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Using educational robotics to determine secondary school students' attitude change towards STEM

Diken, S. (2022) Using educational robotics to determine secondary school students' attitude change towards STEM.

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Abstract:Students' attitudes towards STEM subjects often deteriorate in secondary school (Abrahams, 2007). Particularly females demonstrate negative attitudes toward STEM activities (Ramsden, 2007). As STEM subjects and careers are essential components of our daily lives, counteracting this tendency is important (Sahin & Yilmaz, 2020). Integrating educational robotics (ER) into STEM lessons is a method to positively influence students' attitudes towards STEM-related activities (Alimsis, 2013). ER, however, are understudied and are therefore not often used (Reich-Striebert & Eyssel, 2015). This study aimed to investigate whether integrating ER in the teaching process influences students' attitudes towards STEM subjects, STEM careers, motivation to learn science, and academic achievement. Also, the effect of gender on attitudes towards STEM, science learning and academic achievement was examined. This study was conducted in three ninth-grade physics classes at a secondary school in Germany over six weeks. Sixty-four students aged 14-16 participated in the study. Throughout six lessons, students studied physics topics using ER. Results showed that ER had no significant effect on attitudes towards STEM and careers in STEM. Students' motivation to learn science decreased after being taught with ER. Whereas, students' academic achievement increased. The gender of the students had an impact on their attitudes towards STEM.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:50 technical science in general, 77 psychology, 81 education, teaching
Programme:Psychology BSc (56604)
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