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Okul Öncesi Kodlama Eğitimi ve Bilgi İşlemsel Düşünme Üzerine Sistematik Bir İnceleme

A Systematic Review on Preschool Coding Education and Computational Thinking

Ayşin Gaye Üstün(SİNOP ÜNİVERSİTESİ, MESLEK YÜKSEKOKULU)0000-0001-9564-0761
Hülya Gülay Ogelman(SİNOP ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-4245-0208
Sayfa
389–475
Yayın Tarihi
2025-07-15
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Çalışmanın bulgularına bakıldığında makalelerde en sık yer alan kavram/konu döngüler ve sıralamalar olmuştur.

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Amaç & Hipotez:Bu çalışmanın amacı, 2013-2023 yılları arasında uluslararası alan yazında okul öncesinde kodlama eğitimi ve bilgi işlemsel düşünme (BİD) konularının yer aldığı makalelerin farklı değişkenlere göre incelenmesidir.
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Temel Bulgular & Veri:Bu nedenle uluslararası veri tabanlarında taranan çalışmaların incelendiği bu çalışmanın, Türkiye'deki araştırmacılara farklı bakış açıları sunması açısından önemli olduğu düşünülmektedir.
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Sonuç & Katkı:Çalışmanın bulgularına bakıldığında makalelerde en sık yer alan kavram/konu döngüler ve sıralamalar olmuştur.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:2013-2023 Verileri
⚙️Değişkenler:Kodlama eğitimi · Bilgi işlemsel düşünme · Kodlama

Özet

Bu çalışmanın amacı, 2013-2023 yılları arasında uluslararası alan yazında okul öncesinde kodlama eğitimi ve bilgi işlemsel düşünme (BİD) konularının yer aldığı makalelerin farklı değişkenlere göre incelenmesidir. Türkiye’deki alanyazın incelendiğinde Okul öncesi dönemde kodlama çalışmalarını inceleyen yalnızca bir sistematik derleme bulunmakta ve bu çalışma Türkiye'deki araştırmaları kapsamaktadır. Bu nedenle uluslararası veri tabanlarında taranan çalışmaların incelendiği bu çalışmanın, Türkiye'deki araştırmacılara farklı bakış açıları sunması açısından önemli olduğu düşünülmektedir. Araştırmada sistematik derleme yöntemi kullanılmıştır. Araştırmaya dahil edilecek çalışmaların belirlenmesi için elektronik ortamda tarama yapılmıştır. Dâhil etme-hariç tutma ölçütlerine göre belirlenen makalelerden oluşan toplam 70 çalışma incelenmiştir. Çalışmanın bulgularına bakıldığında makalelerde en sık yer alan kavram/konu döngüler ve sıralamalar olmuştur. Bilgisayarsız kodlama araçlarıyla öğretimde çoğunlukla çeşitli malzemeler (kodlama blokları, matlar, resimler, kağıtlar vb.), bilgisayarlı kodlama platformlarından ScratchJr, bilgisayarsız robotik araçlarından Bee-Bot, bilgisayarlı robotik araçlardan ise en çok Blue-Bot’un kullanıldığı belirlenmiştir. Değişkenlerde en çok BİD, kodlama becerileri ve bilişsel beceri ele alınmıştır. En sık rastlanan konu başlığı, çocuklara yönelik farklı konu ve tekniklerle yapılan eğitimlerdir. Öneriler, öğretmenler, eğitim politikaları, araç gereçler, araştırma yöntem ve tekniklerle anne babalar başlıklarında sunulmuştur. Sonuç olarak bu çalışma bulgularının alandaki uygulayıcı ve araştırmacılara kodlama ve BİD becerileri ile ilgili yapacakları çalışmalarda yol gösterici olacağı düşünülmektedir.

Abstract

This study aims to examine articles on coding education and computational thinking (CT) in preschool education within the international literature published between 2013 and 2023, based on various variables. In the context of the Turkish literature, there is only one systematic review that addresses coding studies during the preschool period, and it focuses solely on research conducted in Turkey. Therefore, this study, which reviews articles indexed in international databases, is considered important in terms of offering different perspectives to researchers in Turkey. The study employed a systematic review methodology. An electronic search was conducted to identify relevant studies, resulting in a total of 70 articles selected based on specific inclusion and exclusion criteria. According to the findings, the most frequently addressed concepts/topics in the reviewed articles were loops and sequences. It was also found that a variety of materials (e.g., coding blocks, mats, pictures, papers) were commonly used in teaching with unplugged coding tools. Among plugged coding platforms, ScratchJr was the most frequently used; among unplugged robotic tools, Bee-Bot was the most common; and among plugged robotic tools, Blue-Bot was the most prevalent. CT, coding skills, and cognitive skills were the most frequently examined variables. The most common overarching theme was education for young children using various subjects and instructional techniques. Based on the findings, recommendations were presented in five main areas: teachers, educational policies, tools and materials, research methods and techniques, and parental involvement. In conclusion, the findings of this study are expected to guide both practitioners and researchers in the field of early childhood education, particularly those working on coding and CT skill development.

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Bu Makaleye Atıf Yap

Üstün, A. G., Ogelman, H. G. (2025). Okul Öncesi Kodlama Eğitimi ve Bilgi İşlemsel Düşünme Üzerine Sistematik Bir İnceleme. Sınırsız Eğitim ve Araştırma Dergisi, Cilt: 10 Sayı: 2, 389–475. https://doi.org/10.29250/sead.1640831

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