Robotik Kodlama ve 3D Yazıcı Uygulamalarında STEM Temelli İnovatif Düşünme Becerileri ve Dijital Teknolojiye Yönelik Tutumları

Bu çalışmanın amacı, araştırmaya katılan 45 öğretmen adayı ile Robotik kodlama ve 3B yazıcı uygulamalarında STEM temelli inovatif düşünme becerileri ve dijital teknolojiye yönelik tutumlarını belirlemektir. Nicel araştırma yöntemi kullanılmıştır. Araştırma 12 hafta sürmüştür. İnovatif düşünme becerileri ölçeği ve Dijital teknolojiye yönelik tutum ölçekleri kullanılmıştır. Araştırma öntest ve sontest şeklinde yapılmıştır. Öğretmen adayların inovatif düşünme becerileri ve dijital teknolojiye yönelik tutumlarında olumlu yönde anlamlı fark çıktığı görülmektedir. STEM temelli yapılan araştırmada robotik kodlama ve 3B yazıcı eğitimleri verilmiştir. Bu kapsamda trafik lambaları ile ilgili üç farklı uygulama yapılmıştır. Robotik kodlama uygulamalarında Tinkercad, Arduino İDE ve devre şeması için Fritzing programları, 3B yazıcı uygulamalarında Tinkercad 3B ve dilimleme için Zaxe PLA öğretilmiştir. Verilerin analizlerinde (SPSS-21.00) programı kullanılmış ve bağımlı örneklemler için t testi uygulanmıştır. Öğretmen adayların inovatif düşünme becerileri tutumlarının (t=-23,33; p<0,05) ve dijital teknolojiye yönelik tutumlarının (t=-21,58; p<0,05) olduğu belirlenmiştir. Araştırmanın neticesinde öğretmen adaylarına STEM temelli çalışmalarda bilişimle üretim becerileri kazandırmaya yönelik olarak robotik, kodlama ve 3B tasarım etkinliklerinin yürütülmesi ve öğretmen adaylarına disiplinler arası uygulamalar yapması, 3B tasarım ve akıllı cihaz gibi alanlarda yüz yüze atölye eğitim faaliyetlerin önem arz ettiği görülmektedir. Öğretmen adayların yapılan çalışmalarda olumlu tutum sergilediği görülmektedir.

Anahtar Kelimeler:

STEM Eğitimi, Dijital Teknoloji, Robotik Kodlama, 3B Yazıcı, İnovatif Düşünme becerileri

STEM Based Innovative Thinking Skills and Attitudes towards Digital Technology in Robotic Coding and 3D Printer Applications

The aim of this study is to determine STEM-based innovative thinking skills and attitudes towards digital technology in robotic coding and 3D printer applications with 45 teacher candidates participating in the research. Quantitative research method was used. The research lasted 12 weeks. Innovative thinking skills scale and attitude scales towards digital technology were used. The research was conducted in the form of pretest and posttest. It is seen that there is a significant positive difference in the innovative thinking skills of the teacher candidates and their attitudes towards digital technology. In the STEM-based research, robotic coding and 3D printing training was given. In this context, three different applications were made regarding traffic lights. In robotic coding applications, Tinkercad, Arduino IDE and Fritzing programs for circuit diagrams, Tinkercad 3D in 3D printing applications and Zaxe PLA for slicing were taught. (SPSS-21.00) program was used to analyze the data and t test was applied for dependent samples. It was determined that the teacher candidates had innovative thinking skills attitudes (t=-23.33; p<0.05) and attitudes towards digital technology (t=-21.58; p<0.05). As a result of the research, it is seen that face-to-face workshop training activities in areas such as 3D design and smart devices are important to carry out robotics, coding and 3D design activities for teacher candidates in order to provide them with informatics production skills in STEM-based studies, and interdisciplinary applications for teacher candidates. It is seen that teacher candidates exhibit positive attitudes in the studies conducted.

Keywords:

STEM Education, Robotic Coding, 3D Printer, Innovative Thinking skills, Digital Technology,

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