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In today's conditions, the needs of the labor market are changing in parallel with technological developments and the need for individuals trained in STEM is increasing. For this reason, it is a priority to increase the skills and awareness of teachers who will guide individuals trained in the field of STEM. In this study, a STEM training with educational robotics applications was designed for classroom teachers. The education included theoretical and practical STEM instruction conducted by expert academicians, utilizing next-generation educational robotic kits to facilitate sample STEM activities. The primary aim was to equip teachers with skills aligned with the elementary school curriculum, emphasizing a focus on STEM learning outcomes. As a result of the training, teachers were able to develop their own STEM activities. The study, which was modeled with a one-group pretest-posttest research design, examined the changes in the attitudes towards STEM and STEM awareness of the participants as a result of the STEM education they received. In conclusion, it is observed that the participants' attitudes towards STEM education and their awareness of STEM have increased by the end of the education. Additionally, the participants believe that STEM educational activities should be included in the curriculum.

In many countries, individuals have started to gain 21stcentury skills from an early age. In Turkey, the education of gifted students is supported with activities enriched in parallel with these skills in science and art centers. The LEGO® Education® BricQ Motion Essential Set reinforces achievements with hands-on activities in science subjects, while also improving 21st-century skills such as problem solving, critical thinking, creativity, and collaboration. At this point, this study aims to examine the effect of the LEGO® Education® BricQ Motion Essential Set on the 21st-century skills of gifted students in the teaching of the 'Force and Motion' unit and to determine the students' views on the teaching process. The study was carried out in a science and art center in Konya in the spring term of the 2021-2022 academic year. The sample of the study consisted of 21 gifted students studying in Support-2 programmes (4th grade). An explanatory sequential design was preferred in the study. In the quantitative data collection phase of the study, a one-group pre-test/post-test experimental design was used. Interviews were used for the qualitative data collection phase. The quantitative data of the research were analyzed with the SPSS 26 statistical package program. Qualitative data were categorized according to themes and codes in accordance with content analysis. The results of the research showed that the LEGO® Education® BricQ Motion Essential Set was effective for 21st-century learning and the renewal of the skills of the gifted students participating in the research and that the students developed positive opinions about this education set. It is recommended to use LEGO® training sets to develop the 21st-century skills of gifted students.

The research explores the effect of STEM and STEM-based robotic activities on the development of students' perceptions of mental risk-taking and its predictors and their perceptions of inquiry learning skills related to science. A mixed method was applied in the research. Its sample consisted of 35 students in a high school of the Ministry of National Education in a medium-scale province of the Eastern Anatolia Region between the 2017-2018 educational year. The Scale for Perceptions of Mental Risk-taking in Science Learning and Its Predictors (SPMRSLIP) and the Scale for Perception of Inquiry Learning Skills for Science (SPILSS) were applied to obtain the quantitative data in the research. In addition, the focus group interview was held. The STEM and STEM-based robotic activities have been performed with the students for 14 weeks. In the findings obtained at the end of the research, no significant difference was determined between the perception pre-test and post-test scores related to mental risk-taking and its predictors in science learning. However, difference was found in the dimension of interest. It was found that there was a significant difference between the pre-test and post-test scores in the inquiry learning skills perception scale for science and the qualitative findings also supported this result. According to the results, it can be recommended that STEM and Robotic educations should be given in other grades.

This study aims to investigate the effect of robotics design with Arduino on students' attitudes towards ICT courses and STEM. In this context, robotics design activities with Arduino were conducted with an experimental group, while the current IT curriculum was applied to a control group. The study lasted for a period of 12 weeks and was conducted with 53 middle school students. The Information & Communication Technologies Course Attitude Scale (ICTCAS) and STEM Attitude Scale (SAS) were used as data collection tools. The study's findings revealed that robotics design activities with Arduino increased the students' attitudes towards engineering and technology in the context of STEM and ICT courses. Additionally, the participating students supported the use of robotics activities in their ICT course, and they reportedly found the activities to be fun, interesting, different, difficult, complex, and time-consuming. During the first weeks of the study, the students were excited, very curious, interested, enthusiastic, worried, and hesitant to participate in the activities and avoided them. However, in the subsequent weeks, they gained practical experience related to the activities and took on a more active role in the class.

The aim of this study is to examine the effect of robotic coding education on cognitive skills awareness and learning responsibilities. The training prepared in this process was designed and implemented by subject experts. The training has been organized as 4 hours a week to last 4 weeks. In this study, both quantitative and qualitative research methods used as a mixed method were used as a research model. Explanatory Sequential Pattern is used. In this study, quantitative research method and "Pretest - Posttest Control Group Semi-Experimental Pattern Model" was used as the research model. As a result of the applications, a statistically significant difference was found between the values of students' metacognitive awareness and learning responsibilities before and after education (p <0.05). The eta squared value was examined to determine the effect size of the robotic coding environment on the total of Academic Achievement, Metacognitive Awareness Scale for Children (MCS-C) and Responsibility for Learning Scale. It can be said that the robotic coding environment has a "large" effect size on Academic Achievement, Metacognitive Awareness for Children and Responsibilities for Learning.

