Robotik Kodlama ve 3D Yazıcı Uygulamalarında STEM Temelli İnovatif Düşünme Becerileri ve Dijital Teknolojiye Yönelik Tutumları

Year 2023, Volume: 20 Issue: Human Behavior and Social Institutions, 812 - 824, 30.10.2023

Hasan Güleryüz

https://doi.org/10.26466/opusjsr.1336102

Abstract

Bu çalışmanın amacı, araştırmaya katılan 45 öğretmen adayı ile Robotik kodlama ve 3B yazıcı uygulamalarında STEM temelli inovatif düşünme becerileri ve dijital teknolojiye yönelik tutumlarını belirlemektir. Nicel araştırma yöntemi kullanılmıştır. Araştırma 12 hafta sürmüştür. İnovatif düşünme becerileri ölçeği ve Dijital teknolojiye yönelik tutum ölçekleri kullanılmıştır. Araştırma öntest ve sontest şeklinde yapılmıştır. Öğretmen adayların inovatif düşünme becerileri ve dijital teknolojiye yönelik tutumlarında olumlu yönde anlamlı fark çıktığı görülmektedir. STEM temelli yapılan araştırmada robotik kodlama ve 3B yazıcı eğitimleri verilmiştir. Bu kapsamda trafik lambaları ile ilgili üç farklı uygulama yapılmıştır. Robotik kodlama uygulamalarında Tinkercad, Arduino İDE ve devre şeması için Fritzing programları, 3B yazıcı uygulamalarında Tinkercad 3B ve dilimleme için Zaxe PLA öğretilmiştir. Verilerin analizlerinde (SPSS-21.00) programı kullanılmış ve bağımlı örneklemler için t testi uygulanmıştır. Öğretmen adayların inovatif düşünme becerileri tutumlarının (t=-23,33; p<0,05) ve dijital teknolojiye yönelik tutumlarının (t=-21,58; p<0,05) olduğu belirlenmiştir. Araştırmanın neticesinde öğretmen adaylarına STEM temelli çalışmalarda bilişimle üretim becerileri kazandırmaya yönelik olarak robotik, kodlama ve 3B tasarım etkinliklerinin yürütülmesi ve öğretmen adaylarına disiplinler arası uygulamalar yapması, 3B tasarım ve akıllı cihaz gibi alanlarda yüz yüze atölye eğitim faaliyetlerin önem arz ettiği görülmektedir. Öğretmen adayların yapılan çalışmalarda olumlu tutum sergilediği görülmektedir.

Keywords

STEM Eğitimi, Dijital Teknoloji, Robotik Kodlama, 3B Yazıcı, İnovatif Düşünme becerileri

STEM Based Innovative Thinking Skills and Attitudes towards Digital Technology in Robotic Coding and 3D Printer Applications

Abstract

The aim of this study is to determine STEM-based innovative thinking skills and attitudes towards digital technology in robotic coding and 3D printer applications with 45 teacher candidates participating in the research. Quantitative research method was used. The research lasted 12 weeks. Innovative thinking skills scale and attitude scales towards digital technology were used. The research was conducted in the form of pretest and posttest. It is seen that there is a significant positive difference in the innovative thinking skills of the teacher candidates and their attitudes towards digital technology. In the STEM-based research, robotic coding and 3D printing training was given. In this context, three different applications were made regarding traffic lights. In robotic coding applications, Tinkercad, Arduino IDE and Fritzing programs for circuit diagrams, Tinkercad 3D in 3D printing applications and Zaxe PLA for slicing were taught. (SPSS-21.00) program was used to analyze the data and t test was applied for dependent samples. It was determined that the teacher candidates had innovative thinking skills attitudes (t=-23.33; p<0.05) and attitudes towards digital technology (t=-21.58; p<0.05). As a result of the research, it is seen that face-to-face workshop training activities in areas such as 3D design and smart devices are important to carry out robotics, coding and 3D design activities for teacher candidates in order to provide them with informatics production skills in STEM-based studies, and interdisciplinary applications for teacher candidates. It is seen that teacher candidates exhibit positive attitudes in the studies conducted.

Keywords

STEM Education, Robotic Coding, 3D Printer, Innovative Thinking skills, Digital Technology

