คู่มือการประชุมสัมมนา ปี 3

Article History
Keywords





















Topic
Teaching
the Plant Kingdom
Using Cooperative
Learning and Plants
Elements : A Case Study
with Spanish Secondary
School Students

Researcher Location Speaker

Suthathip Sitthi no.114

Carmen Fernández March 12,2022 Lalita Monin no.116
09.00-12.00 P.M.
-González At Room 1120 Kamonnat Armatthong no.128

& Building 11 Romtheera Pilong no.210
Antonio-Joaquín Sakon Nakhon
Rajabhat University _
Franco-Mariscal
Sakon Nakhon

Rajabhat University

: Piggy s Ar : Piggyarr_15 : 0934187710
: lalita_monin : 0887975902
: Lalita Monin : Bam_Suthathip : 0627800873
: Suthathip Sitthi : atomroam : 0961783505
: Romtheera Pilong



Journal of Turkish Science Education, 2021, 18(1), 17-31.
DOI no: 10.36681/tused.2021.50

Teaching the Plant Kingdom Using Cooperative Learning and Plants
Elements: A Case Study with Spanish Secondary School Students

- 1, Antonio- -Mariscal2

1 olic School. High Wycombe-UNITED KINGDOM, ORCID ID: 0000-0002-
-SPAIN, ORCID ID: 0000-0002-8704-
2087-1327

2

6065

ABSTRACT ARTICLE
INFORMATION
The plant kingdom can be learned more successfully if tasks involve direct contact with
Received:
elements of the plant world and students have the possibility of working cooperatively in 03.08.2020
Accepted:
small groups within the secondary school classroom. This paper analyses student 08.01.2021

understanding of the general and floral physiology of angiosperms within a teaching- KEYWORDS: Plant
kingdom, plant
sequence in which cooperative learning was applied to 74 Spanish secondary school
elements, cooperative
students aged 12-13 years. The influence of group work and the use of plant elements on learning, plant

learning was assessed by comparing two tasks administered individually before and after physiology, floral
physiology.
the sequence. Subsequent application of statistically significant

differences between the two milestones in favour of cooperative learning and the use of

plants. We can therefore conclude that this active method for learning the plant kingdom

enables students to get physically closer to the subject of the plant kingdom whilst

developing their scientific knowledge via group work.

Introduction

Over many years, two independent approaches with interesting advantages for learning

biology have appeared in the literature. The first approach involves performing real-life (kinesthetic)

experiences in a natural setting (Sampson, Clark, 2008) and the second involves cooperative learning,

which provides collaborative opportunities for biology students (Johnson et al., 2000; Springer et al.,

1999).

Contact with the natural environment is essential when teaching biology in order for students

to develop a thorough understanding of the subject (Rachmatullah, Ha, 2018; Sampson, Clark, 2008).

For instance, when learning about plants, students can observe, touch, and smell them, which are

important for people who live in cities to learn more about the natural environment around them (Louv,

2008). Some examples of this type of education ca Durakoglu,

2014), which seeks to use natural resources in classroom teaching processes, thereby developing socio-

natural values, which are considered necessary for comprehensive training, while working on the topics

(Ve

With regards to the use of real plants in the teaching process, people tend to ignore plants as

living organisms and underestimate them when compared to animals (Amprazis et al., 2019). This

phenomenon is known as plant blindness and can be defined as the inability to notice plants in one's

environment, recognize their importance, or appreciate their unique biological features (Wandersee,

Journal of Turkish Science Education

Schussler, 2001). The use of real plants provides students with the opportunity to understand and

experience them and prevents them from becoming plant blind. As such, it is essential for new

generations to understand the importance of plants for the planet and for humans (Jose et al., 2019).

Similarly, engagement with nature via indirect contact with involvement in certain nature-

related activities has been shown to play a role in predicting pro-environmental behaviours such as

noticing everyday nature, sharing with friends what emotions nature evoked, creating art from nature,

and eating wild plants, for example, being important for increasing nature connectedness (Richardson

et al., 2020).

In recent years, various researchers have shown the potential of cooperative learning in the

school learning process ( Doymus, 2014; Essien, 2015; Hsiung, 2012; Igel, Urquhart, 2012; Ke,

Grabowski, 2007; Tran, 2014; Tsay, Brady, 2010; Zahara, Anowar, 2010). Cooperative learning is a type

of active learning (Adams, Hamm, 1994; Johnson, Johnson, 2008) that focuses on solving problems via

team work and interstudent interactions (Ajaja, Evanwoke, 2010; Sharan, 2010). Cooperative learning

structures students into groups, with defined or undefined roles for each student, and a task for the

group to accomplish (Bernal, ). It can be defined as a methodology based on (usually)

small and heterogeneous group work in which each student works to improve their own learning and

that of the other members of the group by taking advantage of the maximum interaction between them,

with the ultimate goal that everyone learns, irrespective of their characteristics or abilities (Armstrong,

Palmer, 1998; Springer et al., 1999). Moreover, cooperative learning allows students to control their

learning, thus permitting them to actively participate in the learning process (Johnson et al., 2000).

To sum up, cooperative learning principles involve: (1) positive interdependence and

interaction, (2) individual accountability, (3) face-to-face interaction, (4) social skills, and (5) evaluation

of group processing (Altun, 2015; Johnson, Johnson, 2008; Macpherson, 2015).

Cooperative learning is not a new concept. Indeed, it dates back to the early years of the 20th

century, when Dewey stated that the role of an educator was to prepare students for democratic

citizenship by submerging them in real-world problem-solving using collaboration and their

imagination (Benson et al., 2007). This methodology enhances learning of all types of students. Thus,

when working individually, weak students are likely to give up if they get stuck, whereas when

working cooperatively they can keep going. Similarly, when faced with the task of explaining and

clarifying material to weaker students, strong students often find gaps in their own understanding and

fill them in. Moreover, when working alone, students may tend to delay completing assignments or

skip them altogether, but when they know that others are counting on them, they are motivated to do

the work in a timely manner (Felder, Brent, 2007).

Despite the availability of results from a large number of studies, controversy still exists about

the effects of cooperative learning (Lord, 2001; Watson, 1991), with teachers who attempt it frequently

encountering resistance and, sometimes, open hostility from students. Knowledgeable and patient

instructors find ways to deal with these problems (Felder, Brent, 2007; Shimazoe, Aldrich, 2010).

