Research Article
BibTex RIS Cite

THE INVESTIGATION OF THE EFFECTS OF ROBOTIC-ASSISTED PRACTICES IN TEACHING RENEWABLE ENERGY SOURCES TO SEVENTH-GRADE STUDENTS IN SECONDARY SCHOOL

Year 2017, Volume: 6 , 167 - 172, 01.09.2017

Abstract

:
The purpose of the study is to teach the robotics-assisted lego training sets
and renewable energy sources to 7th grade students in secondary school and
examine the effects of practices on academic achievement and scientific process
skills of students. The research was carried out with 20 students which study
in the 7th grade of secondary school. A single group pre-test-post test model
which is one of the pre-test designs, was used in the study. In the research,
it was tried to be taught the renewable energy sources to students by using the
Lego® Mindstorms EV3 Training Kit and the Lego® Renewable Energy Kit. The
practice lasted total for 20 hours as 3 stages. At the first stage, Lego®
Mindstorms EV3 Training Kit and Lego® Renewable Energy Kit were introduced to
the students. At the second stage of the practice solar energy related
materials and at the final stage wind energy materials of the practice were
ensured to be designed by students, and it was made them do activities. In the
research, as a mean of collecting data, "Alternative Energy Resources
Achievement Test" developed by Mercan Höbek (2014) in order to measure the
success of students on the topic of renewable and non-renewable energy sources,
"Scientific Process Skill Test" developed by Okey, Wise and Burns
(1985) and translated and adapted to Turkish by by Geban, Aşkar and Özkan
(1992) in order to determine whether there is any change in the scientific
process skills of the students and "Semi-structured interview form"
in order to evaluate the perspectives of students on the use of legos as a course
material, were used. The data obtained in the study were evaluated through the
SPSS package program. In the light of this study, it was determined how
students perceive education with legos as a method oriented the subject of
renewable energy sources.

References

  • Çavaş, B., Holbrook, J., Rannikmae, M., Kesercioglu, T., Özdoğru, E., Gökler, F. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society. 3rd International Workshop “Teaching Robotics, Teaching with Robotics” 2012 Integrating Robotics in School Curriculum Riva del Garda(TN), İtalya. Çayır, E. (2010). Assignment the effect of learning environment supported by lego-logo on science process skill and self concept. Master's Thesis, Sakarya University, Sakarya. Geban, Ö., Aşkar, P. & Özkan, İ. (1992) Effects of Computer Similation and Problem Solving Approaches on High School. Journal of Educational Research. 86 (1), 5-10. Koç Şenol, A. (2012). Science and technology laboratory applications supported by robotic: ROBOLAB. Master Thesis, Erciyes University, Graduate School of Education Sciences. Koç Şenol, A., & Büyük, U. (2015). Robotik Destekli Fen Ve Teknoloji Laboratuvar Uygulamaları: ROBOLAB. Electronic Turkish Studies, 10(3). Lindh, J. and Holgersson, T. (2007). Does lego training stimulate pupils’ ability to solve logical problems? Computers & Education, 49(4), 1097–1111. Ma, Y., Lai, G., Prejean, L., Ford, M. J., and Williams, D. (2007, March). Acquisition of Physics content knowledge and scientific inquiry skills in a robotics summer camp. In Society for Information Technology & Teacher Education International Conference, Department of Curriculum. Mercan Höbek, K. (2014). Analysıs of the 6th, 7th, and 8th Grade Scıence and Technology Currıcula for Identifying Subjects that can be Taught by Engıneering-Design Method: Preparing Teaching Materials for Alternate Energy Reseources. Master's Thesis, Erciyes University, Kayseri. Özdoğru, E. (2013). The Effect of Lego Programme Based Science and Technology Education on the Students’ Academic Achievement, Science Process Skills and Their Attitudes Toward Science and Technology Course for Physical Facts Learning Field. Master's Thesis, Dokuz Eylül University, İzmir. Payne, A. (2008), Integrating Math, Science and Technology: Teaching Problem- Solving Skills Through Robotics, Dept. of Curriculum & Teaching Hofstra University, Hempstead. Silik, Y. (2016). Effect of Educational Robotics Applications on Problem Solving Skills of Science Teacher Candidates. Master's Thesis, Karadeniz Technical University, Trabzon. Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3), 373-394.
Year 2017, Volume: 6 , 167 - 172, 01.09.2017

Abstract

References

  • Çavaş, B., Holbrook, J., Rannikmae, M., Kesercioglu, T., Özdoğru, E., Gökler, F. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society. 3rd International Workshop “Teaching Robotics, Teaching with Robotics” 2012 Integrating Robotics in School Curriculum Riva del Garda(TN), İtalya. Çayır, E. (2010). Assignment the effect of learning environment supported by lego-logo on science process skill and self concept. Master's Thesis, Sakarya University, Sakarya. Geban, Ö., Aşkar, P. & Özkan, İ. (1992) Effects of Computer Similation and Problem Solving Approaches on High School. Journal of Educational Research. 86 (1), 5-10. Koç Şenol, A. (2012). Science and technology laboratory applications supported by robotic: ROBOLAB. Master Thesis, Erciyes University, Graduate School of Education Sciences. Koç Şenol, A., & Büyük, U. (2015). Robotik Destekli Fen Ve Teknoloji Laboratuvar Uygulamaları: ROBOLAB. Electronic Turkish Studies, 10(3). Lindh, J. and Holgersson, T. (2007). Does lego training stimulate pupils’ ability to solve logical problems? Computers & Education, 49(4), 1097–1111. Ma, Y., Lai, G., Prejean, L., Ford, M. J., and Williams, D. (2007, March). Acquisition of Physics content knowledge and scientific inquiry skills in a robotics summer camp. In Society for Information Technology & Teacher Education International Conference, Department of Curriculum. Mercan Höbek, K. (2014). Analysıs of the 6th, 7th, and 8th Grade Scıence and Technology Currıcula for Identifying Subjects that can be Taught by Engıneering-Design Method: Preparing Teaching Materials for Alternate Energy Reseources. Master's Thesis, Erciyes University, Kayseri. Özdoğru, E. (2013). The Effect of Lego Programme Based Science and Technology Education on the Students’ Academic Achievement, Science Process Skills and Their Attitudes Toward Science and Technology Course for Physical Facts Learning Field. Master's Thesis, Dokuz Eylül University, İzmir. Payne, A. (2008), Integrating Math, Science and Technology: Teaching Problem- Solving Skills Through Robotics, Dept. of Curriculum & Teaching Hofstra University, Hempstead. Silik, Y. (2016). Effect of Educational Robotics Applications on Problem Solving Skills of Science Teacher Candidates. Master's Thesis, Karadeniz Technical University, Trabzon. Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3), 373-394.
There are 1 citations in total.

Details

Journal Section Articles
Authors

Sibel Açışlı Çelik

Publication Date September 1, 2017
Published in Issue Year 2017 Volume: 6

Cite

APA Açışlı Çelik, S. (2017). THE INVESTIGATION OF THE EFFECTS OF ROBOTIC-ASSISTED PRACTICES IN TEACHING RENEWABLE ENERGY SOURCES TO SEVENTH-GRADE STUDENTS IN SECONDARY SCHOOL. The Eurasia Proceedings of Educational and Social Sciences, 6, 167-172.