The present study has been developed in order to inquire the cognitive awareness of the 2nd grade-level students of the Science Teaching program on "sensors", which has an important place in the development of the robotic and automation systems. In the study, the method of case study, which is one of the qualitative research motifs, was used. As the data collection tool of the study, the semi-structured interview form composed of open-ended questions, which was prepared by the author of the study, was employed. A great majority of the students stated that sensors were devices sensing the physical changes in the environment in place of human beings. In addition, they also stated that sensors were used in today's technology for the purposes of imaging, control and protection. It was determined within the scope of the study that, although the students knew about the types of sensors, they couldn't realize the other sensors they encountered in their environment in their daily lives.

The study explored the effects of robotic-assisted applications on the variables of academic achievement and problem-solving skills in the "Propagation of Light" unit of the 5th grade science course. The study employed the pretest-posttest control group design, one of the quasi-experimental methods. The study sample consist of 36 5th grade students attending a public school in Turkey located in a district center in the Western Black Sea region. The study was carried out in a six-week period in the 2019-2020 academic year, and 19 of the students were selected as the control and 16 as the experimental group. Robotic supported activities were applied to the students in the experimental group, and the activities prescribed by the Science Curriculum were applied to the students in the control group. Open-ended and closed-ended "Academic Achievement Test" and "Problem-Solving Skills Test" were used as pretest and posttest in both groups. The data were analyzed using the independent samples t-test. The study results revealed that the academic achievement and problem-solving skills of the students in the experimental group, in which robotic-assisted activities were used, were significantly higher in both tests compared to the students in the control group.

This study is important because it deals with 21st century skills and current techniques in the field of educational technology and the studies in this field are limited in the literature. The purpose of this study is to determine the effects of coding, robotics, 3D design and game design education on problem solving and reflective thinking skills of 8/10-year-old students and on problem solving and metacognitive awareness levels of 11/14-year-old students. In this study, a quasi-experimental research model with a single group pre-test / post-test pattern, which is considered one of the quantitative research methods, was used. The research was carried out with a total of 36 participants, 15 in the 8-10 age group and 21 in the 11-14 age group, enrolled in a course organized by a higher education institution. The duration of the training is 8 weeks, 2 hours per week. The data of this study were collected through a questionnaire. The questionnaires used consist of 2 parts: Problem Solving Inventory and Reflective Thinking Skills Scale for Problem Solving for Primary Education Level Children aged 8-10, and Problem Solving Inventory and Metacognitive Awareness Inventory for Children - Form B for 11/14-year-old students. As a result of all these applications, it was observed that there was an increase in students' problem solving and metacognitive awareness skills, but it was not statistically significant. It was observed that there was a statistically significant increase in the reflective thinking skills of 8/10-year-old students.

In this study, it is aimed to determine the opinions of secondary school students about educational robotics applications. The case study, which is one of the qualitative research methods, was used in the research. The research was carried out with 7th grade students of two different secondary schools in the Battalgazi district of Malatya province in the 2021-2022 academic year. The study group of the research consisted of 18 students, who were determined according to the purposive sampling method. In the study group, science lesson teaching was carried out with educational robotic applications for about two months. The data of the study were obtained with a semi-structured interview form consisting of seven questions developed by the researchers. Descriptive analysis method was used in the analysis of the obtained data. As a result of the research, most of the students stated that they liked the activities, associated the applications with daily life, their interest in the science lesson increased, they worked in collaborative groups, the lessons were fun, and they wanted robotics training sets to be used in their lessons in the future. In addition, some of the students stated that they found the applications confusing at the beginning of the studies, that they had difficulties in the coding part and that there were in-group discussions. In line with the findings, suggestions were made regarding the use of robotic applications in teaching science courses.

This research aims to design a sample Arduino-assisted robotics and coding activity in accordance with the 5E instructional model. Also, it aims to set an example for how technology is integrated into science courses, especially in the structuring of abstract and hard-to-understand concepts in science teaching. The activity provides guidance to science teachers. The study was carried out with the participation of 6th graders in a public school in the academic year 2021-2022. The designed activity was carried out in the science laboratory with the participation of 15 secondary school students in the science course. The related activity was prepared for the concept of bulb brightness in the chapter on electricity in the secondary school 6th -grade science curriculum. This activity also aims at teaching students how to code, improving their attitudes and motivation towards the course, and helping them relate the factors that influence bulb brightness with real life.

This study aims to explore the usability of the virtual robotics programming curriculum (VRP-C) for robotics programming teaching. Pre-service computer science (CS) teachers were trained for robotics programming teaching by using VRP-C in a scientific education activity. After training, views of the participants were revealed by using a scale and an evaluation form consisting of open-ended questions. Results show that VRP-C is compatible with the curriculum for robotics programming teaching in schools, and pre-service CS teachers tend to use VRP-C in their courses. They think that VRP-C will be beneficial for robotics programming teaching in terms of content, functionality, and cost. Compatibility, visual design, feedback, time management, fiction, gamification, and cost are the characteristics that increase the usability of VRP-C. VRP-C can be used as an online tool for robotics programming training due to the necessity of transition to distance education because of the COVID-19 pandemic.