In our opinion, the advantages presented by these two approaches individually (real-life

experiences in a natural setting and cooperative learning) could be enhanced by using a combined

methodology for teaching/learning biology in secondary schools, an aspect that has received relatively

little attention in this field. As such, this study aims to explore 8th grade Spanish studen

understanding of the plant kingdom in a teaching sequence in which active learning is used.

Specifically, this study is intended to analyze the impact of cooperative active learning in contact with

plant elements from the natural environment.

Our hypothesis is that the use a combined methodology involving cooperative learning through

real-life (kinesthetic) experiences could help improve learning and understanding of the topic by

helping students to develop their social skills in order to become better citizens.

18

- -Mariscal, 2021

Theoretical Framework

Teaching the Natural Environment

An important aspect to highlight in the teaching of biology, especially as regards learning about

the plant world and nature, is the passivity that characterises traditional teaching when addressing this

topic in the classroom. In addition, students present some difficulties as regards understanding some

plant-related aspects, such as germination (Vidal, Membiela, 2014), pollination (Baranzelli et al., 2018)

or seeds (Jewell, 2002).

Contact between modern society and the natural environment is decreasing (Sampson, Clark,

2008), thus resulting in a decrease in the interactions between students and their natural environment.

As such, there is an urgent need to include this in the educational curriculum (Dadvand et al., 2015)

since science cannot be taught effectively without a thorough understanding and knowledge of the parts

studied.

- relating it to a

th the natural environment, which results in problems as regards the

development of children and adolescents. Different studies have demonstrated that contact with the

natural environment, and plant elements from it, helps eficit disorder

spaces for discovery where they are able to take risks and develop their imagination and their ability to
solve problems whilst improving the coexistence between them (Dadvand et al., 2015). Furthermore,
this contact with nature has been found to reduce stress, which provides them with a better ability to
manage life challenges and facilitates more interactions with friends and neighbours (Wells, Rollings,
2012). This contact with the environment is very important when studying the plant kingdom. The
literature shows that learning is done through interaction of the student with the environment, making
direct reference to the plant elements that form pa
(Durakoglu, 2014), such as the cultivation of plants and the care of farm and domestic animals, is a clear
example of this. In short, performing outdoor play activities has a positive impact on learning
(Giardiello, 2013). Consequently, children who grow up observing animals and plants develop a
conscience for those organisms whilst increasing their love and respect for nature and living things in
general. At the same time, students could gain a new point of view in which plants are seen to be living
organisms that are important for us and for the planet (Jose et al., 2019).

Cooperative Learning in Science Education

performance in
science education (Bara, Xhomara, 2020; Freeman et al., 2014; Mujassam et al., 2018; Okur, Doymus,
2014). Thus, the literature shows that students achieve better academic success in science in general
(Arbab, 2003; Zakaria, Iksan, 2007), and in biology in particular (Lord, 1998; Watson, 1991). Moreover,
this methodology helps to enhance both the understanding of biological knowledge and scientific skills
(Chatila, Husseiny, 2017), and developing positive attitudes in this field (Rabgay, 2018).

The study by Lord (2001), which analyses 300 articles concerning teaching science using
cooperative learning, is a reference work in the field of biology teaching and concludes that the use of
this methodology allows the development of scientific thinking and attitudes, a better understanding
of instructions, evaluation, values, the learning environment, and practical skills and social skills, and
enhances all these aspects, thereby improving scientific reading and writing skills and modelling real
life learning in women and men equally. According to Day & Bryce (2013), interstudent communication,
organization, self-esteem and confidence building are some of the social skills which can be developed
through cooperative learning. Similarly, this method creates sensitive students who are able to reflect
on the real world from a scientific viewpoint (Zakaria, Iksan, 2007). Moreover, in science lessons,
students will be able to develop higher-order critical thinking skills and independent thinking, thus

19

Journal of Turkish Science Education

giving them the opportunity to explore new ideas proposed by peers who share their views, and
improve their scientific problem-solving skills and their collaborative work capacity (Abdurramhan, et
al., 2019; Ajaja, Evanwoke, 2010; Shimazoe, Aldrich, 2010). This is possible thanks to the multidirectional
dialogues based around scientific content and the group work that enables learning interactions
between the students (Day, Bryce, 2013; Gillies, 2006).

Active teaching-learning techniques cover a wide range of activities on a continuum from
simple to complex tasks (Van Amburgh et al., 2007). One interesting proposal for cooperative learning
in a biology class is known as Student Team Learning (STL) (Slavin, 1995). This method is based on
stud
increases the motivation of students, and therefore their engagement and academic achievement (Gul,
Shehzad, 2015). It also encourages students to develop other social behaviors, such as team-based skills,
mutual interdependence and the skills to build a coherent and integrated identity (Khan, Inamullah,
2011). Specifically, in science education, this method improves science process skills and enhances the
teaching of higher-order thinking skills and team-based skills (Frame et al., 2015).

STL techniques are chosen depending on the needs of the specific group of students and the
subject. One interesting technique is the Student Teams-Achievement Division (STAD) (Felder, Brent,
2001), in which the teacher presents certain skills or content to students, then they subsequently work
as a team to ensure that everyone has learned what the teacher presented by using different worksheet
or exercises proposed by the teacher. Finally, a test is administered individually to check the
improvement of each student. The final score is a compendium of aspects they have worked on as a
group and individually (Slavin, 1995).

Despite the popularity of cooperative learning, Benne
comparatively few details are known about their use and effects of small group discussions in high
school science teaching. According to Bennett et al. (2010),
coherent arguments, and demonstrate a low level of engagement with tasks
purposefully, and understanding improves most, when specifically constituted such that differing views are
represented, when some form of training is provided for students on effective group work, and when help in

For these reasons, a new empirical study with high school students is presented in this paper
since we cannot be sure that the collaborative learning plus use of plants approach will work given that
prior research evidence is not clear.

Methods

This study was performed from a qualitative and quantitative perspective, with a case-study
design (Yin, 2003).

Participants

This paper reports a case study about the plant kingdom using STAD as cooperative active
learning

venience sampling, in which
participants were selected on the basis of their easy accessibility, was used since the lead author of this
paper was teaching biology to these students. Students were assigned to three groups, two of them

ranged from 12 to 13 years. There were five different nationalities in the group (82% Spanish). The
economic level of the families differed markedly between students, thus forming a highly
heterogeneous group in terms of this variable.

