Pedagogical Research

• Akyol Altun, C. (2018). Okul öncesi öğretim programına algoritma ve kodlama eğitimi entegrasyonunun öğrencilerin problem çözme becerisine etkisi [The effect of the integration of algorithm and coding education into the preschool curriculum on the problem solving skills of the students] [Unpublished master’s dissertation]. Ankara University.
• Ananiadou, K., & Claro, M. (2009). 21St century skills and competences for new millennium learners in OECD countries. OECD education working papers, no. 41. OECD Publishing (NJ1). http://dx.doi.org/10.1787/218525261154
• Bell, T., & Vahrenhold, J. (2018). CS unplugged—how is it used, and does it work? In H.-J. Böckenhauer, D. Komm, & W. Unger (Eds.), Adventures between lower bounds and higher altitudes (pp. 497-521). Springer, Cham. https://doi.org/10.1007/978-3-319-98355-4_29
• Bell, T., Fellows, M., Rosamond, F., Bell, J., & Marghitu, D. (2012). Unplugging education: Removing barriers to engaging with new disciplines. In Proceedings of the Society for Design and Process Science (pp. 1-8).
• Bers, M. U. (2008). Blocks to robots: Learning with technology in the early childhood classroom. Teachers College Press.
• Bers, M. U. (2010). The TangibleK robotics program: Applied computational thinking for young children. Early Childhood Research & Practice, 12(2), 2.
• Bers, M. U. (2014). Tangible kindergarten: Learning how to program robots in early childhood. In C. I. Sneider (Ed.), The go-to guide for engineering curricula PreK-5: Choosing and using the best instructional materials for your students (pp. 133-145). Corwin.
• Bers, M. U. (2018). Coding and computational thinking in early childhood: The impact of ScratchJr in Europe. European Journal of STEM Education, 3(3), 8. https://doi.org/10.20897/ejsteme/3868
• Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4), 499-528. https://doi.org/10.1007/s40692-019-00147-3
• Bers, M. U., & Horn, M. S. (2010). Tangible programming in early childhood. High-Tech Tots: Childhood in A Digital World, 49, 49-70.
• Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145-157. https://doi.org/10.1016/j.compedu.2013.10.020
• Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138, 130-145. https://doi.org/10.1016/j.compedu.2019.04.013
• Bers, M. U., Govind, M., & Relkin, E. (2022). Coding as another language: Computational thinking, robotics and literacy in first and second grade. In A. Ottenbreit-Leftwich & A. Yadav (Eds.), Computational thinking in PreK-5: Empirical evidence for integration and future directions (pp. 30-38). ACM. https://doi.org/10.1145/3507951.3519285
• Bers, M. U., Ponte, I., Juelich, C., Viera, A., & Schenker, J. (2002). Teachers as designers: Integrating robotics in early childhood education. Information Technology in Childhood Education Annual, 2002(1), 123-145.
• Butler, D. (2000). Gender, girls, and computer technology: What’s the status now? The Clearing House, 73(4), 225-229. https://doi.org/10.1080/00098650009600957
• Buyukozturk, S., Kilic Cakmak, E., Akgun, O., Karadeniz, S., & Demirel, O. (2012). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Academic Publishing.
• Caballero-Gonzalez, Y. A., Muñoz-Repiso, A. G. V., & García-Holgado, A. (2019). Learning computational thinking and social skills development in young children through problem solving with educational robotics. In Proceedings of the 7^th International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 19-23). https://doi.org/10.1145/3362789.3362874
• Campbell, C., & Walsh, C. (2017). Introducing the’new’digital literacy of coding in the early years. Practical Literacy, 22(3), 10-12.
• Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009). Women’s underrepresentation in science: Sociocultural and biological considerations. Psychological Bulletin, 135(2), 218. https://doi.org/10.1037/a0014412
• Cejka, E., Rogers, C., & Portsmore, M. (2006). Kindergarten robotics: Using robotics to motivate math, science, and engineering literacy in elementary school. International Journal of Engineering Education, 22(4), 711.
• Chaldi, D., & Mantzanidou, G. (2021). Educational robotics and STEAM in early childhood education. Advances in Mobile Learning Educational Research, 1(2), 72-81. https://doi.org/10.25082/AMLER.2021.02.003
• Chou, P. N. (2020). Using ScratchJr to foster young children’s computational thinking competence: A case study in a third-grade computer class. Journal of Educational Computing Research, 58(3), 570-595. https://doi.org/10.1177/0735633119872908
