of changes of middle school teachers’ self-efficacy for teaching science in a computationally rich environment: A mixed-methods study. Journal of Science Teacher Education, 34(2), 132-156. https://doi.org/10.1080/1046560X.2022.2035990
Rao, T. S. S., & Bhagat, K. K. (2024). Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices. Educational Technology Research and Development, 72(4), 1893-1924. https://doi.org/10.1007/s11423-024-10364-y
Rodrigues, R. N., Costa, C., Abbasi, M., Martins, F., & Brito-Costa, S. (2025). Self-efficacy in computational thinking: Preliminary analysis of pre-service teachers’ perception through a Portuguese tool. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2647. https://doi.org/10.29333/ejmste/16507
Sanusi, I. T., Cudjoe, E. S., Ayanwale, M. A., & Adepoju, B. (2025). Pre-service teachers’ perception of programming education. SAGE Open, 15(1), 21582440251327019. https://doi.org/10.1177/21582440251327019
Sarı, U., Pektaş, H. M., Şen, Ö. F., & Çelik, H. (2022). Algorithmic thinking development through physical computing activities with Arduino in STEM education. Education and Information Technologies, 27(5), 6669-6689. https://doi.org/10.1007/s10639-022-10893-0
Şentürk, M. L., & Sari, U. (2025). Pre-service science teachers' computational thinking skills and STEM self-efficacy. International Journal of Learning Technology, 20(4), 471-506. https://doi.org/10.1504/IJLT.2025.151035
Sun, L., & Zhou, D. (2024). K‐12 teachers' programming attitudes among different disciplines: Analysis of influential factors. Journal of Computer Assisted Learning, 40(2), 538-556. https://doi.org/10.1111/jcal.12895
Tsai, F. H. (2023). Using a physical computing project to prepare preservice primary teachers for teaching programing. Sage Open, 13(4), https://doi.org/10.1177/21582440231205409
Türkoğuz, S., & Sefer, F. (2019). Investigation of the effects on pre-service teachers’ self-efficacy toward information technologies of analytical chemistry experiences supported by arduino. Journal of Theoretical Educational Sciences, 12(4), 1164-1192. https://doi.org/10.30831/akukeg.409775
Unal, A., & Topu, F. B. (2021). Effects of teaching a computer programming language via hybrid interface on anxiety, cognitive load level and achievement of high school students. Education and Information Technologies, 26(5), 5291-5309. https://doi.org/10.1007/s10639-021-10536-w
Vasconcelos, L., & Kim, C. (2020). Preparing preservice teachers to use block-based coding in scientific modeling lessons. Instructional science, 48(6), 765-797. https://doi.org/10.1007/s11251-020-09527-0
Vasconcelos, L., & Kim, C. (2022). Preservice science teachers coding science simulations: Epistemological understanding, coding skills, and lesson design. Educational Technology Research and Development, 70(4), 1517-1549. https://doi.org/10.1007/s11423-022-10119-7
Wawire, B. A., Nkunika, F., Robinette, J., Manyau, M., Koo, J. B., & Barnes-Story, A. E. (2025). Teacher educator knowledge, skills, and self-efficacy: systemic impacts on initial teacher education programming. Trends in Higher Education, 4(3), 43. https://doi.org/10.3390/higheredu4030043
Weintrop, D., & Wilensky, U. (2017). Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education (TOCE), 18(1), 1-25. https://doi.org/10.1145/3089799
Woo, K., & Falloon, G. (2025). Integrating coding across the curriculum: A scoping review. Computer Science Education, 35(2), 216-237. https://doi.org/10.1080/08993408.2024.2344402
Xu, E., Wang, W., & Wang, Q. (2023). A meta-analysis of the effectiveness of programming teaching in promoting K-12 students’ computational thinking. Education and Information Technologies, 28(6), 6619-6644. https://doi.org/10.1007/s10639-022-11445-2
Yuana, R. A., Sajidan, S., Wiranto, W., & Nizam, M. (2025). Strategies for integrating computational thinking and scientific approaches in programming education: a systematic literature review. Discover Education, 4(1), 371. https://doi.org/10.1007/s44217-025-00834-7
Yucelyigit, S. (2023). Coding practices in early childhood classrooms: Aphenomenological study with ECE teachers in Turkey. Issues in Educational Research, 33(3), 1250-1270. https://search.informit.org/doi/epdf/10.3316/informit.T2024050800009891006785635
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Emre Kırtoklu, Mustafa Ergun
This work is licensed under a Creative Commons Attribution 4.0 International License.
