Akademik Veri Yönetim Sistemi
EDUCATION AND INFORMATION TECHNOLOGIES, cilt.30, sa.9, ss.12079-12100, 2025 (SSCI)
The electricity-related topics in the secondary school science curriculum are near-universal standards across countries. We prepared a three-stage robotic STEM program incorporating coding, robotic integrated science (in the topic of electricity), STEM engineering processes, and their educational structures. We investigated the impact of the three-stage robotic STEM program on attitudes toward science and STEM career interests, which are the most important psychological triggers of learning. We conducted our research using a comparative quasi-experimental design with pretest-posttest experimental and control groups with 73 students in 7th grade in a public secondary school. While the experimental group students completed their performances by building and running the circuits in the activities of the three-stage robotics-STEM program, the control group students completed their performances by building and running the without-coding version of the circuits in these activities. Our research findings unveil an exciting prospect: by integrating block-based coding, robotics, and STEM engineering processes into electricity topics, we can significantly enhance and diversify student activities on electricity. Moreover, our finding reveals that the robotics-STEM program applied in the experimental group positively affects students' STEM career interests and attitudes toward science compared to the control group. By showcasing the benefits of a thorough three-stage robotic STEM program with about fifty activities, this study has the potential to advance science education by skillfully integrating several disciplines, including science (such as understanding sensors and electrical circuits), technology, and engineering (such as creating robotic designs and assembling hardware components), and mathematics (using algorithms and data analysis).