Investigation of Gifted Students’ Views on the Use of Scratch Activities in Science Education

Although the benefits of incorporating Scratch in educational settings have been widely recognized, limited research has explored the perspectives of gifted students on their use in science education. Scratch is a block‐based tool designed to teach coding to elementary school students. With increasing emphasis on coding across various disciplines, scratches have emerged as one of the most widely used coding tools. This study is aimed at understanding students’ opinions on engaging in science activities using the Scratch program. Utilizing a qualitative research approach, specifically a case study design, the researchers conducted interviews with 20 gifted students enrolled in the fourth grade at a science and art center in a Mediterranean coastal city in Turkey. Semistructured interviews were used to conduct a content analysis, which provided insights into the collected data. The analysis revealed that students found the Scratch program to be an engaging and valuable resource that aided their comprehension of the science course material. By participating in coding activities related to the subject matter, students achieved success and developed a deeper interest in the science lessons. The Scratch program emerged as a captivating tool that motivated students to learn coding effectively while fostering the development of various skills.