Araştırma Makalesi
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Tinkercad ile STEM Eğitiminde Ortaokul Öğrencilerin Robotik ve Kodlamaya Yönelik Tutumları

Yıl 2023, Cilt: 18 Sayı: 38, 471 - 485, 27.06.2023
https://doi.org/10.35675/befdergi.1270169

Öz

Araştırmanın amacı, Tinkercad ile STEM eğitiminde ortaokul öğrencilerin robotik ve kodlama yönelik tutumları araştırmaktır. 6 hafta süren Araştırmaya (12 kız ve 20 erkek) toplamda 32 ortaokul öğrencisi katılmıştır. Araştırma 6 hafta sürmüştür. Bu çalışmada nicel araştırma yöntemi kullanılmıştır. Araştırmada 2 ölçek kullanılmıştır. Ortaokul öğrencilere yönelik robotik tutum ölçeği ve Ortaokul öğrenciler için kodlamaya yönelik tutum ölçeği uygulanmıştır. Araştırma, ön test ve son test şeklinde yapılmıştır. Bağımlı örneklemler için t testi uygulanarak analizler yapılmıştır. Bulgulardan çıkan verilere göre, ortaokul öğrencilere yönelik robotik tutum ölçeği ve ortaokul öğrenciler için kodlamaya yönelik tutum ölçeğinde pozitif yönde anlamlı bir fark çıktığı görülmektedir. Tinkercad portalı üzerinden Arduino İDE programı kullanılmıştır. Araştırmada 4 uygulama yapılarak bilgileri pekiştirilmiştir. STEM eğitimine uygun hazırlanmış robotik kodlama uygulamaları hazırlanmıştır. Ortaokul öğrencilerin STEM eğitimine olan ilgilerinin artmasını sağlamıştır. Teorik bilgilerin ürüne dönüştürülmesi ve 21. yüzyıl becerilerinin kazanılması açısından bu çalışma önem arz etmektedir.