In this research, in the "Artvin gets Color with Science and Robotics-2" project, which was supported with the Project number 121B899 within the scope of the 2020/1 call period launched in the 15thyear of the Scientific and Technological Research Council of Turkey (TÜBITAK) 4004-Nature Education and Science Schools Support Program, students were taught in science, robotics, artificial intelligence, It is aimed to examine his views on the concept of science and the use of robotic systems after active learning and by doing different scientific activities in the fields of astronomy and nature. The Project was carried out with the participation of 30 secondary school 6th and 7th grade students. Student personal information form, robotic pre-questionnaire, robotic satisfaction test, "What do you think is science?" and "If you were a scientist, what would you like to invent?" were used as data collection tools in the research. A two-question questionnaire and a semi-structured form for robotics activities were used. Quantitative data obtained from the research were analyzed according to the content analysis method in qualitative data by giving frequency and percentage values. From the analysis of the data obtained, it was determined that the project made a positive contribution to the students' perspectives on science and robotics. As a result of the study, students' defined science as the effort to improve people's living conditions, to investigate unknown events in the universe and the world, to research, discover, produce and develop new things, and to change the World and people in which we live.

The present study focuses on the assessment of summer robotics camp designed for 7th grade students who were supposed to work on a STEM-related problem through modeling and design activities. It was exclusively investigated the effects of these activities on the STEM-related career interests and knowledge structures of students. The students were expected to develop basic robotics and design skills in the camp, and to use them in project design in the context of problem solving processes. The camp activities were designed in the alignment of P3 Task Taxonomy. A mixed design method was adapted in this study as it focused both on the effects of an experimental intervention and identification of the students' conceptual constructs. Accordingly, simultaneous and sequential data collection techniques were used to provide satisfactory responses to the research questions. The results showed that the students the students' career interest in engineering increased more significantly than the other STEM fields. Furthermore, word association tests that were applied before and after the camp, in order to assess the change in the students' knowledge structures with the keywords Coding, Design, Problem, Modeling, Space, and Robot showed that the number of terms associated with these keywords were increased. In a nutshell, the education activity provided in the context of this study reinforced the students' career interests in engineering in particular, and facilitated the development of their knowledge structures, and ability to define associations between terms.

This research was supported within the scope of TÜBITAK-4004 Nature Education and Science Schools Program with Project number 121B899. In this research, it is aimed to evaluate the "Artvin gets Color with Science and Robotics 2" project, which was carried out with 30 secondary school 6th and 7th grade students between 2-8 August 2021 within the scope of TÜBITAK 4004-- Nature Education and Science Schools Projects. Science, robotics, artificial intelligence, astronomy and nature education activities were carried out in the project that was aimed to be evaluated. In the research, the end-of-day activity evaluation form, reflective pictures and semi-structured interview form were used to evaluate the project and the activities carried out in the project by the students who participated in the project as data collection tools. The research was carried out in the qualitative research method and the students' diaries, reflective pictures and the end of the project views were analyzed by content analysis. Almost all of the project participants stated that they found most of the activities instructive and entertaining, they enjoyed all the activities, they liked the environment in which the project was held, they would like to participate in the project again and would recommend the project to their friends. With this project, it is seen that students' interest in science, nature and robotics increased and they realized how important it is to protect nature. In addition, the majority of the students stated that they were interested in robotics. The students who participated in the project stated that they learned more permanently because they did all the activities by doing it themselves and they found the project useful.

Students can develop their creative thinking processes and problem scenarios with robotic applications. Therefore, the research objective is that robotic applications can solve students' problem scenarios. This study was conducted in Samsun/Turkey in the Ministry of Education for 10 weeks and involved 8 elementary school students.. For this study, we made two things which are the necessary configurations developed by an expert researcher, another one is robotics coding training which other field expert researchers carried out. After studying problem scenarios and robotic coding training, students were provided with the problem scenarios to bring solutions with robotic coding. In this study, it was found that although most of the students proposed different solutions to the given scenario, there were also students who proposed similar solutions. At the end of the study, students had very different approaches to the scenarios and students designed some robots as we can see. [This study was presented as an oral presentation at "The Twelfth International Congress of Educational Research."]

The goals of this study were to investigate technical and vocational education (TVET) teachers' progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the "Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey." Results indicated significant improvement in teachers' Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.

This study investigated preschool children's opinions on educational robots using their robot drawings. The study group consisted of 64 five- and six-years old children in an independent kindergarden affiliated to the Ministry of National Education (MoNE) in Ankara province, Turkey and participated in the Preschool Robotics Coding Workshop within the scope of the project titled "TUBITAK 4007 Science in the Footsteps of Cezeri" in the 2018- 2019 academic year. For the purpose of this study phenomenology model as a qualitative research approach was adopted and data was collected through visual materials and semi-structured interviews to determine children's opinions on robots. The data collection process was carried out in an eight-weeks period starting in March 2019 as one week for the acquaintance phase, six weeks for practice, and the last week for a two-day workshop with educational robots. In line with the findings of this research, the mechanical features of the robots were examined, it was determined that there was an increase in the battery drawings in children's last drawings compared to their first drawings. It was also determined that the children responded to "Who builds the robots?" interview question as factories, scientists, machines, and repairers in the first interview while more than 90% of the children responded as scientists and engineers in the second interview.

In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting.

