THE INVESTIGATION OF THE EFFECTS OF ROBOTIC-ASSISTED PRACTICES IN TEACHING RENEWABLE ENERGY SOURCES TO SEVENTH-GRADE STUDENTS IN SECONDARY SCHOOL

Abstract

: The purpose of the study is to teach the robotics-assisted lego training sets and renewable energy sources to 7th grade students in secondary school and examine the effects of practices on academic achievement and scientific process skills of students. The research was carried out with 20 students which study in the 7th grade of secondary school. A single group pre-test-post test model which is one of the pre-test designs, was used in the study. In the research, it was tried to be taught the renewable energy sources to students by using the Lego® Mindstorms EV3 Training Kit and the Lego® Renewable Energy Kit. The practice lasted total for 20 hours as 3 stages. At the first stage, Lego® Mindstorms EV3 Training Kit and Lego® Renewable Energy Kit were introduced to the students. At the second stage of the practice solar energy related materials and at the final stage wind energy materials of the practice were ensured to be designed by students, and it was made them do activities. In the research, as a mean of collecting data, "Alternative Energy Resources Achievement Test" developed by Mercan Höbek (2014) in order to measure the success of students on the topic of renewable and non-renewable energy sources, "Scientific Process Skill Test" developed by Okey, Wise and Burns (1985) and translated and adapted to Turkish by by Geban, Aşkar and Özkan (1992) in order to determine whether there is any change in the scientific process skills of the students and "Semi-structured interview form" in order to evaluate the perspectives of students on the use of legos as a course material, were used. The data obtained in the study were evaluated through the SPSS package program. In the light of this study, it was determined how students perceive education with legos as a method oriented the subject of renewable energy sources.