A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities

Abstract

Considering that generations that have grown up in the 21st-century have grown alongside technology, it is thought that integrating technology into lessons helps students learn the subject. This study aims to develop five STEM activities for the lesson of the human body systems by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students’ skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale and semi-structured view form were used as data collection tools. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students’ skills of establishing a cause-effect relationship. The students who received the Arduino-supported STEM education found the course to be entertaining and educational, and the future goals of these students were affected. In order to bring individuals who love their profession into the future, Arduino-supported STEM education should be applied and expanded in other branches and class levels.

An examination of the potential of STEM-based biology learning for improving higher order thinking skills

“…The results of the analysis conducted are learning models that utilize the Conservation Science and Technology Identity Instrument (CSTI) as an empirical way to measure STEM identity (Rodriguez, et al, 2020). In addition, the use of technology including using the adruino application in STEM-based learning improves students' ability to establish cause and effect relationships (Görgülü Arı & Meço, 2021). STEM-based learning is also very suitable to be combined with the use of online application technology (Brunelli & Macirella, 2021).…”

“…Therefore, equipping students with the ability to establish cause-effect relationships is an issue that teachers should add to their agenda (Görgülü Arı & Meço, 2021). STEM-based learning is known to improve students' HOTS skills (Yaki, 2022).…”

“…With the use of STEM, it is hoped that students can have attitudes and skills that support and match the skills needed to face the industrial era 4.0. STEM is done as an effort to make all or part of the four disciplines in this case Science, Technology, Engineering, and Mathematics into lessons, units, or classes based on the relationship between subjects and real-life problems (Görgülü Arı & Meço, 2021;Shahali et al, 2016).…”

Arduino-Based Experiments: Leveraging Engineering Design and Scientific Inquiry in STEM Lessons

“…Regarding knowledge comprehension, research demonstrated the usefulness of Arduino and 3D printing in teaching STEM concepts in educational robotics classes (Souza & Sato, 2019). Regarding skills and competencies, it was found that integrating Arduino into STEM activities improved students' skills in establishing cause-effect relationships (Arı & Meço, 2021). Similarly, Vexler et al, (2022) developed an interdisciplinary course on circuit design using Arduino, which enhanced students' scientific and technological capabilities (Vexler et al, 2022).…”

Promoting data science in schools: Facilitating the use of open data and sensors in secondary education

“…Exploratory learning is thought to be a powerful way of introducing children to computer science concepts. The authors in [37] have discussed how exploratory learning using sensors supports STEM (science, technology, engineering, and mathematics) skills around the world. Since the beginning of the twenty-first century, the use of sensors has often been regarded as a powerful strategy in science and mathematics education that has contributed to improved learning outcomes [38] and teachers' positive experiences in science teaching [39].…”