The purpose of this study is to determine the effect of coding instruction performed with the Lego Mindstorms EV3 robotic set on students' attitudes towards coding and their perceptions of computational thinking skills self-efficacy. Single group experimental research design was used in the research. The study group of the research consisted of 30 sixth grade students who studied at a secondary school in the 2019-2020 academic year. These students selected the Information Technologies and Software lesson within the context of Support and Training Course. The research was carried out with robotic coding activities for 7 weeks, two lessons per week. In order to collect the research data, the Attitude Scale for Coding Education and the The Self-Efficacy Perception Scale for Computational Thinking Skill were applied as pretest and posttest. According to the findings of the research, after teaching programming with robotic coding activities, there was a significant increase in students' positive attitudes towards coding and a decrease in their negative attitudes, but this decrease was not found to be statistically significant. In addition, it was found that there was a statistically significant change between pre-post and post-study in all sub-dimensions of students' computing thinking skills self-efficacy perceptions.

In this research, the effect of experimental applications by using robotics technology in Science and Technology course the "Force and Motion" unit on the level of scientific creativity and scientific attitude of students was investigated. This research was designed according to the quasi-experimental method pre-test post-test design with a control group. In the research that was carried out with the 7th grade students (N=40) studying at a secondary school in Kayseri Province, Turkey. "Scientific Creativity Test" and "Scientific Attitude Scale" were used as data collection tools. At the end of implementation which lasted eight weeks, the quantitative data obtained were evaluated at 0.05 meaningfulness level through SPSS package software. "Mann Whitney U-Test" and "Wilcoxon Signed Ranks Test" were applied as analysis techniques. As a result of the research, while a meaningful difference was found between scientific creativity and scientific attitude pre-test post-test points of the students in the experimental group which robotics technology was used, no difference was found in the control group. Thus, it was found out that robotics developed scientific creativity and scientific attitude level of the students who joined the research by affecting it positively. Therefore, it is recommended that robotics-assisted science laboratory activities should also be planned and implemented in different classes, units or subjects to provide a science teaching with a better quality that supports and improves scientific creativity and scientific attitudes of students.

During recent years coding education has been an important issue in many countries. Coding education has been an important topic for these countries. One of the reasons why coding education is being discussed by educators and other partners of the schools is that it is seen as a key competence for students, and workers at developing problem-solving skills. Coding as an academic skill is seen as a part of logical reasoning. Coding is also accepted as one of the skills called "21st-century skills" required from individuals. Special education students are in a disadvantaged situation as in other learning platforms. Thus, this study aims to analyze the place of coding education in developing problem-solving skills of special education students. Within the scope of the study, unplugged coding applications were carried out with the participation of 34 students having mild intellectual disabilities who are continuing their education in a special education vocational school aged between 14 and 18. A question form was used to evaluate problem-solving skills. There was a significant difference between the pre-course and post-course skills of the students. Students' average scores of problem-solving skills in the post-course was higher than their average scores in the pre-course. The analysis of the findings showed that the students' skill scores in using problem-solving steps have increased in all these steps.

In the digital world, where robotics implementations are taking a place in educational processes with increasing acceleration, it is important that pre-service teachers gain competences in this field that addresses the needs of the future. From this point of view, the aim of this study is to design an activity process in which pre-service science teachers will experience robotic implementations and to determine their opinions about this process. In line with this aim, a four-week out-of-school activity process which was implemented with 46 pre-service science teachers was designed. In this process, pre-service teachers were provided iDea software to design. The data of this case study was collected through a structured interview form. According to the results, it was concluded that the awareness and curiosity levels towards robotic implementations of pre-service teachers increased and their confidence in their own competence levels increased through the experiences gained by the participants in the activity process.

Recently, coding and robotics education has started to be integrated into early childhood education in Turkey. The current study aims to investigate the effects of "Productive Children: Coding and Robotics Education Program (PCP)" on children's cognitive development skills, language development and creativity. Eighty children, enrolled in four different public kindergarten classrooms, participated in the study. Four classrooms were randomly assigned to two experimental and two control groups. The PCP was implemented in the experimental group at least twice a week for nine weeks. This program consists of three parts: unplugged coding, robotic tools and block coding. Before and after this intervention, all children's cognitive, language and creative skills were measured. The results revealed that PCP, which is integrated into early childhood education activities, positively affects the cognitive development skills, language development and creativity of children. Additionally, there were statistically significant differences between the post-test scores of groups in favor of the experimental groups.

Technological tools facilitate mathematical learning and make children love mathematics, thanks to their structures and ways of working. In this context, educational robots appear as a very attractive alternative. Studies show that the use of these devices provides positive cognitive outcomes. This research aimed to investigate the effect of using robotic devices on the early math skills of preschool children. Participants consisted of 24 children aged between 50-68 months. In the study, quasi-experimental model was used. Children in the experimental group attended the 8-week "I Love Math with Robots" designed by the researchers whereas those in the control group engaged in activities without technologic robots including the same objectives. Early math skills of children in both groups were assessed individually before and after the intervention. The results indicated that changes in math scores of children in the experimental group were significantly different from those in the control group.

