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Results show 85.71% view block-based coding as important for early start, 46.42% recommend ages 5–7, and training supported creativity and material design beyond concrete learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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ABOUT USING BLOCK-BASED CODING/SCRATCH  \nSerkan TİMUR, Betül TİMUR, ElifGÜVENÇ, İlknur US, Eylem YALÇINKAYA-ÖNDER  \nAbstract: In this study, it was aimed to examine the pre-service pre-school teachers’ opinions about using block-based coding/Scratch in education. 28 pre-service pre-school teachers were participated studying at a public university in a Marmara province region. Within the scope of the study, pre-service teachers were trained on the block-based coding Scratch program for four weeks. A semi-structured interview form consisting of 12 questions was used to determine the opinions of the participants. The data of the study were analyzed using the descriptive analysis method. As a result of the study, 85.71% of pre-school teacher candidates stated that block-based coding education should start at an early age like a language education, this education is important as a necessity of the technology age and all students should benefit from this education in order to provide an effective education, 14.25% of teacher candidates specified that this education is untimely for younger age levels and should not be given to everyone. In addition, the pre-service teachers stated that the block-based coding/Scratch program training helped them gain new ideas in terms of creating materials, improved their creativity and contributed to design abstract material in addition to concrete ones. Additionally, 46.42% of pre-service teachers stated that block-based coding education should start between the ages of 5-7. In this context, it is recommended to provide coding education both in pre-school and undergraduate education.  \nKey words: block-based coding, coding education, scratch program, pre-school, pre-service teachers, technology, material design  \n1. Introduction  \nIt is obvious that technological developments shape the education system. Today, education is shifting from teacher-centered to student-centered and technology-based learning, which requires the development of technology-supported education programs (UNESCO, 2002) . Rapid developments in instructional technologies caused the current approaches to be questioned and revealed the need to develop and present innovative solutions in teaching and learning processes (Cviko, McKenney, & Voogt, 2012) . When the related literature was examined, it was determined that using technology atthe beginning of the lesson helped students to concentrate (Spires, Lee, Turner, & Johnson, 2008) . It was obvious that the most widely used technology in lessons is computers.  \nAlthough teacher attitudes were not considered in computer applications in the past, many scientists now argue that successful practices and teachers' attitudes towards computers should be addressed (Hunter & deLeeuw, 1988, as cited in Violato, Mariniz, & Hunter, 1989) . The ability of teachers to use technological devices well and to keep up with today's age for a quality and efficient education and training environment shows the quality of the education they provide. Keeping the use of technology at the forefront in the trainings given to pre-service teachers can increase the use of technology in their own lessons for our future teachers. In this case, pre-service teachers' attitudes towards technology should be examined by taking into the foreground. Many studies suggest that this attitude is an important element in teaching computers to children (Woodrow, 1990) . Pre-service teachers' technology attitudes may change as a result of their training. Their attitude towards technology may affect their future use of technology and various technological devices in their classroom.  \nIt is thought that it would be beneficial to use coding programs in trainings and in-class materials in order to use the computer from technological devices in a useful way by integrating technology into  \neducation. Programming education is an important educational environment that ensures the continuity of","cbCaiqdL6FzbMaSw","https://ap.wps.com/l/cbCaiqdL6FzbMaSw","pdf",556478,"English","# Introduction\n## Scratch Block Based Coding Program","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine pre-service pre-school teachers’ opinions about using block-based coding/Scratch in education.\"},{\"question\":\"How long and in what way were the participants trained?\",\"answer\":\"Participants received block-based coding Scratch program training for four weeks.\"},{\"question\":\"What did the results suggest about the timing of block-based coding education?\",\"answer\":\"Most candidates believed it should start early, and 46.42% specifically recommended ages 5–7.\"}]","Pre-Service Pre-School Teachers' Opinions About Using Block-Based Coding/Scratch | PDF",1792066498,48]