20

- -Mariscal, 2021

A Teaching Sequence about the Plant Kingdom

The teaching sequence meets the curriculum objectives in Spain (MECD, 2015), which can be
summarised into the learning objectives shown in Table 1 using the three major categories proposed by

Table 1

Learning Objectives of the Teaching Sequence

Learning Sequence Content as Student Learning Outcomes: Students Task
Objectives Will Be Able To
Category
(Hodson, 1992) 1.1 Know the different types of plants. 1, 4
Learning Science 1.2 Understand the vital functions of nutrition and
5, 6, 7
Doing Science reproduction in plants.
1.3 Understand the main characteristics of plant physiology 4
Learning about
Science (leaves, roots, stems). 8
1.4 Know the different parts of angiosperm flowers and 2,3

their functions. 2, 11
1.5 Know the basic characteristics of the scientific 5, 6, 7, 9, 12

methodology in research on plant germination. 2, 3
2.1 Obtain information about germination of a plant.
2.2 Explain the processes of nutrition and reproduction of 8, 9, 12

plants. 8
2.3 Propose a hypothesis, collect data and present results
1, 11
about plants. 1, 10, 11
2.4 Prepare schemes, explanatory drawings and diagrams
10, 11
about the different parts of plants and angiosperm
flowers.
2.5. Perform a floral dissection.
3.1 Be sensitive about plants.
3.2 Take actions that favour the conservation of plants.
3.3 Demand plant elements and organisms in their daily
life.

The teaching sequence was taught in 10 1-hour lessons in which a total of 12 tasks (1 to 12) were
performed, along with four evaluation tasks (A, B, C and D). The tasks in the teaching sequence are
summarized in the concept map shown in Figure 1, which also includes the evaluation tasks used as
pre- and post-test (see upper left corner in Figure 1).

The 12 tasks were divided into the following plant-related topics (Figure 1): presentation of the
plant kingdom using real plants; research on plant germination, diversity and physiology; plant
nutrition; plant reproduction; angiosperm floral physiology; summary of important ideas about plants;
and plant curiosities. The different learning outcomes for each task can be seen in Table 1. Figure 1 also
includes icons for some tasks. Thus, the leaves icon refers to the term plant elements, which indicates
that real plants were used during the task, the single-person icon is associated with activities that
students performed individually, and the three-person icon indicates activities with cooperative
learning. Thus, students used plants and plant elements in tasks 1, 4, 8 and 12, and worked in groups of
four students in tasks 4, 5, 6 and 8. Students worked individually in all evaluation tasks, and plants were
only used in tasks A and B.

21

Journal of Turkish Science Education

Figure 1
Concept Map of the Teaching Sequence Concerning the Plant Kingdom

Data Collection Instruments

Data were collected from the students during the evaluation tasks proposed at two milestones

in the teaching sequence (before and after, milestones 1 (pre-test) and 2 (post-test), respectively) in order

to gain an idea of performance in some of the contents considered to be important to the plant

kingdom learning process (plant physiology and floral physiology) and the possible influence of

cooperative learning and the use of real-life plants. This instrument was designed ad hoc on the basis

of the curricular objectives (MECD, 2015).

Prior to the teaching sequence (milestone 1), two tasks (A and B) involving plants were

proposed individually, one related to plant physiology and the other to flower physiology (see

description in Table 2, tasks A and B). Students worked independently on a diagram for plant

physiology and plant reproduction in milestone 1.

During the teaching sequence, the same activities were again carried out but, this time, in a

cooperative manner in a group during tasks 4 and 8, respectively. These tasks were subsequently

corrected in class. The cooperative learning method was addressed in the following way in those tasks:

(a) In task 4, related to plant physiology, each group chose two plants, thus allowing all the group

the opportunity to observe plants.

(b) Each group then had to choose one of the angiosperm or gymnosperm plants observed, draw

the plant and, using information given by the teacher, label different parts and write some

information about them.

22

- -Mariscal, 2021

Table 2

Tasks and Objectives in the Two Different Milestones of the Intervention

Content Sequence Content as Milestone 1 Milestone 2
Plant Student Learning
Physiology Outcomes: Students Will Task A. Each student Task C. Students were
Be Able To should choose one plant asked to draw a diagram of
Floral 1.1 Know the different from a group of different an angiosperm plant, label
Physiology angiosperms, its parts and explain their
kinds of plants. gymnosperms, mosses and characteristics (Figure 2,
1.3 Understand the main ferns that the teacher right)
brings to the classroom in
characteristics of plant pots or in pieces from the Task D. Students were
physiology (leaves, trees. Students have to asked to complete the
roots, stems). observe, study and label names of all the parts of a
2.4 Prepare schemes, them with the different flower in a scheme (Figure
explanatory drawings parts (leaves, roots, stem), 3, right).
and diagrams about prepare a drawing and
different plant parts. write a brief explanation
3.1 Be sensitive about of them (Figure 2, left).
plants. Task B. Students should
do a flower dissection.
1.2 Understand the vital They have to separate each
function of part of the flower and stick
reproduction in plants. them on a piece of paper
to label them correctly.
1.4 Know the different (Figure 3, left).
parts of angiosperm
flowers and their
functions.

2.4 Prepare schemes,
explanatory drawing
and diagrams about
angiosperm flowers.

2.5. Perform a floral
dissection.

3.1 Be sensitive about
plants.

(c) In the session about flower physiology (task 8), after a brief explanation of angiosperm flowers,
and with the support of a labelled diagram on the board, each group had to separate the
different parts of an angiosperm flower, stick them on a piece of paper and label them correctly.
Finally, after the sequence (milestone 2), two individual tasks (C and D, Table 2) were proposed

involving the same knowledge but without the use of plant elements and slightly different statements,
in order to determine whether students were able to transfer their learning to another context.

Students were given 1 hour to perform the evaluation tasks proposed for each milestone and
were not allowed to use classroom notes to resolve them. Figures 2 and 3 show some examples of the

23

Journal of Turkish Science Education

Figure 2
roductions in Tasks A and C on Plant Physiology at Milestones 1 (left) and 2 (right)

Figure 3

asks B and D on Floral Physiology at Milestones 1 (left) and 2 (right)

Data analysis

The results from tasks A, B, C and D were analysed by categorising the responses given into

three levels of learning: informed, transitional and

The categories used during analysis of the plant physiology task were:

(a) Informed level: The student is able to identify all angiosperm plant parts and their functions.

(b) Transitional level: The student is able to identify some parts of the plant and/or some of its

functions.

(c) level: The student is not able to identify the parts of the plant or their functions.

The categories used for floral physiology were:

(a) Informed level: The student knows and is able to identify all parts of the angiosperm flower.

