Abstract
The current research aims to examine the effects of LEGO robotics coding on primary school students' academic achievement and attitudes toward science courses. A pretest-posttest control group design was used in the study and the participants joined the study randomly divided into control and experimental groups. While the control group was trained with the traditional method, the experimental group was trained via the constructivist method. To determine the effects of two different teaching methods on the student's success and attitudes, the science lesson attitude scale was applied in a pre-test and post-test form. The study group consists of 33 students who were randomly selected. Through the study, we concluded that LEGO robotics coding provides more meaningful and effective learning on primary school student's academic achievement and attitudes when compared with the control group.
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