This study examines the methodological dimensions of programming education articles published in educational sciences journals indexed in SSCI by exploring their general trends. To do this, 162 articles published between January 2012 and February 2020 in 30 international journals indexed in SSCI were analyzed with a systematic review method using the "Educational Technology Publication Classification Form" as a data collection tool. The results revealed that most of the studies in this field were conducted in the USA and Turkey. The number of these studies has increased since 2015, and those studies were carried out using quantitative research methodology. Mostly questionnaires and achievement tests were used as a data collection tool, a convenience sampling method was used, and descriptive analyses were adopted to analyze the data. As a result, the articles examined in this study showed that programming education positively contributes to learners' learning and success levels and the development of their computational thinking skills. We believe that these results will shed light on future studies related to programming education.

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The COVID-19 pandemic, which emerged in 2019, disrupted global education and training activities. During the epidemic, online education has replaced face-to-face education. During the epidemic, the routines of all families and their children have changed. This situation adversely affected the lives of both families with normally developing children and families with children with special needs. Significantly during the pandemic process, the workload of mothers has increased. From this point of view, the research aims to reveal the problems experienced by the mothers of children diagnosed with autism spectrum disorder during the COVID-19 pandemic. For this purpose, the opinions of 20 mothers who had a child diagnosed with autism spectrum disorder and participated in the study voluntarily were taken. The case study design was used as a qualitative research approach. In the study, data were collected by voice recording through semi-structured interviews, one of the qualitative data collection techniques. The obtained data were written down, checked and analyzed through descriptive analysis. According to the study, mothers stated that their children were bored at home and wanted to go out; they encountered behavioral problems and forgot what their children learned at school. They reported that their children spend more time with digital tools such as phones, tablets, and computers. They stated that they could not get feedback from the online courses, the courses were not organized according to individual differences, they had connection problems, and they could not benefit enough due to a lack of resources. All the mothers who participated in the interview emphasized that they wanted the education to be face-to-face.

The COVID-19 pandemic, which emerged in 2019, disrupted global education and training activities. During the epidemic, online education has replaced face-to-face education. During the epidemic, the routines of all families and their children have changed. This situation adversely affected the lives of both families with normally developing children and families with children with special needs. Significantly during the pandemic process, the workload of mothers has increased. From this point of view, the research aims to reveal the problems experienced by the mothers of children diagnosed with autism spectrum disorder during the COVID-19 pandemic. For this purpose, the opinions of 20 mothers who had a child diagnosed with autism spectrum disorder and participated in the study voluntarily were taken. The case study design was used as a qualitative research approach. In the study, data were collected by voice recording through semi-structured interviews, one of the qualitative data collection techniques. The obtained data were written down, checked and analyzed through descriptive analysis. According to the study, mothers stated that their children were bored at home and wanted to go out; they encountered behavioral problems and forgot what their children learned at school. They reported that their children spend more time with digital tools such as phones, tablets, and computers. They stated that they could not get feedback from the online courses, the courses were not organized according to individual differences, they had connection problems, and they could not benefit enough due to a lack of resources. All the mothers who participated in the interview emphasized that they wanted the education to be face-to-face.