(b) Transitional level: The student knows and is able to identify only some parts of the angiosperm

flower.

(c) Na level: The student does not know and is not able to identify any part of the angiosperm

flower.

The effectiveness of the cooperative learning task and the use of real-life plants were studied in

two ways. Thus, an initial study analysed the evolution of the level of learning shown (informed,

transitional or ) by all students at the two intervention milestones. A second analysis studied the

(informed, transitional or ) before

24

- -Mariscal, 2021

and after the teaching sequence. It was found that some students improved their learning to some

degree ( maintained their learning (

to transitional; or informed to informed) or became worse (transitional to ).

In addition,

the two milestones using the statistical software package SPSS 21.0.

Findings

Plant Physiology

The results of the two milestones for the plant physiology task are shown in Figure 4. These

results seem to indicate that the task carried out in cooperative learning with plant elements from the

natural world produces a significant improvement in the learning of this topic. Thus, before the

sequence, 100% of students had a transitional/ level of knowledge on this topic, while at the end

of the sequence 56.7% (42/74) of them achieved an informed level.

Figure 4
Plant Physiology Results

Plant physiology task

Frequency of students 60

50

50 42
40

30 24 Milestone 1
Milestone 2
19

20 13

10 Transitional

0

0
Informed

Levels of knowledge

The study of the evolution of the level of learning between the two milestones revealed

advances in learning in most cases (Table 3). Thus, most students (37.8%) changed their levels of

knowledge from transitional to informed, and 18.9% started with a level and finished the sessions

with an informed level. Similarly, 6.8% increased their level from to transitional. It should be

noted that only 10.8% of students worsened their learning, moving from transitional to .

25

Journal of Turkish Science Education

Table 3

Changes in Levels of knowledge between milestones 1 and 2 for plant and floral physiology tasks

Changes between Evolution of learning process Plant Floral
levels of knowledge Physiology Physiology
Task (N = 74) Task (N = 74)
to Students keep their learning
to transitional Students improve their learning percentages (%) percentages
to informed Students improve their learning (%)
Transitional to 6.8 5.4
Transitional to transitional learning worsens 6.8 12.2
Transitional to informed Students keep their learning 18.9 13.5
Informed to Students improve their learning 10.8 2.7
Informed to transitional 18.9 20.3
Informed to informed learning worsens 37.8 44.6
Students keep their learning 0.0 0.0
0.0 0.0
0.0 1.3

Flower Physiology

In a similar way, students improved remarkably in their learning in the area of floral physiology

(Figure 5) since 100% of participants had a transitional/ level of knowledge at milestone 1, whereas

59.4% (44/74) reached an informed level at the end of the intervention.

Figure 5
Floral Physiology Results

Flower physiology task

Frequency of students 60

51

50 44

40

30 24 23 Milestone 1
20 Milestone 2

10 6

0

0

Informed Transitional

Levels of knowledge

As can be seen from Table 3, 44.6% of students changed their level of learning from transitional

to informed, 13.5% started with a level and finished the teaching sequence with an informed level,

and 12.2% of participants increased their level from to transitional. Only 2.7% of students suffered

a setback in their learning, moving from a transitional to a .

26

- -Mariscal, 2021

Global results

in favour
of the second milestone. These results indicate the effectiveness of the tasks proposed (cooperative
learning with elements of the plant world), which allowed students to successfully solve a similar task
individually.

Discussion and Conclusion

cooperative group-learning tasks (plant physiology and flower dissection) with plant elements allowed
them to better understand the different aspects and parts of plants and flowers. This allows them to
recognize the different elements in both structures and to design or understand a diagram with both
structures, thereby confirming the starting hypothesis. These results are in line with previous studies
(Chatila,
performance and their attitude towards biology, thereby improving their level of interest,
understanding, and satisfaction, and their perception of biology as a less difficult subject.

A second important aspect to consider relates to the capacity of students to work in groups in a
productive manner, being respectful and discussing with each other in order to find the best way to
perform and complete the different diagrams to reach a common outcome that all of them agree with.

entific knowledge by
favouring reasoned and consensual decision-making when performing the tasks after taking into
consideration the different viewpoints of each student. This also helps to enhance critical thinking of
biological concepts (Lord, 2001).

The teaching sequence presented can be considered as a successful experience. However, it is
not free from drawbacks if other teachers wish to put it into practice, since it requires some materials,
such as plant elements, that are not usually found in schools. Collaborations between schools,
universities and botanical gardens (Zhai, Dillon, 2014) are a good way to provide interesting cooperative
learning activities with plant elements in high schools.

In summary, these active learning group activities have allowed students to learn: (1) The
different parts of a plant and the implications of each part, (2) the different parts of a flower and the
position of them in the flower, (3) to work in groups and to respect each other in order to finally be able
to achieve a common aim. Moreover, these tasks allow students to learn about plant and floral
physiology, as they are opening their minds to a collaborative way of working with people around them
that they may never have experienced previously, while giving them the opportunity to develop their
social skills (Lord, 2001) and perhaps even reduce their levels of anxiety (Oludipe, Awokoy, 2010).

However, as seen from the results, it is also possible that some students do not benefit from this
learning method (Shimazoe, Aldrich, 2010). Those students whose level does not improve or, even,
decreases could have cognitive problems or problems socialising. Future research may include a prior
study to classify students depending on their learning levels, which would allow heterogeneous groups
with students from all the different cognitive levels to be organised (Felder, Brent, 2007). Moreover,
students with different needs should have specific differentiated tasks in order to give them all the tools
they need to allow their maximum effort to be reflected in their results. The motivation for students
should be promoted via the use of games, quizzes or any activities that could give them an extra reward
when learning about plants in order to increase the interest and to make the topic even more attractive.

In conclusion, we can state that a combined method involving cooperative learning and the use
of plant elements is an effective methodology for the development and understanding of biology in
high school students, as suggested by previous studies that used cooperative learning (Altun, 2015; Day,
Bryce, 2013; Slavin, 1995; Tran, 2014; Zakaria, Iksan, 2007) or contact with the natural environment
separately (Dadvand et al., 2015; Jose et al., 2019; Wells, Rollings, 2012).

27

Journal of Turkish Science Education

development of all skills in this combined methodology within secondary school science education
lessons in order to complete this type of analysis.

Acknowledgements

This work forms part of the R&D project with reference PID2019-105765GA-I00, entitled

of Science and Innovation of the Spanish Government in the 2019 call.

