Abstract:

The utilization of the Arduino microcontroller provides opportunities for inventing and developing various artifacts for everyday use, aligning with the principles of the Maker Movement. Additionally, researchers propose using Arduino to develop instruments that address infrastructural challenges in school laboratories.

Nevertheless, integrating the Maker Movement into formal science education remains a challenge. The application of Making through the use of Arduino in education is often limited to informal settings, such as after-school clubs and programs, which offer greater flexibility without the time constraints and predefined learning goals of the formal curriculum. Educators, often hesitant towards new teaching technologies, need to develop a positive stance. More specifically, according to the Technology Acceptance Model, learning technologies must be perceived as easy to use and useful to foster a positive attitude.

A partially modular laboratory instrument that only requires sensor changes could reduce the total cost, learning time, and construction time. As a result, such an instrument could be used more easily in formal educational settings. Therefore, a partially modular Arduino-based laboratory instrument was developed for teaching chemistry in junior high school, accompanied by appropriate algorithms. The instrument included an Arduino microcontroller, an LCD-I2C display, a breadboard, jumper wires, and a 9V battery. The instrument could be modified by changing the sensor and uploading the appropriate algorithm. It was portable, allowing for use in the laboratory or in the field.

During the 2022-23 school year, the instrument was used by 26 students from a Greek junior high school during three teaching interventions where they measured the temperature during water heating, the heat produced or absorbed in chemical reactions, and the salt concentration of solutions in their school’s science laboratory. After the teaching interventions, a six-item, 5-point Likert questionnaire was administered to the students, and the responses were collected electronically using Google Forms. They perceived the instrument as easy to construct (4.15) and easy to use (4.12). Additionally, they found it useful for collaboration (4.00), performing measurements (4.38), raising their interest (4.62), and gaining knowledge concerning laboratory procedures (4.04).

These results indicate that the partially modular Arduino-based instrument met the criteria of perceived ease of use and perceived usefulness as outlined by the Technology Acceptance Model. Consequently, it can be used to familiarize both students and educators with the utilization of Arduino within formal science education.

Keywords:

Arduino, Maker Movement, Chemistry Education.