Investigation of the Effect of the Integration of Arduino to Electrical Experiments on Students' Attitudes towards Technology and ICT by the Mixed Method

Abstract

In this research, After I have realized some technological applications in the course of general physics laboratory II of the science teacher program, this research aims to examine the effects of the students' attitudes towards technology and the information of the communication technology (ICT) with the mixed method. For this application, after the introduction of Arduino was done, it was used as a measuring instrument in the laboratory; it also used the Fritzing program for circuit diagrams and the e-support system for sending poster studies. The research was carried out with the 50 first-year students of the department of science education at Kocaeli University. In this study, the attitude scales toward technology and ICT were used to collect the quantitative data, and a semi-structured interview form was used to collect the qualitative data. For the quantitative analyses in the study, "t-Test for Dependent Groups" and "A Two-Way ANOVA was used for Complex Measurements", for the qualitative analyses, "Descriptive Analysis" was used. The two analyses were combined according to the mixed method research model and interpreted. The results of the research showed that technological applications in the physics of the laboratory such as using arduino, fritzing program, and poster studies have a significant effect on the attitudes of students in the study group toward technology and ICT, and it was supported by the qualitative research.

Arduino Destekli Analitik Kimya Deneylerinin Öğretmen Adaylarının Bilişim Teknolojileri Öz-Yeterliğine Etkilerinin İncelenmesi

“…The results obtained thus support the findings of this study. In accordance with this study, the use of computer based technology support in physics laboratory applications has improved the attitudes of the participants towards communication technologies (Arakliotis, Nikolos, & Kalligeros, 2016;Buluş Kırıkkaya & Başaran, 2019;Çömek & Avcı, 2016;Günbatar & Karalar, 2018;Merino, Ruiz, Fernandez, & Gil, 2016;Numanoğlu & Keser, 2017;Oluk & Korkmaz, 2018;Sohn, 2014). It has been seen that activities based on coding in science courses improve students' skills and achievement (Çömek & Avcı, 2016).…”

“…In researches carried out with different research designs, technology-supported teaching environments such as Robotics and Arduino positively affect the attitudes, interests, motivations and skills of the students both in cognitive and affective dimensions (Buluş Kırıkkaya & Başaran, 2019). For example, it has been observed that students' attitudes towards information communication technologies have increased in technology-supported physics laboratory (Arakliotis, Nikolos, & Kalligeros, 2016;Buluş Kırıkkaya & Başaran, 2019;Çömek & Avcı, 2016;Günbatar & Karalar, 2018;Merino, Ruiz, Fernandez, & Gil, 2016;Numanoğlu & Keser, 2017;Oluk & Korkmaz, 2018;Sohn, 2014). In addition to that, Sáez-López, Román-González and Vázquez-Cano ( 2016) investigated the use of Scratch between the 5th and 6th grades in Spain and found that high and positive attitudes and motivation emerged due to the use of Scratch.…”

The Effect of Interface Instrumentation Experiments-Supported Blended Learning on Students’ Critical Thinking Skills and Academic Achievement

“…Arduino is a relatively inexpensive microcontroller that is widely used by teachers [16]. The application of Arduino in basic physics laboratories can affect students' attitudes toward performing group works [17].…”

Analyzing Position, Velocity and Acceleration Graphs using Arduino

“…In addition, instead of bringing ready-made experimental sets to the classroom and using these sets only for data collection, they can make the connection and code Arduinos, which require basic electronic skills, with students in the classroom environment, so that students can achieve very important gains in STEM fields. Studies show that the implementation of such practices in the classroom has significant benefits for students (Hadiati, 2019;Kirikkaya & Basaran, 2019;Lee, 2020).…”