References

Abdurramhan, A., Setyaningsih, C. A., & Jalmo, T. (2019). Implementating multiple representation-
based worksheet to develop critical thinking skills. Journal of Turkish Science Education, 16(1), 138-
155. DOI:10.12973/tused.10271a

Adams, D. M., & Hamm, M. (1994). New designs for teaching and learning. Jossey-Bass Inc.
Ajaja, O. P., & Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior secondary

science. Electronic Journal of Science Education, 14(1), 1-
18.

academic achievement in physics. Journal of Turkish Science Education, 11(4), 17-30. DOI:
10.12973/tused.10124a

and technology course. International Electronic Journal of Elementary Education, 7(3), 451-468.

Amprazis, A., Papadopoulou, P., & Malandrakis, G. (2019).

of plants as living things: a research in the primary schools context. Journal of Biological Education.

DOI: 10.1080/00219266.2019.1667406

Arbab, S. (2003). Effects of Cooperative Learning on General Science Achievement of 9th Class Students.

Unpublished Master Dissertation. PAF College of Education for Women.

Armstrong, S., & Palmer, J. (1998). Students teams achievement divisions (STAD) in a twelfth grade

classroom: effect on student achievement and attitude. Journal of Social Studies Research, 22(1), 3-

6.

iro, G., Maubecin, C. C., Paiaro, V., Renny, M.,

Rocamundi, N., Sazatornil, F., Pivatto, M. S., & Soteras, F. (2018). Natural partners: a didactic

proposal to understand the relevance of the mutualistic flower-pollinator interaction.

de las Ciencias, 36(1), 181-200. DOI: 10.5565/rev/ensciencias.2239

Bara, G., & Xhomara, N. (2020). The effect of the student-centered teaching and problem-based learning

on academic achievement in science. Journal of Turkish Science Education, 17(2), 180-199. DOI:

10.36681/tused.2020.20

Bennett, J., Hogarth, S., Lubben, F., Campbell, B., & Robinson, A. (2010). Talking science: The research

evidence on the use of small group discussions in science teaching. International Journal of Science

Education, 32(1), 69-95. DOI: 10.1080/09500690802713507

Benson, L., Harkavy, I. R., & Puckett, J. L. (2007). Dewey's dream: Universities and democracies in an age of

education reform: Civil society, public schools, and democratic citizenship. Temple University Press.

Bernal, M., & Mar Revista

, 14, 101-106.

Chatila, H., & Al Husseiny, F. (2017).

and practice of scientific skills in Biology. Journal of Education in Science, Environment and Health,

3(1), 88-99. DOI: 10.21891/jeseh.280588

28

- -Mariscal, 2021

Green spaces and cognitive development in primary schoolchildren. Proceedings of the National

Academy of Sciences, 112(26), 7937-7942. DOI: 10.1073/pnas.1503402112

Day, S. P., & Bryce, T. G. (2013). The benefits of cooperative learning to socio-scientific discussion in

secondary school science. International Journal of Science Education, 35(9), 1533-1560. DOI:

10.1080/09500693.2011.642324

Durak nteraction with nature

according to Maria Montessori. Anthropologist, 18(2), 309-313. DOI:

10.1080/09720073.2014.11891548

Essien, A. M. (2015). Effectiveness of cooperative leaning methodology in improving students' learning

attitudes towards English language. International Journal of Arts & Sciences, 8(2), 119 127.

Felder, R. M., & Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation &

Collaboration in College Teaching, 10(2), 69-75.

Felder, R. M., & Brent, R. (2007). Cooperative learning. In P. A. Mabrouk (Ed.), Active Learning: Models

from the Analytical Sciences, (pp. 34-53). ACS Publications.

Frame, T. R., Cailor, S. M., Gryka, R. J., Chen, A. M., Kiersma, M. E., & Sheppard, L. (2015). Student

perceptions of team-based learning vs traditional lecture-based learning. American Journal of

Pharmaceutical Education, 79(4), 51. DOI: 10.5688/ajpe79451

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P.

(2014). Active learning increases student performance in science, engineering, and mathematics.

Proceedings of the National Academy of Sciences, 111(23), 8410-8415. DOI: 10.1073/pnas.1319030111

Giardiello, P. (2013). Pioneers in early childhood education: The roots and legacies of Rachel and Margaret

McMillan, Maria Montessori and Susan Isaacs. Routledge.

learning. British Journal of Educational Psychology, 76(2), 271-287. DOI: 10.1348/000709905X52337

Gul, F., & Shehzad, S. (2015). Effects of cooperative chievement. Journal

of Education and Learning, 9(3), 246-255. DOI: 10.11591/edulearn.v9i3.2071

Hodson, D. (1992). In search of a meaningful relationship: an exploration of some issues relating to

integration in science and science education. International Journal of Science Education, 14(5),

541 562. DOI: 10.1080/0950069920140506

Hsiung, C. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119

137. DOI: 10.1002/j.2168-9830.2012.tb00044.x

Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16

21. DOI: 10.1080/00940771.2012.11461816

Jewell, N. (2002). s of seed. Journal of Biological Education, 36(3), 116-122.

DOI: 10.1080/00219266.2002.9655816

Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The Annual Report

of Educational Psychology in Japan, 47, 29-30.

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.

University of Minnesota.

Jose, S. B., Chih-Wu, H., & Kamoun, S. (2019). Overcoming plant blindness in science, education and

society. Plants, People, Planet, 1(3), 169-172. DOI: 10.1002/ppp3.51

Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: Cooperative or not? Journal of

Educational Technology, 38(2), 249 259. DOI: 10.1111/j.1467-8535.2006.00593.x

Khan, G. N., & Inamullah

academic achievement of students. Asian Social Science, 7(12), 211-215. DOI:

10.5539/ass.v7n12p211

Lord, T. (1998). Cooperative learning that really works in biology teaching. The American Biology Teacher,

60, 580 588. DOI: 10.2307/4450554

Lord, T. (2001). 101 Reasons for using cooperative learning in biology teaching. The American Biology

Teacher, 63(1), 30-38. DOI: 10.2307/4451027

29

Journal of Turkish Science Education

Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Workman Publishing

Company.

Macpherson, A. (2015). Cooperative learning group activities for college courses. Kwantlen Polytechnic

University.

Real Decreto 1105/2014, de 26 de diciembre, por

.

3, de 3 de enero de 2015.