• Ciftci, S., & Bildiren, A. (2020). The effect of coding courses on the cognitive abilities and problem-solving skills of preschool children. Computer Science Education, 30(1), 3-21. https://doi.org/10.1080/08993408.2019.1696169
• Clements, D. H. (1999). The future of educational computing research: The case of computer programming. Information Technology in Childhood Education Annual, 1999(1), 147-179.
• Clements, D. H., & Gullo, D. F. (1984). Effects of computer programming on young children’s cognition. Journal of Educational Psychology, 76(6), 1051. https://doi.org/10.1037/0022-0663.76.6.1051
• Clements, D. H., & Meredith, J. S. (1993). Research on logo: Effects and efficacy. Journal of Computing in Childhood Education, 4(4), 263-290.
• Dallasega, P., Rauch, E., & Linder, C. (2018). Industry 4.0 as an enabler of proximity for construction supply chains: A systematic literature review. Computers in Industry, 99, 205-225. https://doi.org/10.1016/j.compind.2018.03.039
• Demirer, V., & Sak, N. (2016). Dünyada ve Türkiye’de programlama eğitimi ve yeni yaklaşımlar [Programming education and new approaches in the world and in Turkey]. Eğitimde Kuram ve Uygulama [Theory and Practice in Education], 12(3), 521-546.
• Di Lieto, M. C., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., Dell’Omo, M., Laschi, C., Pecini, C., Santerini, G., Sgandurra, G., & Dario, P. (2017). Educational robotics intervention on executive functions in preschool children: A pilot study. Computers in Human Behavior, 71, 16-23. https://doi.org/10.1016/j.chb.2017.01.018
• Erete, S., Pinkard, N., Martin, C. K., & Sandherr, J. (2016). Exploring the use of interactive narratives to engage inner-city girls in computational activities. In Proceedings of the 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (pp. 1-4). IEEE. https://doi.org/10.1109/RESPECT.2016.7836168
• Fesakis, G., & Serafeim, K. (2009). Influence of the familiarization with” scratch” on future teachers’ opinions and attitudes about programming and ICT in education. ACM SIGCSE Bulletin, 41(3), 258-262. https://doi.org/10.1145/1595496.1562957
• Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97. https://doi.org/10.1016/j.compedu.2012.11.016
• Flannery, L. P., & Bers, M. U. (2013). Let’s dance the “robot hokey-pokey!” children’s programming approaches and achievement throughout early cognitive development. Journal of Research on Technology in Education, 46(1), 81-101. https://doi.org/10.1080/15391523.2013.10782614
• Fox, R. W., & Farmer, M. E. (2011). The effect of computer programming education on the reasoning skills of high school students. In Proceedings of the International Conference on Frontiers in Education: Computer Science and Computer Engineering (p. 1).
• Futschek, G. (2006). Algorithmic thinking: the key for understanding computer science. In Proceedings of the International Conference on Informatics in Secondary Schools-Evolution and Perspectives (pp. 159-168). Springer. https://doi.org/10.1007/11915355_15
• Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algorithms. In Proceedings of the 2010 Constructionist Approaches to Creative Learning, Thinking and Education: Lessons for the 21^st Century (pp. 1-10).
• García-Peñalvo, F. J., Rees, A. M., Hughes, J., Jormanainen, I., Toivonen, T., & Vermeersch, J. (2016). A survey of resources for introducing coding into schools. In Proceedings of the 4^th International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 19-26). https://doi.org/10.1145/3012430.3012491
• González, Y. A. C., & Muñoz-Repiso, A. G. V. (2018). A robotics-based approach to foster programming skills and computational thinking: Pilot experience in the classroom of early childhood education. In Proceedings of the 6^th International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 41-45). https://doi.org/10.1145/3284179.3284188
• Google Inc. & Gallup Inc. (2016). Trends in the state of computer science in US K-12 schools. https://news.gallup.com/reports/196379/trends-state-computer-science-schools.aspx
• Govind, M. & Bers, M. U. (2020). Family coding days: Engaging children and parents in creative coding and robotics. Connected Learning Summit, Cambridge, MA. https://sites.bc.edu/devtech/files/2022/06/Family-Coding-Days.pdf