In this study, the purpose of which was to examine the attitudes of middle school students towards robotic coding, the attitudes of students towards robotic coding were discussed in terms of different variables. The research group consists of 120 secondary school students studying in the 7th and 8th grades of public schools in the central district of Konya. In this research, quantitative research method was adopted and scanning model was used. "Demographic data form" and "Robotic Attitude Scale", which was adapted by Sisman and Küçük (2018), were used to collect the data. Cronbach alpha coefficient of this 5-point likert type scale consisting of 24 items and four factors was determined as [alpha] = 0.932. The research data obtained were analyzed with the SPSS 22.0 statistics program and it was seen that the attitudes of middle school students towards robotic coding differ according to their classes and technology usage time. In addition, there is no difference between attitudes towards robotic coding according to gender and daily internet usage hours.

In this study, the attitudes of students toward STEM education were examined according to various demographic characteristics and mixed research method was used. 170 students ranging between 7 and 14 years old participating municipalities in a province outside of school STEM workshops in Turkey constituted the sample of the study. The sampling was determined by non-random sampling method. Data were collected by STEM Attitude Scale adapted to Turkish by Yildirim and Selvi (2015) and semi-structured interviews with students were conducted in order to get the opinions of the students in detail. Results indicated that out-of-school STEM workshops improve students' attitudes towards STEM. In addition, STEM attitude scores of the students did not differ by gender. It was also investigated whether the scores of the students from STEM attitude scale differ according to mother and father education level. There was only significant difference in engineering sub-dimension of the STEM attitude scale in terms of mother education status. On the other hand, it was determined that STEM attitude scale scores of the students did not differ according to father education status. Semi-structured interviews showed that students had lack of knowledge about STEM education and, also concluded that the achievement of a concrete result for children learning by doing affects their attitudes positively.

Lego has been a popular toy since 1932. "LEGO" is an abbreviation of two Danish words "leg godt" which means "play well." In today's LEGO-based learning and teaching environments, it has been revealed in studies that students working to solve problems presented to them were often unaware of how much time has passed. In this study, it was aimed to determine how Lego Mindstorms EV3 based robotics education changed the concept of what is a scientist in the minds of students. Twenty-one students from the 5th, 6th, and 7th grades participated. In the study, a single group pre-test and post-test design was applied. The "Draw a scientist test (DAST)" measurement tool was used to reveal the perceptions of scientists. In the study, a program developed for robotic education was offered to students during the robotic club hours for 4 weeks. DAST was administered to the students before and after the robotic education. The students worked in groups and participated in structured, guided, and inquiry-based learning. In the past week, students were asked to develop solutions to a socio-scientific problem using the Lego Mindstorms kit. The findings showed that the students changed their drawings using different styles in not only the scientists' body and facial expressions but also work environments. The results show that Lego Mindstorms EV3 based robotics education played an important role in changing the perceptions of scientists in the students' minds.

This study describes the theoretical foundations of a learning environment designed for an ICT teachers' graduate level course, and presents a comprehensive analysis of the qualitative data acquired regarding the course's implementation. Participants in the study included six ICT teachers enrolled in the "Embedded Systems and Robotic Applications" course of Spring 2018. A design-based research approach was used in order to achieve a systematic but flexible methodology. Within the scope of this study, robotics was used as a cognitive tool, and authentic learning principles were applied. The participants' reflections about the learning environment indicated that they were satisfied with the course settings, their motivation increased after the course, and they learned more effectively through the scaffolding provided by the instructor.

Today, the essential skills and characteristics of individuals change within the frame of changing needs. The acquisition of these skills to individuals is not sufficient with traditional education and difficulties are experienced in adapting to the age. While gaining 21st century skills, conducting interdisciplinary studies is becoming importance and increasing the efficiency. In this study, the effect of LEGO WeDo 2.0 robotics education on academic achievement, attitude and computational thinking skills of the learners toward science was examined. The study was conducted with 5th grade students (N=36) in a private school in Elazig in the 2017-2018 school year. The study model was the "pretest-posttest control group design" of the experimental method. As data collection tool, "Science Course Academic Achievement Test", "Science Course Attitude Scale", and "Computational Thinking Scale" were used in the study. While the activities in the experimental group were carried out with LEGO WeDo 2.0 Robotic Education Set, the same activities in the control group were implemented using the traditional direct instruction technique as in the curriculum. The application was continued for eleven weeks and the obtained quantitative data were evaluated at the significance level of 0.05 with SPSS packaged software. It was seen as a result of the study that attitudes, academic achievements and computational thinking skills of the experimental group students, who received robotic-assisted science education, toward science course differed significantly compared to the students in the control group.

This study aimed to develop a reliable and valid instrument to measure secondary school students' attitude towards robotic coding and the results of the analyses regarding the Robotic Coding Attitude Scale (RCAS) developed for this purpose were reported in the current study. To test the construct validity of the first version of the RCAS consisting of 29 items, Exploratory Factor Analysis (EFA) was performed on the data from 196 seventh-grade secondary school students (who had received robotic coding education already) enrolled in the public schools in a city in the northeastern Turkey. As a result of the EFA, the 22-item five-factor model was extracted. Then, the 22- item five-factor model obtained from EFA was cross-validated using Confirmatory Factor Analysis (CFA) and the results indicated acceptable model fits where X[superscript 2]/(df = 197) = 1.827, NFI = 0.825, CFI = 0.911, RMSEA = 0.065. Cronbach's Alpha coefficient which was calculated to show whether the RCAS is a reliable scale was found to be 0.91. In sum, the results indicated that RCAS can be used as a reliable and valid instrument to measure secondary school students' attitude towards robotic coding.

