Abstract:

In the field of science education, concepts are often introduced using mathematical formalism. However, junior high school students frequently encounter difficulties, as they need to first grasp the real-world significance of the relevant physical quantities. Experimentation can enhance students' cognitive processes by providing experiences that are more readily associated with scientific concepts than mathematical formalism.

Taking advantage of the recent emergence of educational robotics, educators have the opportunity to invent and develop a wide range of devices in a science laboratory, following the principles of the Maker Movement. The integration of Making into the typical science classroom is a subject of educational research, as it must provide learning benefits within the typical secondary education.

To investigate this, the study compared the learning outcomes by using a robotic vehicle developed with the Lego Mindstorms EV3 platform as a learning tool versus a traditional approach that involves static images, text, and mathematical calculations commonly found in school textbooks. This research was conducted with K8 students in a Greek junior high school during the school year 2022-23 for the teaching of motion in accordance with the Greek curriculum.
First, a robotic vehicle was developed in an after-school student Makerspace within the same school, incorporating a touch sensor. This vehicle offered the ability to manipulate its velocity, displacement, and the cessation of its motion through specially designed algorithms and sensor interaction.

Following the development of the robotic vehicle, two groups of students participated in the research to learn about motion. The first group, consisting of 25 students, studied motion using the robotic vehicle. Students in this group had the opportunity to propose algorithm modifications to adjust the vehicle's motion, observe the results, and conduct measurements and calculations of physical quantities. In contrast, the second group of 24 students learned the same concepts using static images, figures, text, and conducted calculations of physical quantities.

Prior to engaging in the learning activities, the students participated in an assessment to gauge their initial understanding of motion. The results indicated that the two groups did not demonstrate statistically significant differences. Following the learning activities, a second questionnaire was used to assess students' comprehension of motion concepts and their ability to perform calculations of relevant physical quantities, in which the group that utilized the robotic vehicle achieved superior results. In addition, all students were asked to complete a Likert questionnaire aimed at evaluating the intrinsic, extraneous, and germane cognitive load associated with the learning activities. The group that used the robotic vehicle reported a higher level of perceived germane cognitive load. However, there were no differences between the two groups when it came to the intrinsic and extraneous cognitive load.

These findings emphasize that utilizing the robotic vehicle effectively engages students' cognitive processes in understanding the learning material, surpassing traditional teaching methods that lack experimental components. Therefore, educational robotics can serve as a tool for hands-on experimentation in the science laboratory within the framework of typical secondary education.

Keywords:

Educational Robotics, Makerspace, Science, Secondary Education, Lego.