Kaynakça

  • Datteri, E. (2013). Predicting the long-term effects of human-robot interaction: A reflection on responsibility in medical robotics. Science and engineering ethics, 19, 139-160.
  • De Silva, L., & Ekanayake, H. (2008, December). Behavior-based robotics and the reactive paradigm a survey. In 2008 11th International Conference on Computer and Information Technology (pp. 36-43). IEEE.
  • Eguchi, A. (2014). Educational robotics for promoting 21st century skills. Journal of Automation Mobile Robotics and Intelligent Systems, 8(1), 5-11.
  • Genç, Z. & Karakuş, S. (2011). Learning by design: Using Scratch in the design of educational computer games. 5.International Computer and Instructional Technologies, Fırat University, 981-987. Elazığ
  • 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.
  • Gülbahar, Y., & Kalelioğlu, F. (2018). Information technologies and computer science: Curriculum update process. Journal of National Education, 47(217), 5-23.
  • 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.(Tez No: 655527)[ Doctorate Thesis, Atatürk University- Erzurum].Yüksek öğretim Kurulu Başkanlığı Tez Merkezi.
  • Güleryüz, H., & Dilber, R. (2021). 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. (2022a). 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., & Erdoğan, İ. (2020). Opinions of teacher candidates on coding education in STEM applications Ağrı İbrahim Çeçen University. Journal of Social Sciences, 6(1), 71–83.
  • Güleryüz, H., (2022a). The effect of robotic coding (Mblock - Arduino) activities on students’ self-efficacy and attitudes. Acta Scientific Computer Sciences, 4.8(2022), 02–09.
  • Güleryüz, H. (2022b). Robotic Coding Attitudes and Opinions of Pre-service Teachers about Robotic Coding Applications with Tinkercad. Acta Scientific Computer Scıences Volume, 4(12). 114-120
  • Güleryüz, H., & Dilber, R. (2022b). Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy. Education and Information Technologies, 1-21.
  • Gültepe, A. A. (2018). Students code through the eyes of information technology teachers who teach coding. International Journal of Leadership Education, 2(2), 50-60.
  • Kececi, G. (2017). The Aims and Learning Attainments of Secondary and High School Students Attending Science Festivals: A Case Study. Educational Research and Reviews, 12(23), 1146-1153.
  • Khanlari, A. (2013, December). Effects of educational robots on learning STEM and on students' attitude toward STEM. In 2013 IEEE 5th conference on engineering education (ICEED) (pp. 62-66). IEEE.
  • Korkmaz, Ö., Altun, H., Usta, E. & Özkaya, A. (2014). The effect of activities in robotic applications on students perception on the nature of science and students metaphors related to the concept of robot. Online Submission, 5(2), 44-62.
  • Sayin, Z., & Seferoglu, S. S. (2016). Coding education as a new 21st century skill and the effect of coding on education policies. Academic Informatics Conference, 3(5).777-785
  • Seferoglu, S. S. (2021). The importance of coding as a 21st century skill and its place in education. The importance and place of coding in https://www.hurriyet.com.tr/egitim/code is taken from the address 41768618.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-634.
  • Smith, M. (2016). Computer science for all. Retrieved. Retrieved from https://www.whitehouse.gov/blog/2016/01/30/computer-science-all
  • Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(3), 373-394.
  • Şenol, S., & Demirer, V. (2017). The Example of Information Technologies and Software Course Curriculum in Systematics from Coding Education to Robot Technology and Teacher Opinions. 26th International Educational Sciences Congress, 20, 23.
  • Şenol, A., & Büyük, U. (2015). Robotik destekli fen ve teknoloji laboratuvar uygulamaları: Robolab. Journal of Turkish Studies 10(3), 213–36.
  • Şişman, B. & Small, S. (2018). Validity and reliability study of the Turkish robotic attitude scale for secondary school students . Aegean Education Journal, 19(1), 284-299. Talan, T. (2020). Examination of studies on educational robotics applications. Education as You Live, 34(2), 503-522. Welch, A., & Huffman, D. (2011). The effect of robotics competitions on high school students' attitudes toward science. School Science and Mathematics, 111(8), 416-424.

Attitudes of Secondary School Students towards Robotics And Coding In STEM Education With Tinkercad

Yıl 2023, Cilt: 18 Sayı: 38, 471 - 485, 27.06.2023
https://doi.org/10.35675/befdergi.1270169

Öz

The aim of the research is to investigate the attitudes of middle school students towards robotics and coding in STEM education with Tinkercad. A total of 32 secondary school students (12 girls and 20 boys) participated in the 6-week study. The research lasted 6 weeks. Quantitative research method was used in this study. Two scales were used in the study. Robotic attitude scale for middle school students and attitude scale for coding for middle school students were applied. The research was conducted in the form of pre-test and post-test. Analyzes were made by applying the t test for dependent samples. According to the data obtained from the findings, it is seen that there is a positive significant difference in the robotic attitude scale for secondary school students and the attitude scale for coding for secondary school students. Arduino IDE program was used over Tinkercad portal. In the research, 4 applications were made and their knowledge was reinforced. Robotic coding applications prepared in accordance with STEM education were prepared. It has increased the interest of secondary school students in STEM education. This study is important in terms of transforming theoretical knowledge into products and acquiring 21st century skills.