The activities of the students during the summer holidays, learning losses or the forgetfulness of the return of the holidays have been discussed in the educational sciences for a long time. However, very little research is being done and has little place in educational policies. This is especially important in applications and continuity courses such as coding and robotics. This is because out-of-school learning environments for skills that require this type of practice remain limited or not available to all students. The aim of this study is to determine whether secondary school students are doing any learning activities during the summer holidays for the subjects of Information Technologies and Software (ITS) and to determine whether there are learning losses during the summer holiday return. For this purpose, a working group was formed with 5th and 6th grade students. For the determination of summer holiday activities, interview form and knowledge test for the determination of forgetfulness were developed and applied to students before and during the holiday return. According to the results of the research, it is seen that middle school students perform many out-of-school activities for ITS during the summer holidays. Coding and robotics are at the top of the topics. It was determined that the most block-based coding activities were among the activities. When the levels of forgetfulness are addressed, it was seen that there was no learning loss.

The aim of this study is to examine the effect of robotic design with Arduino on students' attitudes towards programming and on their perceptions of self-efficacy in programming. The study group consisted of 25 sophomore students attending the Department of Computer Education and Instructional Technologies in a state university located in the south of Turkey. The study lasted 12 weeks and the participants performed robotic design activities with Arduino throughout the process. Firstly, participants prepared a prototype and then programmed it for 8 weeks, and they created their own designs in the remaining 4 weeks. The Computer Programming Attitude Scale and Computer Programming Self-Efficacy Scale were utilized as the data collection tools in this pretest-posttest experimental study. The findings revealed that robotic design activities with Arduino significantly improved the participants' attitudes towards programming and programming self-efficacy. In addition, according to the participants' views, the factors that cause this improvement can be listed as activities' being enjoyable, facilitating and concretizing the process, being interesting and practical. Moreover, these robotic design activities were found to contribute to students' understanding of finding bugs and the logic of programming.

Purpose: There are different perspectives about STEM (Science, Technology, Engineering and Mathematics) education. Understanding in-service and pre-service teachers' views plays an important role in supporting K-12 students to choose careers in science, technology and engineering. This research aims to understand science and mathematics in-service and pre-service teachers' views about STEM integration and robotics applications. Research Methods: The participants of this study were 240 science and mathematics pre-service teachers and 27 science and mathematics in-service teachers. Participants answered open-ended questions. Data were gathered to find the differences between teachers and future teachers from different disciplines (science and mathematics) with emphasis on their views about STEM and robotics implementation. Findings: Analysis showed that there were some differences based on disciplines (mathematics and science), but also there are some similarities between in-service and pre-service teachers' views. Mathematics in-service and pre-service teachers provided few details when explaining the effect of STEM and robotics applications. Science in-service and pre-service teachers, on the other hand, presented more ideas about STEM integration while including fewer ideas about robotics applications. Implications for Research and Practice: There are differences between disciplines in favor of science in-service and pre-service teachers. However, it is hard to say that in-service and pre-service teachers from each discipline were able to present strong examples of STEM implementation. These results suggest the necessity for more interdisciplinary support provided to in-service and pre-service teachers from different disciplines.

The aim of this study is to investigate the effects of project-based Arduino educational robot applications on students' computational thinking skills and their perception of STEM skill levels. The study group consists of 6th grade students from 2 different secondary schools from Turkey. Within the scope of the research, classes were assigned to experimental and control groups neutrally. There are 15 students in the control group and 18 students in the experimental group. The experimental study continued for 11 weeks in both groups. In the experimental group, project-based Arduino educational robot applications were applied in classes whereas in the control group, project development activities were carried out with block based programming tool. The research data were collected by using the computer-based skill level scale ([alpha] = 0.809) and the Basic STEM Skill Levels scale ([alpha] = 940). The mean, standard deviation, minimum, and maximum, Mann-Whitney U tests were used for independent measurements and the associated measurements were performed on the collected data. At the end of the research, it was determined that activities based on block based robotic programming tool did not have a significant effect on both students' total scores of STEM skills and scores related to factors, but when computational thinking skills were analyzed, it was found that they contributed significantly more than the total score and problem solving factor based on block based programming tool.

The aim of the present study was to determine the views of pre-service teachers on artificial intelligence. In the present qualitative study, conducted with the phenomenology design, that data were collected from 94 pre-service teachers attending different departments at Manisa Celal Bayar University, Faculty of Education during the 2018- 2019 academic year fall semester in Turkey. Data were collected with semi-structured interview form and written interview form, developed by the author. Collected data were analyzed by using content analysis method and classified under themes. Analyses demonstrated that pre-service teachers assigned different meanings to artificial intelligence, felt basically negative emotions for artificial intelligence, and did not want to live in a world ruled by artificial intelligence. Furthermore, it was found that pre-service teachers considered that artificial intelligence could have both several benefits and risks, and it might have both positive and negative effects on education. Based on the study findings, various recommendations were presented for future studies and implementations on the topic.

