Algorithmic thinking development through physical computing activities with Arduino in STEM education

Sarı, Uğur; Pektaş, Hüseyin Miraç; Şen, Ömer Faruk; Çelik, Harun

doi:10.1007/s10639-022-10893-0

Cited by 27 publications

(7 citation statements)

References 36 publications

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“…This evidence supported the link between curiosity and attitude toward hands-on making, and is consistent with a previous study which revealed a positive correlation when students were involved in making project with a high degree of uncertainty, novelty preference, and dynamic complexity ( Jirout and Klahr, 2012 ). Moreover, the results are supported by other studies which revealed that a positive hands-on attitude contributed to the development of STEM knowledge and skills when searching for or thinking about solutions to problems ( Christensen et al, 2015 ; Sarı et al, in press ).…”

Section: Discussionsupporting

confidence: 81%

How Does Hands-On Making Attitude Predict Epistemic Curiosity and Science, Technology, Engineering, and Mathematics Career Interests? Evidence From an International Exhibition of Young Inventors

et al. 2022

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Whether the hands-on experience of creating inventions can promote Students’ interest in pursuing a science, technology, engineering, and mathematics (STEM) career has not been extensively studied. In a quantitative study, we drew on the attitude-behavior-outcome framework to explore the correlates between hands-on making attitude, epistemic curiosities, and career interest. This study targeted students who joined the selection competition for participating in the International Exhibition of Young Inventors (IEYI) in Taiwan. The objective of the invention exhibition is to encourage young students to make innovative projects by applying STEM knowledge and collaborative design. We collected 220 valid data from participants in the 2021 Taiwan IEYI selection competition and conducted a confirmatory factor analysis and structural equation modeling to test the hypotheses. Results indicated that: (1) hands-on making attitude was positively related to two types of epistemic curiosity; (2) interest-type epistemic curiosity (IEC) and deprivation-type epistemic curiosity (DEC) were positively associated with STEM career interest; additionally, DEC had a higher coefficient on STEM career interest than IEC; (3) both types of EC had a mediating role between hands-on making attitude and STEM career interest. It is expected that encouraging students to participate in invention exhibition competitions can raise both types of EC and increase their interest in pursuing STEM careers.

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Section: Discussionsupporting

confidence: 81%

How Does Hands-On Making Attitude Predict Epistemic Curiosity and Science, Technology, Engineering, and Mathematics Career Interests? Evidence From an International Exhibition of Young Inventors

et al. 2022

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“…The results showed that STEM-centric physical computing activities improve the algorithmic thinking skills of prospective teachers. Therefore, it can be said that the activities raised the awareness of future teachers about STEM [9].…”

Section: Methodsmentioning

confidence: 99%

Application and impact of electronic solutions in teaching programming

Udvaros¹,

Forman²,

Dobák³

2023

AMI

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The market trends that are determining the electronics industry today point to a sharp increase in the use of IoT devices, sensors are collecting data around us, using wireless data transmission technologies to transmit the measured values to cloud-based databases, which are processed with various software. Low-power microcontrollers developed for battery power, which are widely used today, provide sensor data collection and data transfer control.In this article, we present a literature search on the technical IT teaching tools in use today, some of which are inherently educational and popular with students and teachers. We pay attention to the educational principles of technical IT methods.We show with examples how technical IT solutions can provide an appropriate experiential learning opportunity and background in programming education. We focus on teaching methods that use microcontrollers and various sensors to develop programming skills and acquire programming knowledge. By developing both computational and algorithmic thinking, we aim to develop both skills.

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“…In one specific example, students utilized a microcontroller and sensors to develop a wearable armband with a 3D-printed enclosure to measure and track elderly residents’ scapulothoracic motion. The sample capstone prototypes demonstrated how CT and biomedical science concepts can be integrated through computational modeling and simulation (Biswas et al, 2019 ; Moallem et al, 2018 ), algorithmic development, and physical computing applications involving Arduino and Raspberry Pi Pico (Sari et al, 2022 ) with sensors, actuators, and robotics (Ching et al, 2019 ). On the open-ended post-survey question, teachers expressed that these presentations helped enhance their understanding of ways in which students will further develop the skills learned in secondary STEM classes to solve authentic cross-cutting problems.…”

Section: Methodsmentioning

confidence: 99%

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Love

Cysyk²,

Attaluri³

et al. 2022

J Sci Educ Technol

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Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area of limited focus in secondary STEM education programs. As this is an emerging area, many educators may not be well prepared to teach physical computing concepts within authentic biomedical contexts. This shortcoming provided the rationale for this study, to examine if professional development (PD) had a noticeable influence on high school science and technology and engineering (T&E) teachers’ (1) perceptions of teaching biomedical and computational thinking (CT) concepts and (2) plans to integrate physical computing within the context of authentic biomedical engineering challenges. The findings revealed a significant difference in the amount of biomedical and CT concepts that teachers planned to implement as a result of the PD. Using a modified version of the Science Teaching Efficacy Belief Instrument (STEBI-A) Riggs and Enochs in Science Education, 74 (6), 625–637 ( 1990 ), analyses revealed significant gains in teachers’ self-efficacy toward teaching both biomedical and CT concepts from the PD. Further analyses revealed that teachers reported increases in their perceived knowledge of biomedical and CT concepts and a significant increase in their intent to collaborate with a science or T&E educator outside of their content area. This study provides implications for researchers and educators to integrate more biomedical and physical computing instruction at the secondary education level.

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Algorithmic thinking development through physical computing activities with Arduino in STEM education

Cited by 27 publications

References 36 publications

How Does Hands-On Making Attitude Predict Epistemic Curiosity and Science, Technology, Engineering, and Mathematics Career Interests? Evidence From an International Exhibition of Young Inventors

How Does Hands-On Making Attitude Predict Epistemic Curiosity and Science, Technology, Engineering, and Mathematics Career Interests? Evidence From an International Exhibition of Young Inventors

Application and impact of electronic solutions in teaching programming

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

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