• Govind, M., & Bers, M. (2021). Assessing robotics skills in early childhood: Development and testing of a tool for evaluating children’s projects. Journal of Research in STEM Education, 7(1), 47-68. https://doi.org/10.51355/jstem.2021.102
• Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38-43. https://doi.org/10.3102%2F0013189X12463051
• Harel, I. R. (1988). Software design for learning: Children’s construction of meaning for fractions and Logo programming [Doctoral dissertation, Massachusetts Institute of Technology].
• Heemskerk, I., ten Dam, G., Volman, M., & Admiraal, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253-276. https://doi.org/10.1080/15391523.2009.10782531
• Heikkilä, M. (2020). What happens when the robot gets eyelashes? Gender perspective on programming in preschool. In A. MacDonald, L. Danaia, & S. Murphy (Eds.), STEM education across the learning continuum (pp. 29-44). Springer. https://doi.org/10.1007/978-981-15-2821-7_3
• Hill, C., Corbett, C., & St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. American Association of University Women.
• Hwang, W. Y., Wang, C. Y., Hwang, G. J., Huang, Y. M., & Huang, S. (2008). A web-based programming learning environment to support cognitive development. Interacting with Computers, 20(6), 524-534. https://doi.org/10.1016/j.intcom.2008.07.002
• Johnston, K., Highfield, K., & Hadley, F. (2018). Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning. British Journal of Educational Technology, 49(5), 896-910. https://doi.org/10.1111/bjet.12664
• Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. MIT Press. https://doi.org/10.7551/mitpress/9992.001.0001
• Kalelioglu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52, 200-210. https://doi.org/10.1016/j.chb.2015.05.047
• Kalelioglu, F., & Gulbahar, Y. (2014). The effects of teaching programming via Scratch on problem solving skills: A discussion from learners’ perspective. Informatics in Education, 13(1), 33-50. https://doi.org/10.15388/infedu.2014.03
• Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.
• Kalogiannakis, M., & Papadakis, S. (2017). Pre-service kindergarten teachers acceptance of “ScratchJr” as a tool for learning and teaching computational thinking and Science education. In Proceedings of the 12^th Conference of the European Science Education Research Association, Research, Practice and Collaboration in Science Education (pp. 21-25).
• Kalyenci, D. (2020). Erken çocukluk döneminde kodlama becerilerinin değerlendirilmesi-Test geliştirme [Master’s thesis, Hasan Kalyoncu University].
• Kalyenci, D., Metin, S., & Basaran, M. (2022). Test for assessing coding skills in early childhood. Education and Information Technologies, 27(4), 4685-4708. https://doi.org/10.1007/s10639-021-10803-w
• Karpinski, Z., Biagi, F., & Di Pietro, G. (2021). Computational thinking, socioeconomic gaps, and policy implications. International Association for the Evaluation of Educational Achievement. https://www.iea.nl/publications/series-journals/iea-compass-briefs-education-series/january-2021-computational
• Kazakoff, E. R. (2014). Cats in space, pigs that race: Does self-regulation play a role when kindergartners learn to code? [Doctoral dissertation, Tufts University].
• Kazakoff, E. R., & Bers, M. U. (2014). Put your robot in, put your robot out: Sequencing through programming robots in early childhood. Journal of Educational Computing Research, 50(4), 553-573. https://doi.org/10.2190%2FEC.50.4.f
• Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255. https://doi.org/10.1007/s10643-012-0554-5
• Kazakoff, E., & Bers, M. (2012). Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills. Journal of Educational Multimedia and Hypermedia, 21(4), 371-391.
• Kucukkara, M. F., & Aksut, P. (2021). Okul öncesi dönemde bilgisayarsiz kodlama eğitimine bir örnek: Problem çözme becerileri için etkinlik temelli algoritma [An example of computer-free coding education in preschool: Activity-based algorithm for problem solving skills]. Journal of Inquiry Based Activities, 11(2), 81-91.
• Landivar, L. C. (2013). Disparities in STEM employment by sex, race, and Hispanic origin. Education Review, 29(6), 911-922.
• Lee, J., & Junoh, J. (2019). Implementing unplugged coding activities in early childhood classrooms. Early Childhood Education Journal, 47(6), 709-716. https://doi.org/10.1007/s10643-019-00967-z
• Lee, K. T., Sullivan, A., & Bers, M. U. (2013). Collaboration by design: Using robotics to foster social interaction in kindergarten. Computers in the Schools, 30(3), 271-281. https://doi.org/10.1080/07380569.2013.805676
