Artificial Intelligence and Block-Based Coding in Science Education: Graduate Student Insights
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Published
Nov 28, 2025
Abstract
This qualitative case study explored graduate students’ views (n=6) on AI-supported applications and an AI-enabled block-based coding tool (PictoBlox) in science education. Data were gathered over a 39-hour implementation via a semi-structured interview form and screen captures from the activities, and analyzed with content analysis. Participants perceived AI tools as time-saving and pedagogically enriching, while emphasizing ethics and data security. PictoBlox’s AI add-ons (e.g., natural language processing, image processing, machine learning) were seen to support concretization, visualization, and interactive content creation. Reported challenges concerned activity design and block creation skills. We discuss implications for teacher education, including targeted training on AI-supported lesson planning and assessment design, and guidance on ethical/data-protection practices. Limitations (convenience sampling, small n, self-report) constrain generalizability. Future research should replicate with larger, diverse cohorts and triangulate with classroom observations.
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Keywords
Science Education, Artificial Intelligence, AI-supported Applications, Block-Based Coding, Case Study
Supporting Agencies
No funding sources declared.
References
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Benzer, S., & Benzer, R. (2022). The Opinions of Informatics Graduate Students on Artificial Intelligence [in Turkish]. Electronic Journal of Social Sciences, 10, 53-83. DOI: https://doi.org/10.29228/sbe.62139
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Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semistructured interviews: Problems of unitization and inter-coder reliability. Sociological Methods & Research, 42(3), 294–320.
Choi, W., & Choi, I. (2024). Exploring the Impact of Code. org’s Block-Based Coding Curriculum on Student Motivation in K-12 Education. In 2024 12th International Conference on Information and Education Technology (ICIET), (s. 93-97). DOI: https://doi.org/10.1109/ICIET60671.2024.10542810
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Sönmez, D., & Hastürk, H. (2020). A bibliographic analysis of doctoral theses in the field of science education in Turkey. Journal of Humanities and Social Science Research, 94, 3174–3194.
Taşmış, S., & Doğru, M. (2024). The effect of robotic coding applications in the unit of electric circuit elements on 5th grade students’ academic achievement, science anxiety and motivation. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 7(1), 76–90.
Turvey, K., & Pachler, N. (2020). Design principles for fostering pedagogical provenance through research in technology supported learning. Computers & Education, 146, 103736. DOI: https://doi.org/10.1016/j.compedu.2019.103736
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. DOI: https://doi.org/10.1007/s11423-022-10119-7
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20, 715-728. DOI: https://doi.org/10.1007/s10639-015-9412-6
Weng, X., Ng, O.-L., Cui, Z., & Leung, S. (2023). Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts. Journal of Educational Computing Research, 6(2), 304–328.
White, J., Fu, Q., Hays, S., Sandborn, M., Olea, C., Gilbert, H., . . . Schmidt, D. (2023). A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT. ArXiv Preprint, arXiv:2302, 11382.
Yu, J., Garg, P., Synn, D., & Oh, H. (2025, April). Tangible-MakeCode: Bridging Physical Coding Blocks with a Web-Based Programming Interface for Collaborative and Extensible Learning. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (pp. 1-15).
Zahira, M., Mardiana, A., Mutmainah, R., Apriliya, S., & Saputra, E. (2023). Learning Media for Counting Operations Based on Pictoblox Gamification: Development Research in Class 1 Elementary School. Al-Aulad: Journal of Islamic Primary Education, 6(2), 144-154.
Aktay, S., Gök, S., & Uzunoğlu, D. (2023). ChatGPT in education. Turkish Academic Publications Journal (TAY Journal), 7(2), 378–406.
AlKanaan, H. M. (2022). Awareness regarding the implication of artificial intelligence in science education among pre-service science teachers. International Journal of Instruction, 15(3), 895–912.
Allam, H., Dempere, J., Akre, V., Parakash, D., Mazher, N., & Ahamed, J. (2023). Artificial intelligence in education: An argument of Chat-GPT use in education. 9th International Conference on Information Technology Trends (ITT) (pp. 151–156). DOI: https://doi.org/10.1109/ITT59889.2023.10184267
Bayır, E., & Kahveci, S. (2022). Examination of middle school science textbooks in terms of scientific process skills. Cumhuriyet International Journal of Education, 11(1), 253–262.
Benzer, S., & Benzer, R. (2022). The Opinions of Informatics Graduate Students on Artificial Intelligence [in Turkish]. Electronic Journal of Social Sciences, 10, 53-83. DOI: https://doi.org/10.29228/sbe.62139
Çam, M. B., Çelik, N. C., Turan Güntepe, E., & Durukan, Ü. G. (2021). Determination of pre-service teachers’ awareness of artificial intelligence technologies. Mustafa Kemal University Journal of Social Sciences Institute, 18(48), 263–285.
Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semistructured interviews: Problems of unitization and inter-coder reliability. Sociological Methods & Research, 42(3), 294–320.
Choi, W., & Choi, I. (2024). Exploring the Impact of Code. org’s Block-Based Coding Curriculum on Student Motivation in K-12 Education. In 2024 12th International Conference on Information and Education Technology (ICIET), (s. 93-97). DOI: https://doi.org/10.1109/ICIET60671.2024.10542810
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
Copp, D. A., Isaacs, J. T., & Hespanha, J. P. (2021). Programming, robotics, and control for high school students. Advances in Engineering Education, 9(4), 1–27.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five (2.Baskı b.). USA: SAGE Publications.
Cruz, S., Bento, M., & Lencastre, J. (2021). Computational Thinking Training using PICTOBLOX. Proceedings of International Conferences Internet Technologies & Society 2021, (s. 53-60).
Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence(4), 100132.
Ezeamuzie, N. O., & Ezeamuzie, M. N. (2024). Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming. Review of Educational Research, 20(10), 1-31. DOI: https://doi.org/10.3102/00346543231216958
Gökçe, H., Bektas, O., & Şahin, A. (2024). Science teacher candidates’ experiences with robotic coding. Cappadocia Journal of Education, 5(1), 1–21.
Koray, A., & Bilgin, E. (2023). The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy. Science Insights Education Frontiers, 18(1), 2825-2845.
Mikropoulos, T., & Iatraki, G. (2023). Digital Technology Supports Science Education For Students With Disabilities: A Systematic Review. Education and Information Technologies, 28(4), 3911-3935. DOI: https://doi.org/10.1007/s10639-022-11317-9
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis (3rd ed.). SAGE.
Moraiti, I., Fotoglou, A., & Driga, A. (2022). Coding with Block Programming Languages in Educational Robotics and Mobiles, Improve Problem Solving, Creativity & Critical Thinking Skills. International Journal of Interactive Mobile Technologies, 16(20), 59-78. DOI: https://doi.org/10.3991/ijim.v16i20.34247
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Social Research Methodology, 23(2), 261–276.
Punch, K. F. (2005). Introduction to social research (D. Bayrak, H. B. Arslan, & Z. Akyüz, Trans.). Ankara: Siyasal Kitabevi.
Saputra, I., Astuti, M., Sayuti, M., & Kusumastuti, D. (2023). Integration of Artificial Intelligence in Education: Opportunities, Challenges, Threats and Obstacles. A Literature Review. Indonesian Journal of Computer Science, 12(4).
Silverman, D. (2001). Interpreting Qualitative Data, Methods for Analyzing Talk, Text and Interaction (2nd Ed. b.). London: Sage Publication Inc.
Sönmez, D., & Hastürk, H. (2020). A bibliographic analysis of doctoral theses in the field of science education in Turkey. Journal of Humanities and Social Science Research, 94, 3174–3194.
Taşmış, S., & Doğru, M. (2024). The effect of robotic coding applications in the unit of electric circuit elements on 5th grade students’ academic achievement, science anxiety and motivation. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 7(1), 76–90.
Turvey, K., & Pachler, N. (2020). Design principles for fostering pedagogical provenance through research in technology supported learning. Computers & Education, 146, 103736. DOI: https://doi.org/10.1016/j.compedu.2019.103736
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. DOI: https://doi.org/10.1007/s11423-022-10119-7
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20, 715-728. DOI: https://doi.org/10.1007/s10639-015-9412-6
Weng, X., Ng, O.-L., Cui, Z., & Leung, S. (2023). Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts. Journal of Educational Computing Research, 6(2), 304–328.
White, J., Fu, Q., Hays, S., Sandborn, M., Olea, C., Gilbert, H., . . . Schmidt, D. (2023). A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT. ArXiv Preprint, arXiv:2302, 11382.
Yu, J., Garg, P., Synn, D., & Oh, H. (2025, April). Tangible-MakeCode: Bridging Physical Coding Blocks with a Web-Based Programming Interface for Collaborative and Extensible Learning. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (pp. 1-15).
Zahira, M., Mardiana, A., Mutmainah, R., Apriliya, S., & Saputra, E. (2023). Learning Media for Counting Operations Based on Pictoblox Gamification: Development Research in Class 1 Elementary School. Al-Aulad: Journal of Islamic Primary Education, 6(2), 144-154.
How to Cite
Özer, E. C., Özdemir, A., Ünsal, F., & Benzer, S. (2025). Artificial Intelligence and Block-Based Coding in Science Education: Graduate Student Insights. Science Insights Education Frontiers, 31(1), 4977–5004. https://doi.org/10.15354/sief.25.or849
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