Mujassam, S., Renita, G. M., & Allo, A. Y. T. (2018). Activity and progress of learning with to stay two

stray (TS-TS) cooperative model on harmonic vibration. Journal of Turkish Science Education,

15(special issue), 59-66. DOI: 10.12973/tused.10257a

Okur, N., & Doymus, K. (2014). The effect of different methods of cooperative learning model on

academic achievement in physics. Journal of Turkish Science Education, 11(4), 17-30. DOI:

10.12973/tused.10124a

Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction

Journal of Turkish Science Education, 7(1), 30-36.

Rabgay, T. (2018). The effect of using cooperative learning method on tenth grade students' learning

achievement and attitude towards biology. International Journal of Instruction, 11(2), 265-280. DOI:

10.12973/iji.2018.11218a

Rachmatullah, A., & Ha, M. (2018). Does experiencing fieldwork strengthen or dampen Indonesian

preservice biology tea -reported behaviour towards environment? Journal

of Turkish Science Education, 15(2), 39-53. DOI: 10.12973/tused.10229a

Richardson, M., Passmore, H. A., Barbett, L., Lumber, R., Thomas, R., & Hunt, A. (2020). The green care

code: How nature connectedness and simple activities help explain pro-nature conservation

behaviours. People and Nature, 2(3), 821-839. DOI: 10.1002/pan3.10117

Sampson, V., & Clark, D. B. (2008). Assessment of the ways students generate arguments in science

education: Current perspectives and recommendations for future directions. Science Education,

92(3), 447-472. DOI: 10.1002/sce.20276

Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic

practice. European Journal of Education, 45(2), 300-313. DOI: 10.1111/j.1465-3435.2010.01430.x

Shimazoe, J., & Aldrich, H. (2010). Group work can be gratifying: Understanding & overcoming

resistance to cooperative learning. College Teaching, 58(2), 52-57. DOI: 10.1080/87567550903418594

Slavin, R. E. (1995). Cooperative learning theory, research and practice. United States of America.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates

in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational

Research, 69(1), 21-51. DOI: 10.3102/00346543069001021

Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge

retention. International Journal of Higher Education, 3(2), 131-140. DOI: 10.5430/ijhe.v3n2p131

Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does

working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78-

89.

Van Amburgh, J., Devlin, J., Kirwin, J., & Qualters, D. (2007). A tool for measuring active learning in the

classroom. American Journal of Pharmaceutical Education, 71(5), 85. DOI: 10.5688/aj710585

Latin American

Journal of Educational Studies (Colombia), 1(1), 116-124.

Vidal, M., & Membiela, P. (2014). On teaching the scientific complexity of germination: a study with

prospective elementary teachers. Journal of Biological Education, 48(1), 34-39. DOI:

10.1080/00219266.2013.823881

Wandersee, J. H., & Schussler, E. E. (2001). Towards a theory of plant blindness. Plant Science Bulletin,

27(1), 2 9.

30

- -Mariscal, 2021
Watson, S. B. (1991). Cooperative learning and group educational modules: Effects on cognitive

achievement of high school biology students. Journal of Research in Science Teaching, 28(2), 141-146.
DOI: 10.1002/tea.3660280205
Wells, N. M., & Rollings, K. A. (2012). The natural environment in residential settings: Influences on
human health and function. In S. D. Clayton (Ed.), The Oxford Handbook of Environmental and
Conservation Psychology. Oxford University Press.
Yin, R. K. (2003). Case study research. Design and methods. (3rd. ed). Sage Publications.
Zahara, A., & Anowar, M. H. (2010). A comparison of cooperative learning and conventional teaching

Procedia-Social and Behavioral Sciences
Journal, 9, 53 62. DOI: 10.1016/j.sbspro.2010.12.115
Zakaria, E., & Iksan, Z. (2007). Promoting cooperative learning in science and mathematics education:
A Malaysian perspective. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 35-
39. DOI: 10.12973/ejmste/75372
Zhai, J., & Dillon, J. (2014). Communicating science to students: Investigating professional botanic

lk during guided school visits. Journal of Research in Science Teaching, 51(4),
407-429. DOI: https://doi.org/10.1002/tea.21143

31





1International Program on Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia,
Indonesia
2Department of Physics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia

*Corresponding Author. [email protected]

ABSTRACT In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in
the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in a
meaningful learning activity. STEM project-based learning is one of the alternative teaching strategies that engaged students in
meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in
the topics of light and optics. The study used qualitative research with the narrative design. Data collection technique that used
is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia.
The sample consists of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity
Product Analysis Matrix (CPAM). There are three creativity dimensions that used in this study which are resolution, elaboration
and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM
project-based learning give a good impact on students' creativity. STEM project-based learning can be used as alternative teaching
strategies in Junior Secondary School.
Keywords STEM Project-based learning, Students’ creativity, Light and optics

1. INTRODUCTION Students will learn better if they are engaged in meaningful
The advance of technology can produce competition in learning activity (Fortus et al., 2005).

several life aspects, especially in education. The Science, Technology, Engineering and Mathematics
competition makes some countries change their education (STEM) education has potential to improves the quality of
system and strategies that involving technology in the education. STEM education integrates the contents and
learning process. The use of technology in the learning skills with science, technology, engineering, and
process can be seen in the utilization of technology in mathematics. Therefore, Asmuniv (2015) stated that
making students’ project. Students are more excited when STEM education can improve the quality of human
making a project that involves the technology by resource with interdisciplinary in preparing students career.
constructing the power point which includes the byte, STEM gives an opportunity for students to understand
video clips, picture, text, and animation in the slide. real-world problems based on those interdisciplinary
Students identified that working with technology is easier subjects (Dugger, 2010). Interdisciplinary STEM aims to
and possible for students to work quickly and efficiently emphasize the importance of 21-century skill development
(Heafner, 2004). such as adaptation skill, social skill, communication skill,
problem-solving skill, and self-development (Bybee, 2010).
Regarding that technology is important in this modern
era, the education system should prepare students with the Science (S) explains the existence of objects and events,
skills that need in facing the advance of technology. The the laws and principle of these objects and events, and the
students’ skills in Indonesia do not really satisfy the skills relationship between them (Capraro, Capraro, & Morgan,
needed in facing the advance of technology if the learning 2013). Technology is an innovation and modification of
process only based on teacher-centered. In some school, natural environment to produces things that needed and
teacher-centered is commonly found in the learning
process. The learning process itself is still in the form of Received: 5 October 2018
direct transfer of knowledge from teacher to students.
Revised: 26 December 2018
a
Published: 11 January 2019