• Levy, S. T., & Mioduser, D. (2010). Approaching complexity through planful play: Kindergarten children’s strategies in constructing an autonomous robot’s behavior. International Journal of Computers for Mathematical Learning, 15(1), 21-43. https://doi.org/10.1007/s10758-010-9159-5
• Linn, M. C., & Clancy, M. J. (1992). The case for case studies of programming problems. Communications of the ACM, 35(3), 121-132. https://doi.org/10.1145/131295.131301
• Madkins, T. C., Howard, N. R., & Freed, N. (2020). Engaging equity pedagogies in computer science learning environments. Journal of Computer Science Integration, 3(2), 1. http://doi.org/10.26716/jcsi.2020.03.2.1
• Manches, A., & Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1), 191-201. https://doi.org/10.1111/bjet.12355
• Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: A new classification. Early Years, 36(3), 242-253. https://doi.org/10.1080/09575146.2016.1167675
• Martinez, C., Gomez, M. J., & Benotti, L. (2015, June). A comparison of preschool and elementary school children learning computer science concepts through a multilanguage robot programming platform. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 159-164). https://doi.org/10.1145/2729094.2742599
• Mason, S. (2017). The coding versus language debate. MLTAQ Journal, 166, 23-28.
• Mclennan, D. P. (2017). Creating coding stories and games. Journal of Teaching, 10(3), 18-21.
• McLennan, D. P. (2018). Code breaker: Increase creativity, remix assessment, and develop a class of coder ninjas! Journal of Teaching Learning, 12(1), 51-52. https://doi.org/10.22329/jtl.v12i1.5544
• Menon, D., Bp, S., Romero, M., & Viéville, T. (2019). Going beyond digital literacy to develop computational thinking in K-12 education. In D. Linda (Ed.), Smart pedagogy of digital learning. Routledge. https://doi.org/10.4324/9780429319501-2
• Metin, S. (2020). Activity-based unplugged coding during the preschool period. International Journal of Technology and Design Education, 32, 149-165. https://doi.org/10.1007/s10798-020-09616-8
• Metz, S. S. (2007). Attracting the engineers of 2020 today. In R J. Burke, & M. C. Mattis (Eds.), Women and minorities in science, technology, engineering, and mathematics: Upping the numbers (pp. 184-209). Edward & Elgar Publishing.
• Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Creative Education, 4(9), 557-562. https://doi.org/10.4236/ce.2013.49081
• Mohaghegh, M. & McCauley, M. (2016). Computational thinking: The skill set of the 21^st century. International Journal of Computer Science and Information Technologies, 7(3), 1524-1530.
• Murcia, K., Pepper, C., Joubert, M., Cross, E., & Wilson, S. (2020). A framework for identifying and developing children’s creative thinking while coding with digital technologies. Issues in Educational Research, 30(4), 1395-1417.
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• Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52-62. https://doi.org/10.1016/j.compedu.2018.09.006
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• Portelance, D. J., Strawhacker, A. L., & Bers, M. U. (2016). Constructing the ScratchJr programming language in the early childhood classroom. International Journal of Technology and Design Education, 26(4), 489-504. https://doi.org/10.1007/s10798-015-9325-0
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APA

Metin, S., Basaran, M., & Kalyenci, D. (2023). Examining coding skills of five-year-old children. Pedagogical Research, 8(2), em0154. https://doi.org/10.29333/pr/12802

Vancouver

Metin S, Basaran M, Kalyenci D. Examining coding skills of five-year-old children. PEDAGOGICAL RES. 2023;8(2):em0154. https://doi.org/10.29333/pr/12802

AMA

Metin S, Basaran M, Kalyenci D. Examining coding skills of five-year-old children. PEDAGOGICAL RES. 2023;8(2), em0154. https://doi.org/10.29333/pr/12802

Chicago

Metin, Sermin, Mehmet Basaran, and Damla Kalyenci. "Examining coding skills of five-year-old children". Pedagogical Research 2023 8 no. 2 (2023): em0154. https://doi.org/10.29333/pr/12802

Harvard

Metin, S., Basaran, M., and Kalyenci, D. (2023). Examining coding skills of five-year-old children. Pedagogical Research, 8(2), em0154. https://doi.org/10.29333/pr/12802

MLA

Metin, Sermin et al. "Examining coding skills of five-year-old children". Pedagogical Research, vol. 8, no. 2, 2023, em0154. https://doi.org/10.29333/pr/12802