Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching

Güven, Gökhan; Çakır, Nevin Kozcu; Sülün, Yusuf; Çetin, Gürcan; GÜVEN>, Emine

doi:10.1080/15391523.2020.1812136

Cited by 33 publications

(30 citation statements)

References 37 publications

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“…Most of the studies focusing on science subjects examined the CT transfer effects in biology ( n = 6) (Arık & Topçu, 2022; Irgens et al, 2020; Nguyen & Santagata, 2021; Peel et al, 2019; Peel & Friedrichsen, 2018; Rachmatullah & Wiebe, 2022), physics ( n = 5) (Aksit & Wiebe, 2020; Hutchins et al, 2020; Orban et al, 2018; Svensson et al, 2020; Vieira et al, 2018) and integrated science contexts ( n = 5) (Basu et al, 2017; Guven et al, 2020; Lin et al, 2021; Sáez‐López et al, 2019; Sengupta et al, 2013). In addition, two studies assessed the effects in a chemistry context ( n = 2) (Bortz et al, 2020; Chongo et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis

Lai

Wong

2022

Computer Assisted Learning

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Background: Computational thinking (CT) is regarded as an essential 21st-century skill, and attempts have been made to integrate it into other subjects. Instructional approaches to CT development and assessment in the field of computer science have attracted global attention, but the influence of CT skills on other subject areas is under-researched.Objective: Our goal is to investigate the transfer effects of CT in different subject areas and examine the educational characteristics of CT intervention approaches that promote the transfer of learning.Method: We carefully selected and reviewed 55 empirical studies from leading bibliographic databases and examined the transfer of CT using a meta-analysis and a qualitative synthesis. Results and Conclusions:We identified and summarized these effects in the fields of mathematics, science, engineering and the humanities. A meta-analysis of these studies identified a generally significant effect of the transfer of CT skills to other subject areas. We also explored the characteristics of CT interventions that aid the transfer of learning by qualitatively assessing the identified studies. The results of the review offer a holistic view of the trends in CT transfer research that can be used as a reference for both researchers and instructors. K E Y W O R D S computational thinking, meta-analysis, qualitative synthesis, transfer of learning 1 | INTRODUCTION Computational thinking (CT) has become a key motivator for bringing computer science back into K-12 schools (Tikva & Tambouris, 2021).CT is initially defined as a set of cognitive problem-solving skills originating from computer science (Wing, 2006), and gradually the notion of CT has been developed into a new cross-disciplinary literacy, which can be a vehicle for personal expression and can connect with other literacy practices (Kafai & Proctor, 2021). Grover and Pea (2013)

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Section: Resultsmentioning

confidence: 99%

The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis

Lai

Wong

2022

Computer Assisted Learning

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“…A scientific attitude is an attitude that students must have in studying science, such as being honest, curious, responsible, conscientious, and disciplined. In contrast, science's attitude is just an attitude that students like or dislike toward science learning (Guven et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Problem solving in science technology and society learning improving junior high school students' scientific attitudes and process skills

Papilaya

2023

CJES

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Problem solving research applied in the Science Technology and Society Learning aimed to improve students' science process skills and scientific attitudes. For this purpose, two complete classes of the same teacher were randomly assigned to the experimental and control groups. The research was conducted at a public school in Ambon City, beginning with a classroom placement test. The cognitive learning outcome test instrument was developed with a cognitive load that has been achieved according to the unit level, namely class IX and has met the prerequisite test of the instrument's quality. The results showed that there was a statistically significant difference between the two groups related to process skills and attitudes towards science after the treatment. In the experimental group, mean scores were found to be consistently higher across all dimensions of process skills and scientific attitudes compared to the control group. Besides, the mean score showed an increase in the experimental group students'. The qualitative findings also reveal that students find problem solving fun. According to problem solving students, finding information and writing reports is one of the problem solving features that contributes the most to their learning.

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“…Similarly, Soophung & Seokju (2015), Masril et al (2019), Noh & Lee (2020), Guven, Cakir, Sulun, Cetin, &Guven (2020), andAdeleh (2019) have concluded that robotic applications increase the creativity of students. Cankaya et al (2017) found that students who program with robots have a significant relationship between their creative problem-solving skills and their performance scores.…”

Section: Yesmentioning

confidence: 94%

The Effect of STEM-Based Robotic Applications on the Creativity And Attitude of Students

Tı̇ryakı̇

Adıgüzel

2021

J. Sci. Learn.

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In the present study, the effects of STEM based robotics applications on students' creativity and scientific attitudes in the Electricity Unit of 7th grade have been investigated by using the nested pattern of the mixed method. Sixty students, 30 of whom are the experimental group and the other 30 constitute the control group, attending a post-school course in Istanbul in the academic year of 2018-2019, participated 2 weeks of pre-applications and 4 weeks of applications. TOSRA,to measure attitude towards science, and “Torrance Creative Thinking Test”,to measure creativity, were applied as pre and posttest. The data gained from the tests were analyzed with SPSS 21. Semi-structured interviews' data were analyzed by using content analysis. As a result, it was observed that STEM based robotics applications significantly increased students' creativity and attitudes towards science. Interview findings show that students enjoy using STEM applications that contain applications instead of theoretical knowledge. Using robotic and complex software materials to solve daily life problems, they felt like scientists during the practices and the applications affected their future career choices.Keywords STEM; creativity; robotic application; attitude; TOSRA

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Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching

Cited by 33 publications

References 37 publications

The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis

The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis

Problem solving in science technology and society learning improving junior high school students' scientific attitudes and process skills

The Effect of STEM-Based Robotic Applications on the Creativity And Attitude of Students

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