Abstract:

Research has demonstrated that Maker-inspired learning activities have a positive impact on students' STEM-related knowledge, problem-solving abilities, and skills. The Arduino microcontroller is frequently utilized as a development platform by Makers due to its user-friendly interface, low cost and wide variety of sensors. In the context of secondary education, after-school Makerspace programs provide greater flexibility to explore STEM-related topics compared to formal classrooms. These programs allow students to delve into these subjects without the constraints of standard curricula or the pressure of formal assessments.

The current study utilizes a Blended Learning approach in a Makerspace located in a Greek Junior High School, in the form of an after-class students' group. Asynchronous phases allow students to save time in acquiring low-level learning goals, learn at their preferred pace, and make use of their personal ICT infrastructure. On the other hand, face-to-face activities provide opportunities for students to experiment with physical instruments and cooperate with peers to solve problems.

The study involved 42 students aged 12-15, over two school years. They participated in the group to study the Mediterranean Sea ecosystem and develop Arduino microcontroller-based initiatives, aiming to integrate their school into the Network of European Blue Schools. An e-class platform provided students with an introduction to the marine ecosystem, including how human activities impact it and the resulting environmental consequences. Afterwards, students delivered face-to-face presentations to their peers, highlighting the significance of the sea.

Students gained knowledge and skills related to the use of the Arduino microcontroller through hands-on activities and online asynchronous sessions using the "Tinkercad" platform. They developed laboratory instruments for measuring water salinity, pH, and temperature, which were tested in an artificial lake before being used to take measurements in seawater. The devices were presented by the students at the Hellenic Centre for Marine Research.

Results of a 5-point Likert questionnaire indicate that students found the activities in the Blended Learning Makerspace interesting, easy, and suitable for developing their STEM-related knowledge and cooperation skills. The study's findings suggest that the activities effectively support students' basic psychological needs for Competence, Autonomy, and Relatedness, according to Self-Determination theory.

Although the students expressed a desire to participate in similar Makerspaces in the future, their current involvement had only a moderate effect on their future study choices. Nevertheless, the Blended Learning Makerspace approach has the potential to positively influence students' attitudes towards learning and facilitate their development of important psychological factors associated with academic success, which could have significant implications for STEM education in secondary schools.

Keywords:

Arduino, Makerspace, Blended Learning, Self-Determination theory, STEM, Secondary Education.