Literaturnachweis - Detailanzeige
| Autor/inn/en | Karaahmetoglu, Kübra; Korkmaz, Özgen |
|---|---|
| Titel | The Effect of Project-Based Arduino Educational Robot Applications on Students' Computational Thinking Skills and Their Perception of Basic STEM Skill Levels |
| Quelle | 6 (2019) 2, S.1-14 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2148-6123 |
| Schlagwörter | Robotics; Thinking Skills; Programming; Student Projects; Active Learning; Secondary School Students; Foreign Countries; Comparative Analysis; Measurement; Teaching Methods; Computer Science Education; Student Attitudes; STEM Education; Reliability; Pretests Posttests; Turkey |
| Abstract | The aim of this study is to investigate the effects of project-based Arduino educational robot applications on students' computational thinking skills and their perception of STEM skill levels. The study group consists of 6th grade students from 2 different secondary schools from Turkey. Within the scope of the research, classes were assigned to experimental and control groups neutrally. There are 15 students in the control group and 18 students in the experimental group. The experimental study continued for 11 weeks in both groups. In the experimental group, project-based Arduino educational robot applications were applied in classes whereas in the control group, project development activities were carried out with block based programming tool. The research data were collected by using the computer-based skill level scale ([alpha] = 0.809) and the Basic STEM Skill Levels scale ([alpha] = 940). The mean, standard deviation, minimum, and maximum, Mann-Whitney U tests were used for independent measurements and the associated measurements were performed on the collected data. At the end of the research, it was determined that activities based on block based robotic programming tool did not have a significant effect on both students' total scores of STEM skills and scores related to factors, but when computational thinking skills were analyzed, it was found that they contributed significantly more than the total score and problem solving factor based on block based programming tool. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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