TY  - JOUR
T1  - Enhancing Students’ Perceptions of Problem-Solving Skills and STEM Attitudes with Arduino-Assisted Robotics Coding
TT  - Arduino Destekli Robotik Kodlama ile Öğrencilerin Problem Çözme Becerilerine Yönelik Algılarının ve STEM Tutumlarının Geliştirilmesi
AU  - Şenler, Burcu
AU  - Karasu, Yaren Filiz
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.21666/muefd.1717725
JF  - Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi
JO  - MSKU Journal of Education
PB  - Muğla Sıtkı Koçman Üniversitesi
WT  - DergiPark
SN  - 2148-6999
SP  - 251
EP  - 272
VL  - 12
IS  - 2
LA  - en
AB  - This study investigates the impact of Arduino-assisted robotics coding activities on primary school students’ problem-solving skills and STEM attitudes. Utilizing a one-group pretest-posttest design, the research involved 49 fourth-grade students who participated in an 8-week intervention integrating coding and robotics into science instruction through the 5E learning model. Data were collected using a problem-solving perception scale and a STEM attitude scale, and analyzed with Wilcoxon Signed Ranks Tests due to non-normal data distribution. Results revealed a statistically significant improvement in students’ problem-solving skills and in the 21st century skills sub-dimension of STEM attitudes. However, no significant changes were found in attitudes toward mathematics, science, or engineering. The findings emphasize the effectiveness of experiential, hands-on learning activities in fostering cognitive and transversal competencies essential for 21st century learners. While the intervention enhanced problem-solving and collaboration abilities, a single short-term application was insufficient to shift disciplinary attitudes, suggesting a need for prolonged engagement. This study contributes to the growing body of literature supporting the integration of robotics and coding in STEM education and provides practical insights for educators seeking to implement technology-enhanced, constructivist pedagogies in primary school classrooms.
KW  - Arduino
KW  - robotics coding
KW  - problem-solving skills
KW  - STEM attitudes
KW  - primary school
N2  - This study investigates the impact of Arduino-assisted robotics coding activities on primary school students’ problem-solving skills and STEM attitudes. Utilizing a one-group pretest-posttest design, the research involved 49 fourth-grade students who participated in an 8-week intervention integrating coding and robotics into science instruction through the 5E learning model. Data were collected using a problem-solving perception scale and a STEM attitude scale, and analyzed with Wilcoxon Signed Ranks Tests due to non-normal data distribution. Results revealed a statistically significant improvement in students’ problem-solving skills and in the 21st century skills sub-dimension of STEM attitudes. However, no significant changes were found in attitudes toward mathematics, science, or engineering. The findings emphasize the effectiveness of experiential, hands-on learning activities in fostering cognitive and transversal competencies essential for 21st century learners. While the intervention enhanced problem-solving and collaboration abilities, a single short-term application was insufficient to shift disciplinary attitudes, suggesting a need for prolonged engagement. This study contributes to the growing body of literature supporting the integration of robotics and coding in STEM education and provides practical insights for educators seeking to implement technology-enhanced, constructivist pedagogies in primary school classrooms.
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UR  - https://doi.org/10.21666/muefd.1717725
L1  - https://dergipark.org.tr/tr/download/article-file/4950594
ER  -