The aim of this study is to evaluate the opinions of the Science and Arts Center (SAC) teachers regarding the in-service training course on "Robotics Education". In regards to this, the teachers were expected to evaluate their thoughts and expectations on the robotic education and how much of their expectations were met at the end of the training process. The study has an action research design in which the qualitative data collection tools are used. The study group consists of 9 teachers working at the SAC. For the study, semi-structured forms were used as data collection tools. The data were evaluated with the content analysis method, first in terms of the codes then by the creation of themes. The results of the analyses showed that teachers were satisfied with the training, the perceptions on engineers regarding the task changed, that interest in robots increased and that by understanding the basic operating logic of the robot, they gained self-confidence in regards to performing basic tasks. In line with these results, it is recommended that application-oriented and project-based robotics training is given to teachers.

The purpose of this study was to determine the skill levels of secondary school students regarding computational thinking, programming self-efficacy and reflective thinking aimed at problem solving and examine their experiences in the programming training process on robotic activities. Toward this purpose, a 10-week application was conducted with 55 students from 6th and 7th grades who received education at a secondary school in Western Black Sea region of Turkey during the school year of 2017-2018. The study was conducted using the mixed model and various scales in the quantitative dimension. On the other hand, a semi-structured interview form developed by the researchers was applied in the qualitative dimension. As a result, it was found out that students' computational thinking skills, programming self-efficacy and reflective thinking aimed at problem solving were moderate. Students' levels of computational thinking and programming self-efficacy were observed to differ depending on their grade levels. In addition, a positive and moderate relationship was found among the levels of computational thinking, programming self-efficacy and reflective thinking aimed at problem solving.

Educational robotics is a very important instrument because it provides an active learning environment and allows learners to acquire 21st century skills. Teachers need to use this instrument in teaching the science of robotics as well as in helping students master the subject and gain experience. This study aims to reveal pre-service teachers? perceptions and experiences in an educational robotics course. Specifically, the satisfaction, motivation, enjoyment, collaboration, and challenge (SMECC) levels of participants were investigated in this robotics learning process. In addition, pre-service teachers' engagements were revealed. The participants were 30 pre-service teachers. A post activity survey, observation, and interview were used as data collection tools. This study adopted a mixed method approach. The pre-service teachers showed a high level of satisfaction, motivation, enjoyment, and collaboration and also showed no difficulty doing the robotics activities in general. Moreover, strong relationships were found among satisfaction, motivation, and enjoyment. The findings indicated that the ER activities provided an edutainment learning environment and that pre-service teachers were highly engaged in the robotics activities. The most motivating factor for the preservice teachers was teaching what they had learned about the science of robotics to their future students. The pre-service teachers' experiences and engagements are revealed in detail and also discussed. Suggestions are presented here for guiding future educational robotics studies in the context of pre-service teachers' education.

One of the most common challenges expressed by classroom teachers in mathematics teaching and in the literature is the concretisation of abstract concepts in teaching basic subjects. Lego MoreToMath is a training set focusing on the mathematical lesson gains of elementary school first and second grade students. The aim of this study is to enable teachers to experience Lego MoreToMath, which is a combination of building toys and educational software, by using the summer camp as a TÜBITAK 4005 project. The study was conducted with 25 classroom teachers and their opinions were taken during the 1-week training process. Data were collected through observation and interview techniques by keeping field notes. In the study, a descriptive analysis approach was used as the data analysis technique. The teachers stated that using a different approach in mathematics teaching developed them professionally and they wanted to use such approaches in their lessons.

This study examining the robotic codings and robotic tournaments from the perspectives of Information Technology (IT) teachers was carried out using the qualitative case study method. In the study, a total of 20 teachers from private schools and state schools were asked for their views. The research data collected from the IT teachers helped determine the advantages and limitations of robotic coding and robotic tournaments. The results revealed that the IT teachers generally reported positive views about robotic coding and robotic tournaments. In addition, the teachers reported that robotic coding activities arose the students' curiosity and attention. As for the negative aspects, the teachers thought that students had to perform the tasks in a very limited time; that there was no equality between the materials owned; that the environment was encouraging; that the juries did not act objectively during the scoring phase; and that the tournaments served for corporate advertising. Consequently, it was found that the students achieved active learning with the help of the robotic coding trainings and tournaments, which increased their motivations.

The study was conducted to determine the effects of designing LEGO robotics instructional practices (LRIP) on the prospective science teachers' resistive behaviors towards technology supported instruction (TSI) and their views on these instructions. Mixed method research was used. The study group was selected taking into account the criteria of one of the purposive sampling methods. The study group was made by 18 prospective teachers trained in the Science Education Department. The data were gathered with the help of data collection tools such as the resistive behavior scale and the questionnaire on resistance towards TSI. Data were collected using data collection tools such as a questionnaire on resistive behavior scale and resistance to TSI. Quantitative data were analyzed by t-test for dependent samples using SPSS, and qualitative data were analyzed by inductive content analysis method using Nvivo. Findings indicated that participants who designed LRIP participated more voluntarily in the TSI. Moreover, it was inferred from qualitative data that LRIP led to overcome the prospective science teachers' resistive behaviors to TSI. As a result of the study, it can be said that the prospective science teachers had positive opinions and perceptions on TSI after their experience of designing LRIP and integrated into the learning and teaching process.

