Creativity, critical thinking, communication and collaboration are thought to be the core skills that will enable students to be successful in the future. Economic and social development of a nation is associated with the individuals’ such new skills, which are commonly referred as the twenty-first-century skills. However, the educational methods used in transmitting knowledge from teachers to students are not capable enough to bring up such competent individuals. The “Science, Technology, Engineering, and Mathematics” (STEM) education is a promising approach to help students gain those skills and robotics offers opportunities to integrate STEM education. This study aims to investigate the effects of robotics summer camps with STEM activities on students’ perception and attitudes towards STEM. The researchers organized two robotics summer camps in 2017 and 2018 with 48 students. Data were collected by using the STEM Perception Test and STEM Attitude Test. The pre-test post-test quasi-experimental design without a control group was used in the study. Wilcoxon’s Matched-Pairs Signed-Ranks tests showed that students’ perceptions towards STEM increased at the first robotics camp; however, students’ attitudes towards STEM did not change significantly in both robotics camps. Furthermore, mathematics sub-dimension of STEM perception at the first camp and science sub-dimension of STEM attitude at the second camp significantly increased.

创造力，批判性思维，沟通和协作被认为是使学生将来获得成功的核心技能。一个国家的经济和社会发展与个人的这种新技能有关，这些新技能通常被称为二十一世纪技能。但是，用于从教师向学生传播知识的教育方法不足以培养这种称职的个人。“科学，技术，工程和数学”（STEM）教育是一种有前途的方法，可以帮助学生获得这些技能，而机器人技术则为整合STEM教育提供了机会。这项研究旨在调查带有STEM活动的机器人夏令营对学生对STEM的感知和态度的影响。研究人员在2017年和2018年组织了两个机器人夏令营，有48名学生。通过使用STEM知觉测试和STEM态度测试收集数据。在研究中使用了没有对照组的测试前测试后准实验设计。Wilcoxon的配对对签名等级测试表明，在第一个机器人训练营中，学生对STEM的认识有所提高。但是，在两个机器人训练营中，学生对STEM的态度都没有明显改变。此外，第一个训练营的STEM认知数学子维度和第二个训练营的STEM态度科学子维度显着增加。Wilcoxon的配对对签名等级测试表明，在第一个机器人训练营中，学生对STEM的认识有所提高。但是，在两个机器人训练营中，学生对STEM的态度都没有明显改变。此外，第一个训练营的STEM认知数学子维度和第二个训练营的STEM态度科学子维度显着增加。Wilcoxon的配对对签名等级测试表明，在第一个机器人训练营中，学生对STEM的认识有所提高。但是，在两个机器人训练营中，学生对STEM的态度都没有明显改变。此外，第一个训练营的STEM认知数学子维度和第二个训练营的STEM态度科学子维度显着增加。