References

• Adıgüzel, D. Ç. (2016). The relationship between the creative thinking skills of classroom teachers and the contribution of teacher behaviors to the development of students' creative thinking skills (Master's thesis, Pamukkale University Institute of Educational Sciences).
• Akgündüz, D. (2018). The theoretical framework and historical development of STEM education. In theory and practice STEM education from pre-school to university (pp. 19-49). Ankara: Memoir Publishing.
• Baki, S. (2004). To improve competitiveness in the global economic system Examination of creativity strategies. Unpublished Master Thesis. Kocaeli: Kocaeli University Institute of Social Sciences.
• Bulut, Y. (2014). Vocational School students find themselves in terms of creativity. Examination of the relationship between the evaluations of the students and their creativity levels. Unpublished Master Thesis. Gazi University Educational Sciences Institute, Ankara.
• Büyüköztürk, E. (2020). Cover design criteria in archaeological sites. International Journal of Social Humanities Sciences Research, 7(51), 679-691.
• Büyüköztürk, H., Çolak, S., Görgülü, F., Saraçoğlu, E., & Saracoğlu, İ. (2013). Factors associated with eating attitude in a group of university students. Baskent University, 15.
• Cabı, E. (2015). Examination of digital native children's views on digital technology. International Journal of Innovative Research in Education, 2(1), 10-15.
• Cabı, E., & Ergün, E. (2016). The effect of instructional technologies and material design course on teacher candidates' concerns about the use of technology in education. Başkent University Journal of Education, 3(1), 37-43.
• Demirci, C. (2007). The effect of creativity on achievement and attitude in science teaching. Hacettepe University Faculty of Education Journal, 32, 65-75.
• Dilek, A. N. (2013). The effect of socio-cultural characteristics on creative thinking (Master's thesis, ESOGÜ, Institute of Educational Sciences).
• Dougherty, I., & Clarke, A. (2018). Wired for innovation: Valuing the unique innovation abilities of emerging adults. Emerging Adulthood, 6(5), 358-365.
• Erdoğan, T. & Gök, B., (2011). Investigation of Creative Thinking Levels and Critical Thinking Tendencies of Primary Teacher Candidates. Journal of Faculty of Educational Sciences, 44(2). 118-230.
• Gokhale, A. A., Brauchle, P. E., & Machina, K. F. (2013). Scale to measure attitudes toward information technology. International Journal of Information and Communication Technology Education (IJICTE), 9(3), 13-26.
• Göksoy, S., and Yılmaz, İ. (2018) Information technology teachers and students' views on robotics and coding course. Düzce University Journal of Social Sciences Institute, 8(1), 178-196.
• Güleryüz, (2020). The effect of 3D printer and robotic coding applications on 21st century learner skills of prospective teachers, STEM awareness and STEM teacher self-efficacy. Doctorate Thesis, Atatürk University, Institute of Educational Sciences. Erzurum.
• Güleryüz, H., & Dilber, R. (2021b). STEM activities made with robotic coding; the effect on awareness of teacher candidates regarding its use in science lessons. İnternational Journal of Engineering Teknologies and Management, 8(11), 79–96.
• Güleryüz, H., & Dilber, R. (2022b). The impact of robotics coding and 3d printıng STEM actıvıty on 21st century learner skills of teacher candidates. International Journal of Engineering, 4, 1–18.
• Güleryüz, H., Dilber, R. (2021a). STEM Activities Made With 3D Printer The Effect On Awareness Of Pre-Service Teacherss Regarding Its Use In Science Lessons International Journal of Engineering Technologies and ManagementResearch.2021.9(10).436-37
• Güleryüz, H. (2023). Attitudes of secondary school students towards robotics and coding in stem education with tinkercad. Bayburt Faculty of Education Journal, 18(38), 471-485.
• Karataş, H. (2021). 21st century the place of robotics and coding education in turkey and the world. Education and Society in the 21st Century Journal of Educational Sciences and Social Research, 10(30), 693-729.
• Riza, E. T. (2001). What to look for in creativity. Education as You Live, 72, 10-14.
• Starko, A. J. (2001). Creativity in the classroom schools of curious delight. Second Edicition, Lawrence Erlbaum Associates, London, 25. Sevinç, Y. S. & Uyangör, N. (2020). A scale development study for innovative thinking skills for vocational high school students. Turkish Studies Education, 15(5), 3669-3690.
• Sünbül, A. M. (2000). Creativity and the development of creativity in the classroom. SU Education Faculty Journal, 10, 82-94.
• Sünbül, A. M. (2011). Teaching principles and methods (5th revised edition). Konya: Education Academy Publications.
• Özatalay, H. (2007). Case study on the use of the basic skills aimed to be acquired by the students in the primary education Turkish curriculum in the textbooks (Doctoral dissertation, Marmara University (Turkey).
• Özden, Y. (2013). New values in education. Ankara: Pegem Academy.
• Üstündag, T. (2009). Journey to creativity (6th ed.). Ankara: Pegem Academy.
• Wallas, G. (1926). The Art of Thought. New York: Harcourt Brace.
• Vinichenko, M. V., Rybakova, M. V., Chulanova, O. L., Barkov, S. A., Makushkin, S. A., & Karacsony, P. (2021). Views on working with information in a semi-digital society: Its possibility to develop as open innovation culture. Journal of Open Innovation: Technology, Market, and Complexity, 7(2), 160.
• Yıldırım, R. (2003). Creativity and innovation. Istanbul: System.
• Yurdugül, H., & Aşkar, P. (2008). An investigation of the factorial structures of pupils’ attitude towards technology (PATT): A Turkish sample. Elementary Education Online, 7(2), 288-309.