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

Tı̇ryakı̇, Aydın; Adıgüzel, Sibel

doi:10.17509/jsl.v4i3.29683

Cited by 14 publications

(9 citation statements)

References 18 publications

(19 reference statements)

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“…This is supported by data that only 12% of the student sample scored in the low category. The problem orientation stage in PjBLRBL trains students to analyze a physics problem related to everyday life [14]. Students are also trained to explore concepts from various learning sources both online and offline [15].…”

Section: Critical Thinking Skills Resultsmentioning

confidence: 99%

Project-based Laboratory Rotation Blended Learning Model to Train Students’ Critical Thinking and Collaboration in Physics Course

Dewi,

Listiaji,

Akhlis

et al. 2023

E3S Web Conf.

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Critical thinking and collaboration skills are part of the 21st century skills that need to be trained in learning at the university level. This research focused on developing a project-based laboratory rotation blended learning (PjLRBL) model to train students’ critical thinking and collaboration. Development was carried out using the ADDIE model. The resulting model products were lesson plans, digital module, critical thinking, and collaboration skills assessment tools. Experts’ validation result of the entire product obtained valid criteria. The products were implemented in the course on Basic Physics 1, Science Education Study Program especially on projectile motion topic. At the implementation stage, the critical thinking skills of student obtained results of 12.00% low, 40.00% moderate, and 48.00% high. Then, the collaboration skills of student obtained results of 6.00% low, 36.00% moderate, and 56.00% high. Based on these results, the PjLRBL can be an offer to be applied to the higher education to train students’ critical thinking and collaboration skills.

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Section: Critical Thinking Skills Resultsmentioning

confidence: 99%

Project-based Laboratory Rotation Blended Learning Model to Train Students’ Critical Thinking and Collaboration in Physics Course

Dewi,

Listiaji,

Akhlis

et al. 2023

E3S Web Conf.

View full text Add to dashboard Cite

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“…At the end of the research, the pre-service teachers claimed that the education developed their creativity, that they could solve complex problems, that this gave them the sense of success, that they could solve daily life problems, and it increased their self-confidence and eliminated their bias concerning science and mathematics. Tiryaki and Adıgüzel (2021) stated that STEM-based robotic applications increased the students' creativity and affected their attitudes towards science positively, that they enjoyed learning, that they felt like scientists during the applications by using robotics and complex software materials to solve daily life problems, and that it influenced their career choices in the future. Samur and Yalçın (2021) stated that STEM activities developed the pre-service pre-school teachers' reflective thinking skills, that they made a connection with daily life, that the use of many scientific fields together developed the ways of synthesis, and that it led to the formation of new ideas by questioning their opinions, thus improving their multi-dimensional thinking.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Montessori Approach-based STEM Education on Pre-service Pre-school Teachers’ Self-directed Learning

Çakır¹,

Yalçın²

2022

E-International Journal of Educational Research

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The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education.

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“…In addition, the activities are effective in thinking quickly in the face of the problem, making joint decisions, and trusting themself and their group mate during model formation. Therefore, it has been determined that studies on the STEM approach improve students' creativity and imagination and help them think quickly and produce solutions (Tiryaki & Adıgüzel, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of STEM-Supported Inquiry-Based Learning Approach on Conceptual Understanding of 7th Graders: Force and Energy Unit

Bakırcı¹,

Kirici²,

Kara³

2022

J. Sci. Learn.

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This research examines the effectiveness of the STEM Supported Inquiry-Based Learning Approach on the conceptual understanding of 7th graders. In the study, a mixed-method design was adopted. The research was carried out with 64 students studying in a secondary school. The study used a Conceptual Understanding Test (CUT) and an Interview Form as data collection tools. Quantitative data obtained in the research were analyzed using ANCOVA and T-test. Qualitative data were proceeded by subjecting them to content and descriptive analysis. Examining the study results, STEM Supported Inquiry-Based Learning Approach increased students’ conceptual understanding in the experimental group and the Inquiry-Based Learning Approach in the control group. It was determined that the science teaching in the experimental group was more effective in the conceptual understanding of 7th graders. The students stated that the science teaching in the experimental group was fun, created excitement, made them feel happy, instilled cooperation and team spirit, and thought by doing and living. Depending on the results obtained from the research, it was implicated that STEM-supported education should be carried out by determining the engineering design process steps suitable for the middle school level.

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

Cited by 14 publications

References 18 publications

Project-based Laboratory Rotation Blended Learning Model to Train Students’ Critical Thinking and Collaboration in Physics Course

Project-based Laboratory Rotation Blended Learning Model to Train Students’ Critical Thinking and Collaboration in Physics Course

The Effect of Montessori Approach-based STEM Education on Pre-service Pre-school Teachers’ Self-directed Learning

The Effectiveness of STEM-Supported Inquiry-Based Learning Approach on Conceptual Understanding of 7th Graders: Force and Energy Unit

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