The Effect of Lego Robotics Coding on Primary School Students' Academic Achievement and Attitudes of Science
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 08 February 2023

The Effect of Lego Robotics Coding on Primary School Students' Academic Achievement and Attitudes of Science

Orçun Bozkurt, N. G. Pasabeyoglu

Hatay Mustafa Kemal University, Ted Hatay College

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.01.705

Pages: 271-279

Keywords: Lego Robotics, Academic Achievement, Attitude to Science

Abstract

The current research aims to examine the effects of LEGO robotics coding on primary school students' academic achievement and attitudes toward science courses. A pretest-posttest control group design was used in the study and the participants joined the study randomly divided into control and experimental groups. While the control group was trained with the traditional method, the experimental group was trained via the constructivist method. To determine the effects of two different teaching methods on the student's success and attitudes, the science lesson attitude scale was applied in a pre-test and post-test form. The study group consists of 33 students who were randomly selected. Through the study, we concluded that LEGO robotics coding provides more meaningful and effective learning on primary school student's academic achievement and attitudes when compared with the control group.

References

  1. Altunel, M. (2018). STEM education and turkey: opportunities and risks. SETA perspektif. 207, 1-7.

  2. Aytekin, A., Sönmez Çakır, F., Yücel, Y. & Kulaözü, İ. (2018). Future-shaping coding science and some methods that can be used in learning coding, Eurasian journal of social and economic research (EJSER), 5(5), 24-41.

  3. Behrens, A., Atorf, L., Schwann, R., Neumann, B., Schnitzler, R., Balle, J. & Aach, T. (2009). MATLAB meets LEGO Mindstorms—A freshman introduction course into practical engineering. IEEE transactions on education, 53(2), 306-317.

  4. Buyruk, B. & Korkmaz, Ö. (2016). Fetemm awareness scale (FFO): validity and reliability study, Part: B journal of turkish science education, 13(2), 61-76.

  5. Canbulat, A.N.K. & Yüce, S. (2018). Centering and taking care of the child according to the constructivist learning approach, Trakya journal of education, 8(1), 136-161.

  6. Costelha, H. & Neves, C. (2018). Technical database on robotics-based educational platforms for K-12 students. In 2018 IEEE International Conference on Autonomous Robot Systems and Competitions (ICARSC) (pp. 167-172). IEEE.

  7. Fidan, U. & Yalçın, Y. (2012). Robot trainer lego nxt. Afyon kocatepe university journal of science and engineering sciences, 12(1), 1-8.

  8. Gürdal, A. (1992). Importance of science in primary schools.Hacettepe university journal of  education, 8, 185-189.

  9. Hamurcu, H., Günay, Y. & Çetin, O. (2001). Student Attitudes Towards Experiment Activity, Laboratory Use and Reliability in Primary Education Science Teaching. Science education symposium in Turkey at the beginning of the new millennium. Maltepe university faculty of education, September, İstanbul.

  10. Hançer, A.H., Şensoy, Ö. & Yıldırım, H.İ. (2003). An evaluation on the importance of modern science teaching in primary education and how it should be. Pamukkale University Faculty of Education Journal, 13(13), 80-88.

  11. Heafner, T. (2004). Using technology to motivate students to learn social tudies. Contemporary issues in technology and teacher education, 4(1), 42-53.

  12. Keçeci, G., Alan, B. & Zengin, F. (2017). Stem Education Practices with 5th Grade Students, Ahi Evran University Journal of Kirsehir Education Faculty (KEFAD), 18, 1-17.

  13. Çakır, K.N. & Güven, G. (2019). Effect of 5E Learning model on academic achievement and attitude towards the science course: A Meta-Analysis study. Cukurova university faculty of education journal, 48 (2), 1111-1140.

  14. Langdon, D., McKittrick, G., Beede, D., Khan, B. & Doms, M. (2011). STEM: Good jobs now and for the future. https://files.eric.ed.gov/fulltext/ED522129.pdf Erişim Tarihi: 01/11/2021.

  15. Mayerova, K. (2012). Pilot activities: LEGO WeDo at primary school. In Proceedings of 3rd International Workshop Teaching Robotics, Teaching with Robotics: Integrating Robotics in School Curriculum (pp. 32-39).

  16. Ministry of Education (2016). STEM education report. Ankara: Ministry of National Education, General Directorate of Innovation and Educational Technologies (YEĞİTEK). http://yegitek.meb.gov.tr/www/meb-yegitek-genel-mudurlugu-stem-fenteknoloji-muhendislik-matematik-egitim-raporu-hazirladi/icerik/719, Erişim Tarihi: 01/11/2021.

  17. Morgil. T. (1990). Science education in our country, problems and suggestions. Journal of hacettepe university faculty of education, 21-27.

  18. Özer, F. (2019). The Effect of Robot Use in Coding Education on Secondary School Students' Achievement, Motivation and Problem Solving Skills, (Unpublished Master's Thesis). Hacettepe University Institute of Educational Sciences, Ankara.

  19. Silva, J.M.V.D. (2008). Robótica no ensino da física, Tese de Mestrado, 4 de Fevereiro de 2008, http://hdl.handle.net/1822/8069.

  20. Aslan-Tutak, F., Akaygün, S. ve Tezsezen, S. (2017). Cooperative STEM (Science, Technology, Engineering, Mathematics) education application: Examination of STEM awareness of chemistry and mathematics teacher candidates. Journal of hacettepe university faculty of education, 32(4), 794-816. DOI: 10.16986/HUJE.2017027115

  21. Wang, H. H., Moore, T.J., Roehrig, G.H., & Park, M.S. (2011). STEM integration: Teacher perceptions and practice. Journal of pre-college engineering education research (J-PEER), 1(2), 2

  22. Yenilmez, K. & Balbağ, M.Z. (2016). Attitudes of Science and Elementary Mathematics Teacher Candidates towards Stem, Journal of education and instructional research, 5(4), 301-307.

  23. Yılmaz, H., Koyunkaya, M., Güler, F. & Güzey, S. (2017). Adaptation of Science, Technology, Engineering, Mathematics (Stem) Education Attitude Scale to Turkish, Kastamonu education journal, 25(5), 1787-1800.

  24. Yolcu, V. & Demirer, V. (2017). A Systematic Overview of Studies on the Use of Robotics in Education, SDU ınternational journal of educational studies, 4(2), 127-139.

bottom of page