© 2019 Indonesian Society for Science Educator 50 J.Sci.Learn

desired by a human (Dugger, 2010). Technology (T) maybe result. The stage of evaluation required the teacher to gives
e-books, or online encyclopaedia which gives students the evaluation or suggestion regarding students’ project.
direct access to find any information or sources; probes, The stage of correction was encouraged students to make
sensors and experiments sets that enable students to collect the correction according to the evaluation.

data; social networking or websites that enables students Creativity is one of 21st-century skill that needed by
access or contact the experts via online communication students in facing the advance of technology and preparing
tools; presentation or video editing software that facilitate their future career. Based on teacher interview, there still
students in making presentation; and recording or analysis many teachers who measure the cognitive aspects. From

software that enables students to extend their capabilities this case, there is an indication that students have a lack of
(Bruce & Levin, 1997). Engineering (E) is research and skills, especially in creativity. Teachers have not trained
development based on science in order to manufacture students to strengthen their creativity. Even though, the
certain products to solve problems (Capraro, Capraro, & curriculum that was developed is more emphasized in the

Morgan, 2013). Engineering in STEM project-based creativity aspect. Creativity is one of important skill that
learning can be called the design process. Mathematics (M) should be fostered by students (Dawes & Wegerif, 2004).
defined as an abstract representational system used in the Creativity refers to the creation of a novel and appropriate
study of numbers, shape, structure and change, and the response, product, or solution to an open-ended task

relationship between these concepts (Capraro, Capraro, & (Amabile, 2012). If the creativity relates to the learning and
Morgan, 2013). technology it will produce a high quality of work. In the
recent study show that technology allows the students to
Several studies have been observed about the STEM construct several media that can help them to produce high
field in some cases. Previous studies have been measured
quality of work in the creativity context (Loveless, 2002).
pre-service science teachers interest in STEM career by STEM project-based learning has a chance to give a
interest survey (Winarno, Widodo, Rusdiana, positive impact in creativity because students will develop
Rochintaniawati, & Afifah, 2017); the attitude of pre- their own idea to create the product.
service science teacher regarding STEM area (Winarno et
Various studies have been proved that STEM project-
al., 2018); students’ problem-solving skill and students’ based learning gives effects in several aspects. STEM
creativity based on girls’ interest in STEM subject field project-based learning has been measured students’
(Cooper & Heaverlo, 2013); students’ STEM literacy by creativity in aspects of adventurousness, curiosity,
conducting STEM learning using Arduino-Android Game
imagination and challenge (Lou, Chou, Shih, & Chung,
(Yasin, Prima, & Sholihin, 2018); and students’ science 2017); Students' learning attitude through multi-function
process skills, students’ science concept and students’ electric vehicle (Tseng, Chang, Lou, & Chen, 2013);
science content knowledge for gifted elementary students Students’ science achievement through the implementation
in the involvement of STEM (Robinson, Dailey, Hughes,
of latent growth modelling (Erdogan & Capraro, 2016);
& Cotabish, 2014). Students’ imagination and STEM knowledge development
STEM project-based learning is one of learning model for female high school students (Lou, Tsai, Tseng, & Shih,
2014); Academic achievement for high, middle, and low
that can be used to satisfy the needs of STEM education
and prepare students in facing the advance of technology. achievers (Han, Capraro, & Capraro, 2014); and perception
of pre-service and in-service teachers regarding the
STEM project-based learning is the project-based model implementation of STEM project-based learning in science
that integrate Science, Technology, Engineering and class (Siew, Amir, & Chong, 2015).
Mathematics (STEM) in curriculum design (Lou, Tsai, &
Tseng, 2011). The design process and interdisciplinary of Students creativity through STEM project-based
learning has been conducted in the previous study. The
instruction make STEM project-based learning is unique. previous study investigated four dimensions of creativity in
The design process of STEM project-based learning starts aspects of adventurousness, curiosity, imagination and
with preparing well-defined outcome by setting the
objective and planning the summative assessment of the challenge in the concept of density, buoyancy, fluid, heat
transfer and thermal energy (Lou, Chou, Shih, & Chung,
project. Then, students will be given the ill-defined task 2017). For further identification, this study will investigate
that expresses their ideas to solve a complex problem with students creativity with another three dimensions of
a different solution (Capraro, Capraro, & Morgan, 2013).
creativity. The three dimensions of creativity that used are
Based on the study of Lou, Chou, Shih, & Chung resolution, elaboration, and novelty, while the concept that
was chosen is light and optics. Therefore, the aims of this
(2017), there are 5 stages of STEM project-based learning study are to investigate the effect of STEM project-based
that can be adopted for the teacher. The stage of
preparation is guiding students to understand the theme, learning on students’ creativity in the concept of light and
scope, and problem. The stage of implementation required optics.

students to produce a project according to their design
drawings and conducted the actual test. The stage of
presentation is requiring students to present the project

DOI: 10.17509/jsl.v2i2.13271 51 J.Sci.Learn

Table 1 Population and sample 2013 is implemented as the curriculum in this school. The
population of this study is 8th-grade students between 14
Population Sample N Percentage Total until 16 years old. About 25 students that consist of 13
(%) (%) males and 12 females are selected as sample. The sampling
8th Grade Male 13 52 100 technique that used was purposive sampling which requires
Students Female 12 the researcher to uses a personal judgment and believes to
48 choose the samples (Fraenkel, Wallen, & Hyun, 2012). 8th-
grade students in this school are categorized as the high,
2. METHOD medium and low achievement. Thus, researcher considered
sample who have the medium achievement. The sample
The study used qualitative research with the narrative and population are represented in Table 1.
design. Narrative research designs are one of the qualitative
procedures where researcher describes the things that The research instrument was used to collect the data
happened during class, then collects and explains stories needed in this study. Research instrument that used is
creativity product analysis matrix (CPAM) that was
about students’ lives and experience in the form of developed by Besemer and Treffinger (1981). The data that
narratives (Creswell, 2012). Data collection technique that was collected from students’ creativity is based on a
used is observation. In collecting data, the researcher has a creative product that was made by students during STEM
role as non-participant in the study. In non-participant project-based learning activity. The students’ creativity is
scored by 1 until 3 scales for each criterion of creativity.
observation study, the researcher only watches and observe The criterion that used is valuable, useful, well-crafted,
the activities in the class and not directly involves in the expressive, original and novelty. The creativity product
observed situation. analysis matrix (CPAM) can be shown in Table 2.