Kaynakça

  • Datteri, E. (2013). Predicting the long-term effects of human-robot interaction: A reflection on responsibility in medical robotics. Science and engineering ethics, 19, 139-160.
  • De Silva, L., & Ekanayake, H. (2008, December). Behavior-based robotics and the reactive paradigm a survey. In 2008 11th International Conference on Computer and Information Technology (pp. 36-43). IEEE.
  • Eguchi, A. (2014). Educational robotics for promoting 21st century skills. Journal of Automation Mobile Robotics and Intelligent Systems, 8(1), 5-11.
  • Genç, Z. & Karakuş, S. (2011). Learning by design: Using Scratch in the design of educational computer games. 5.International Computer and Instructional Technologies, Fırat University, 981-987. Elazığ
  • 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.
  • Gülbahar, Y., & Kalelioğlu, F. (2018). Information technologies and computer science: Curriculum update process. Journal of National Education, 47(217), 5-23.
  • 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.(Tez No: 655527)[ Doctorate Thesis, Atatürk University- Erzurum].Yüksek öğretim Kurulu Başkanlığı Tez Merkezi.
  • Güleryüz, H., & Dilber, R. (2021). 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. (2022a). 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., & Erdoğan, İ. (2020). Opinions of teacher candidates on coding education in STEM applications Ağrı İbrahim Çeçen University. Journal of Social Sciences, 6(1), 71–83.
  • Güleryüz, H., (2022a). The effect of robotic coding (Mblock - Arduino) activities on students’ self-efficacy and attitudes. Acta Scientific Computer Sciences, 4.8(2022), 02–09.
  • Güleryüz, H. (2022b). Robotic Coding Attitudes and Opinions of Pre-service Teachers about Robotic Coding Applications with Tinkercad. Acta Scientific Computer Scıences Volume, 4(12). 114-120
  • Güleryüz, H., & Dilber, R. (2022b). Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy. Education and Information Technologies, 1-21.
  • Gültepe, A. A. (2018). Students code through the eyes of information technology teachers who teach coding. International Journal of Leadership Education, 2(2), 50-60.
  • Kececi, G. (2017). The Aims and Learning Attainments of Secondary and High School Students Attending Science Festivals: A Case Study. Educational Research and Reviews, 12(23), 1146-1153.
  • Khanlari, A. (2013, December). Effects of educational robots on learning STEM and on students' attitude toward STEM. In 2013 IEEE 5th conference on engineering education (ICEED) (pp. 62-66). IEEE.
  • Korkmaz, Ö., Altun, H., Usta, E. & Özkaya, A. (2014). The effect of activities in robotic applications on students perception on the nature of science and students metaphors related to the concept of robot. Online Submission, 5(2), 44-62.
  • Sayin, Z., & Seferoglu, S. S. (2016). Coding education as a new 21st century skill and the effect of coding on education policies. Academic Informatics Conference, 3(5).777-785
  • Seferoglu, S. S. (2021). The importance of coding as a 21st century skill and its place in education. The importance and place of coding in https://www.hurriyet.com.tr/egitim/code is taken from the address 41768618.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-634.
  • Smith, M. (2016). Computer science for all. Retrieved. Retrieved from https://www.whitehouse.gov/blog/2016/01/30/computer-science-all
  • Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(3), 373-394.
  • Şenol, S., & Demirer, V. (2017). The Example of Information Technologies and Software Course Curriculum in Systematics from Coding Education to Robot Technology and Teacher Opinions. 26th International Educational Sciences Congress, 20, 23.
  • Şenol, A., & Büyük, U. (2015). Robotik destekli fen ve teknoloji laboratuvar uygulamaları: Robolab. Journal of Turkish Studies 10(3), 213–36.
  • Şişman, B. & Small, S. (2018). Validity and reliability study of the Turkish robotic attitude scale for secondary school students . Aegean Education Journal, 19(1), 284-299. Talan, T. (2020). Examination of studies on educational robotics applications. Education as You Live, 34(2), 503-522. Welch, A., & Huffman, D. (2011). The effect of robotics competitions on high school students' attitudes toward science. School Science and Mathematics, 111(8), 416-424.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Hasan Güleryüz 0000-0002-0941-4969

Erken Görünüm Tarihi 22 Haziran 2023
Yayımlanma Tarihi 27 Haziran 2023
Gönderilme Tarihi 24 Mart 2023
Kabul Tarihi 9 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 18 Sayı: 38

Kaynak Göster

APA Güleryüz, H. (2023). Attitudes of Secondary School Students towards Robotics And Coding In STEM Education With Tinkercad. Bayburt Eğitim Fakültesi Dergisi, 18(38), 471-485. https://doi.org/10.35675/befdergi.1270169