Özet:

This research aims to study the impact of Arduino programming on the success, self-qualifications and attitudes of students of the sixth grade in the course of Science. The research was conducted in a state school in the Ereğli district of Zonguldak in the spring period of the 2016-2017 educational year. Control group pre-test, the sample of the study adopted by the final test semi-experimental research method consists of a total of 64 students studying in the sixth class, including 32 experiments and 32 control groups. In the experimental group, the activities in the electricity transmission unit are performed using Arduino, while in the control group, the activities are performed by the activities included in the curriculum. In research, the success test, the scale of self-capacity and the scale of attitude were used as a data collection tool. Independent sampling t-test analysis was made with the raw points obtained from the tests and scales. According to the findings obtained from the research, there was no significant difference in the achievements and self-qualifications of the students of the experimental group and the control group of the students in the electricity transmission unit. From the point of view of the attitudes towards the science course, the experiment group has achieved a significant difference in favor. In accordance with the results obtained, some recommendations were given to educators and researchers.

Anahtar Kelimeler:

Özet:

This reasearch aims at examining the effect of Arduino programming on sixth grade students’ achievement, self-efficacy and attitudes towards the Science course. The research was carried out in a public school in Ereğli district of Zonguldak province during the Spring Semester of the 2016-2017 Academic Year. The sample of the study, in which the pretest with control group and the quasi-experimental research method with posttest group was adopted, consists of a total of 64 students studying in the sixth grade, 32 of whom are experiment group and 32 of them are the control group. In the experimental group, the activities in the electricity transmission unit were carried out using Arduino, while in the control group, the activities in the textbook were carried out. Achievement tests, self-efficacy scales and attitude scales were used as data collection tools in the study. Independent sample t-test analysis was performed with the raw scores obtained from the tests and scales. According to the findings obtained from the research, no significant difference was found between the experimental group students and the control group students’ success and self-efficacy in the electricity transmission unit. It was concluded that there was a significant difference in favor of the experimental group in terms of their attitudes towards the Science course. Some suggestions were made to educators and researchers in line with the results obtained.