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    Algorithmic thinking development through physical computing activities with Arduino in STEM education
    (Springer, 2022) Sari, Ugur; Pektas, Huseyin Mirac; Sen, Omer Faruk; Celik, Harun
    The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and difficulties and to have desired solutions. So, developing algorithmic thinking has been important as a skill that requires the application of knowledge from different disciplines, especially science, technology, engineering and mathematics, and improves solving real life problems. Therefore, there is a need for practical studies on how to develop algorithmic thinking and what kind of activities and learning content can be used in classrooms. The effect of STEM-focused physical computing activities with Arduino on algorithmic thinking skills and STEM awareness of teacher candidates was investigated by mixed-method research. In addition, student-teacher roles in the activities and the advantages-disadvantages of the activities were discussed by considering the views of the teacher candidates. The study group of the research consists of twenty-four volunteer students. They were selected by purposive sampling method, and they are studying in the last year of science teaching undergraduate program at twelve different universities in Turkey. The findings showed that STEM-focused physical computing activities developed teacher candidates' algorithmic thinking skills. Therefore, it can be said that the activities increased the awareness of teacher candidates about STEM. The effect size (Cohen d) of the STEM awareness scale was calculated as 0.98 according to the pre-test and post-test averages.
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    Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories
    (Pergamon-Elsevier Science Ltd, 2016) Akcayir, Murat; Akcayir, Gokce; Pektas, Huseyin Mirac; Ocak, Mehmet Akif
    This study investigated the effects of the use of augmented reality (AR) technologies in science laboratories on university students' laboratory skills and attitudes towards laboratories. A quasi-experimental pre-test/post-test control group design was employed. The participants were 76 first-year university students, aged 18-20 years old. They were assigned to either an experimental or a control group. Qualitative and quantitative data collection tools were used. The experimental results obtained following the 5-week application revealed that the AR technology significantly enhanced the development of the university students' laboratory skills. AR technology both improved the students' laboratory skills and helped them to build positive attitudes towards physics laboratories. The statements of the students and the instructor regarding other effects of AR technology on science laboratories, both negative and positive, are also discussed. (C) 2015 Elsevier Ltd. All rights reserved.
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    Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills
    (Australasian Soc Computers Learning Tertiary Education-Ascilite, 2022) Sari, Ugur; Celik, Harun; Pektas, Huseyin Mirac; Yalcin, Selinay
    In this study, the effects of science, technology, engineering and mathematics (STEM) focused Arduino practical activities on problem-solving and entrepreneurship skills were analysed using qualitative and quantitative methods. Also, the contribution of these activities to teacher candidates and their effects on the learning-teaching process were discussed by evaluating their views. The study group consisted of 31 final-year teacher candidates studying in the science teaching department of a university in Turkey. The quantitative findings reveal that STEM-focused Arduino practical activities have a positive effect on improving the problem-solving and entrepreneurship skills of teacher candidates. Their opinions also support these results. The teacher candidates stated that the practical activities contribute to their professional development, support the development of 21st-century skills such as problem-solving and creativity and positively affect the learning-teaching process. As a result, STEM-focused Arduino practical activities are of significance in terms of adopting an interdisciplinary approach to education following the requirements of the century and developing problem-solving, entrepreneurial and productive individuals. Implications for practice or policy: STEM educators should integrate Arduino into STEM education to increase STEM learning outcomes. STEM educators should attach importance to STEM-focused Arduino activities to develop students' reflective thinking and entrepreneurial skills. Educators and researchers who want to use coding in STEM education may need to consider this article for example activities and implementation steps.
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    Teacher candidates' proficiency in utilising the REACT strategy through experimental activities
    (Inderscience Enterprises Ltd, 2023) Celik, Harun; Pektas, Huseyin Mirac; Karasahin, Abdulsamet; Karamustafaoglu, Orhan
    It is known that the success of a science education reform depends considerably on science teachers' knowledge, skills and activities. In accordance with this, the aim of this study is to investigate the proficiency of science teacher candidates in the use of the REACT strategy through their experimental science activities within the scope of context-based learning approach. Within this context, this study was designed in the form of a longitudinal analysis, performances were analysed periodically, and the transformation was pursued. The data obtained from documents by means of a content analysis was presented via graphical instruments through converting it into quantitative data by means of the rubric which was developed by the researchers. According to the longitudinal analysis findings, it was observed that the teacher candidates' performance in utilising the REACT strategy is parallel to the ascending number of activities.