The purpose of this study was to determine the effect of robotics and coding instruction on preschoolers’ problem-solving skills and creative thinking abilities. Designed as a quasi-experimental research with pretest–posttest control groups, this study was conducted in a preschool in Amasya province of Turkey. A total of 40 preschool students were recruited in this study. The data were collected through ‘the Problem-Solving Skill Scale (PSSS)’ and ‘the Creative Thinking Abilities Test’. The experimental procedure lasted for four weeks, and a total of 32 -h lesson was conducted. During the procedure in the experimental group, WeDo 2.0 Educational Robotics Kit was employed, while pen and paper activities were conducted in the control group. The participants in the experimental group performed ‘GlowingSnail’, ‘Moovingsatellite’, ‘Spacecraft’, ‘Milo Science’, ‘Milo’s Motion Sensory Robot’, and ‘Frog Robot’ activities, whereas those in the control group read such stories as ‘Winnie the Witch under the Sea’, ‘Where Do Emotions and Broken Hearts Go’, ‘the Aliens Activity’, and ‘Timing, and listened to ‘the Planets’ song. The results show that robotics and coding instruction has provided statistically significant contribution to preschoolers’ problem-solving skills compared to the pen and paper activities. Further, imagination and originality factors in the language domain as well as completion, new elements addition, and unconventionality factors in the drawing domain were found to be statistically significant compared to the other factors. Several limitations and recommendations are provided.

这项研究的目的是确定机器人技术和编码指令对学龄前儿童解决问题的能力和创造性思维能力的影响。这项研究是与前测后测对照组进行的准实验研究，旨在在土耳其阿马西亚省的一所学前班进行。这项研究共招募了40名学龄前学生。数据通过“问题解决能力量表（PSSS） ”和“创造性思维能力测验”收集'。实验过程持续了四个星期，总共进行了32小时的课程。在实验组的操作过程中，使用了WeDo 2.0教育机器人套件，而对照组则进行了笔和纸活动。实验组的参与者进行了“ GlowingSnail ”，“ Moovingsatellite ”，“ Spacecraft ”，“ Milo Science ”，“ Milo's Motion Sensory Robot ”和“ Frog Robot ”活动，而对照组的参与者则读了诸如“ Winnie”的故事。“海底女巫”，“情感和破碎的心往何处去”，“外星人活动”和“定时，听“ Planets”的歌曲。结果表明，与笔和纸活动相比，机器人技术和编码指令对学龄前儿童的解决问题技能具有统计学上的显着贡献。此外，与其他因素相比，发现语言领域的想象力和独创性因素以及绘图领域的完成度，新元素添加和非常规性因素在统计学上显着。提供了一些限制和建议。