Abstract

The present study aimed to determine the effects of arduino-assisted robotics coding applications integrated into the 5E learning model used in science teaching on students' scientific creativity, robotics attitude and motivation toward science. For this aim, the study was planned according to the convergent parallel mixed research method and was conducted with the 6th grade students in a STEM (Science, Technology, Engineering and Mathematics) elective course in 2018–2019 academic year. Scientific creativity scale, robotics attitude scale and motivation scale toward science learning were used as quantitative data collection tools, and semi-structured interview form was used as a qualitative data collection tool. As a result of the study, it was found that the levels of students' creativity, attitude and motivation increased with the robotics coding activities integrated into 5E learning model applied in science subjects. In addition, it was determined that students produced many creative ideas in using robotics coding applications to solve various problems encountered in daily life, and that they were very eager for such applications being used in science classes. In this respect, it is suggested that arduino-assisted robotics coding applications should be implemented in the teaching of 6th grade science subjects.

摘要

本研究旨在确定整合到用于科学教学的5E学习模型中的arduino辅助机器人编码应用对学生的科学创造力，机器人态度和科学动力的影响。为此，该研究是根据融合并行混合研究方法计划的，并在2018-2019学年的STEM（科学，技术，工程和数学）选修课程中与6年级学生进行了研究。科学创造力量表，机器人学态度量表和对科学学习的动机量表被用作定量数据收集工具，半结构化访谈形式被用作定性数据收集工具。这项研究的结果发现，学生的创造力水平，随着将机器人编码活动集成到应用于科学学科的5E学习模型中，态度和动力得到了提高。此外，据确定，学生在使用机器人编码应用程序解决日常生活中遇到的各种问题方面产生了许多创意，并且他们非常渴望在科学课中使用这种应用程序。在这方面，建议在6年级科学课程的教学中实施arduino辅助机器人编码应用程序。并且他们非常渴望将此类应用程序用于科学课。在这方面，建议在6年级科学课程的教学中实施arduino辅助机器人编码应用程序。并且他们非常渴望将此类应用程序用于科学课。在这方面，建议在6年级科学课程的教学中实施arduino辅助机器人编码应用程序。