The aim of this pilot study is to support the activity-based unplugged coding and robotic coding skills of children during their preschool period. A significant sample was chosen for this quantitative research. The study group consisted of 24 5-year-old children being educated in a State kindergarten under the Gaziantep Provincial Directorate of National Education. The children had never received any coding or robotic coding lessons before. Eight basic coding and robotic coding activities were organized for preschoolers. The activities provided 60-90 min of daily training over the course of 8 days. The goal of these activities was to develop basic coding and robotic coding skills. The activities were integrated with the current preschool education curriculum. A Basic Coding Skills Observation Form and a Robotic Coding Basic Skills Observation Form were used in order to evaluate the coding and robotic coding skills of the children before and after training. The validity of these forms was assessed by a professional coder. The forms were initially applied to a small group. The data were recorded by the trainer and an observer. Inter-rater reliability was calculated using the kappa statistic, and X[superscript 2] was calculated as 0.73. For the analysis of the study, a McNemar test was used for dependent groups in order to test the significance between two connected percentages. The results showed that activity-based unplugged coding and robotic coding training, integrated with the preschool education curriculum, enhanced the basic coding and robotic coding skills of this group of preschoolers.

This study aimed to investigate the effects of robotic coding supported Design-Based Science Instruction (RC-DBSI) on sixth-grade students' science process skills. One-group pretest-posttest experimental design was employed in the study. Participants consisted of thirty-nine sixth-grade students enrolled in a public middle school located in the eastern part of Turkey. The implementation phase lasted for five weeks during which a Force and Motion unit was being taught. The engineering design process, including the steps of determining the problem, researching possible solutions, determining the most suitable solution, making the prototype, and testing the prototype (Wendell et al., 2010), was followed in the study. Robotic coding activities were incorporated into the "researching possible solutions" step of DBSI. Twin Science Kit was distributed to the participants, and they engaged in robotic coding activities via this kit. Students completed Science Process Skills Test as a pretest and posttest. Paired samples t-test results demonstrated that being exposed to RC-DBSI improved the students' science process skills. Based on the study's findings, some suggestions were presented for science teachers and teacher education programs.

The present study aimed to determine the effects of arduino-assisted robotics coding applications integrated into the 5E learning model used in science teaching on students' scientific creativity, robotics attitude and motivation toward science. For this aim, the study was planned according to the convergent parallel mixed research method and was conducted with the 6th grade students in a STEM (Science, Technology, Engineering and Mathematics) elective course in 2018-2019 academic year. Scientific creativity scale, robotics attitude scale and motivation scale toward science learning were used as quantitative data collection tools, and semi-structured interview form was used as a qualitative data collection tool. As a result of the study, it was found that the levels of students' creativity, attitude and motivation increased with the robotics coding activities integrated into 5E learning model applied in science subjects. In addition, it was determined that students produced many creative ideas in using robotics coding applications to solve various problems encountered in daily life, and that they were very eager for such applications being used in science classes. In this respect, it is suggested that arduino-assisted robotics coding applications should be implemented in the teaching of 6th grade science subjects.

Purpose: We can see by reviewing the relevant literature that only half of the eight characteristics of Industry 4.0 have been studied for education and the other four characteristics still need to be investigated such as "internet of things", "autonomous robots", "cyber physical systems", "vertical and horizontal integrations". The purpose of this research was to determine the possible affects of the eight characteristics of Industry 4.0 on the Turkish Educational System. Research Method: This research was a qualitative case study designed as a holistic-single case. The data of this study were collected through focus group interviewing. In order to better determine the study group, the maximum variation sampling technique was used as a purposive sampling method. For this purpose, the study group was formed by experienced school managers, assistant principals, teachers working in the education system, and candidate teachers who have yet to experience the teaching profession. It is preferred to use content analysis procedures for understanding the data. Findings: Participants' opinions about the possible effects of Industry 4.0; for academic achievement is concentrated mostly on the "Internet of things, Big Data and Cyber Physical Systems"; for the teaching profession is affected greatly by Autonomous Robots and Cyber Physical Systems. Implications for research and practice: For the participants' estimations, the eight characteristics of Industry 4.0 will affect communication in school, academic achievement of students, school concept, teaching profession and the future of society. The candidate teachers made further predictions. Researchers need to further study the eight characteristics of Industry 4.0 regarding the effects on academic achievement.

The aim of this study was to reveal pre-service teachers' experiences in learning robotics design and programming. Data were collected from 15 pre-service teachers through semi-structured interviews and analyzed using the content analysis method. Three themes were identified in this study: Course process, professional development and teaching children. The pre-service teachers indicated that they found opportunities to learn by doing and experience, enjoyed doing robotics activities and felt in flow in this process. They also expressed that the robotics programming course positively influenced their attitudes towards programming and improved their programming skills. They emphasized the importance of keeping their intrinsic motivation high by maintaining their individual efforts to solve problems. Moreover, they made various suggestions for teaching robotics to children. Implications are discussed in terms of practices for educational robotics in teacher training, and further research directions.