This study is conducted in one of Junior Secondary
School that is located in Bandung, Indonesia. Kurikulum

Table 2 Instrument for creative product analysis matrix (CPAM)

Creative Criterion 1 Score 3
Dimension 2 High level of germinal:
The product is inspiring others
Novelty Germinal The lower level of germinal: Medium level of germinal: to try something new by
directly give ideas to develop
The product is inspiring The product is inspiring others to more product design
others with the creation try something new
High level of originality:
Original The lower level of originality: Medium level of originality: The product idea comes from
Resolution Valuable Students mostly use the Students use the previous finding their own understanding
previous finding as their as their idea, but they make a
Useful product idea modification of the product High level of Valuable:
The product is compatible with
The lower level of Valuable: Medium level of Valuable: the purpose and relates to the
The product is not The product is compatible with concept
compatible with the purpose the purpose and not relates to the
and not relates to the concept High level of Usefulness:
concept The product can be used
The lower level of Medium level of Usefulness: continuously without any
Usefulness: The product can be used requirement
The product can be used continuously with a certain
once requirement

Elaboration Well The lower level of Well Medium level of Well Crafted: High level of Well Crafted:
Crafted Crafted: The product is done well with the Students take an effort to give
Expressive The product is done well good looking design interesting product design by
using some materials
The lower level of expressive: Medium level of expressive:
The product is presented The product is presented with High level of expressive:
with lacking body language lacking body language and need The product is presented in a
and need to control speaking control speaking tone, but communicative way (using
tone, not understandable understandable effective body language and
clear voice) and understandable
manner

DOI: 10.17509/jsl.v2i2.13271 52 J.Sci.Learn

Table 3 The activities of STEM project-based learning for each stage

Meeting Stage Activity

1st Preparation Students recognize the project theme and scope

Students find the information from the internet regarding the basic concept in making project

Students discuss tools and materials that will be used

Students produce design drawing

2nd Implementation Students make the project based on the design drawing

Students conduct an actual test of their product

3rd Presentation Each group present their product and basic concept behind the product

Evaluation Teacher gives an evaluation regarding students’ product

Students conduct peer evaluation regarding another groups’ product

4th Correction Students make self-correction about the product according to suggestion and feedback

The stages used in this study consist of preparation, students already understand about the characteristic of the
implementation, presentation, evaluation, and correction
(Lou, Chou, Shih, & Chung, 2017). This study needs fourth image, they are able to decide the proper lens that used in
constructing the mini projector. In this concept, students
meeting to finish all stages of STEM project-based were expected to determine the correct length or room of
learning, i.e. (1) First meeting, researcher conducted lens, so the mini projector will produce a real and enlarged
preparation stage which leads students to understand the
theme and scope, (3) Second meeting, researcher image. Technology (T) field in this study can be sawed in
preparation stage when students used the internet to find
conducted implementation stage which let students to any information that was needed in making a mini
create the product based on their design drawing, (4) Third projector. Furthermore, students should make their
meeting, researcher conducted presentation and evaluation
stage that give opportunities for other to give suggestion decision to select the suitable tools and materials.
Technology (T) field also can be found in the
regarding the project that are presented, and (5) Fourth implementation stage when students conducted the actual
meeting, researcher conducted correction stage which give test, this activity requires students to check whether their
students opportunity to improve their product. The
learning activities of each stage STEM Project-based mini projector is worked or not. Engineering (E) in this
study can be observed in the preparation stage when
learning can be represented in Table 3. students made their own design drawing. Design drawing
that was made by students should be suitable with the
3. RESULT AND DISCUSSION
The implementation of STEM project-based learning is concept of image formation in the lens. In order to make
students easier to construct the mini projector, students
related to the integration of Science (S), Technology (T), were expected to put detail information in their design
Engineering (E), and Mathematics (M). In this study, drawing, such as focal length, type of lens and distance of
students will make the mini projector based on the STEM
field. The integration of STEM in making mini projector the object. Mathematics (M) in this study refers to the
magnification of image that was produced by the mini
activities can be presented in Table 4. projector. Students apply the formula to calculate the
Science (S) field in this study discusses the concept of magnification of a mini projector.

the image that was formed in the lens. Before making the The result shows the qualitative data that was obtained
mini projector, students should recognize how is the image based on creativity rubric. Students’ creativity measured
based on students’ product which is making a simple
formation in both of convex lens and concave lens. If projector. The students’ creativity is assessed by using the

Table 4 The integration of STEM in making the mini projector Creative Product Analysis Matrix (CPAM) that adapted
from Besemer and Treffinger (1981). CPAM is grouped
Science Technology Engineering Mathematics into three creative dimensions which are resolution,
(S) (T) (E) (M) elaboration, and novelty. The data is obtained based on the

The Find Design Magnification criterion of each creativity dimension. Each criterion is
formation Information Drawing Calculation scored with a rubric scale from 1 until 3 based on several
requirements.
of Image from the
in Lens Internet Creativity is the creation of a novel and appropriate

Decide the response, product, or solution to an open-ended task
tools and (Amabile, 2012). Two criteria have been selected for each
three dimensions of creativity based on Besemer and
materials Treffinger (1981). Useful and Valuable criteria have been
Conduct an
selected for the resolution dimension. Valuable Criteria
Actual Test

DOI: 10.17509/jsl.v2i2.13271 53 J.Sci.Learn

Table 5 Creative product analysis matrix (CPAM) rubric

Creative Product Criteria Criterion Group 1 Group 2 Group 3 Group 4 Group 5
1 23 1 23 1 23 1 23 1 23
Novelty Germinal
Resolution Original
Elaboration Valuable
Useful
Well Crafted
Expressive

Table 6 Students’ creativity result STEM project-based learning. The recapitulation of

Creativity Dimension Ave- Cate- students’ creativity in this study can be seen in Table 6.
rage gory The result is shown that each creativity dimension has
Resolution Elaboration Novelty
76% Good different attainment. resolution dimension obtained 77%,
77% 87% 63% elaboration dimension obtained 87% and novelty

refers to how the product is judged worthy by others dimension obtained 63%. The comparison of students’
because the product fills the financial, physical, social, and creativity result for each dimension can be seen clearly in
psychological needs by the judgment, while Useful Criteria Figure 1.

refers to how the product has clear and meet the practical The average score of each dimension creativity after
application. Then, Well-crafted and Expressive criteria
have been selected for elaboration dimension. Well-crafted implementing STEM project-based learning is obtained
Criteria refers to how the product appears and has been 76% which categorized as good based on Purwanto (2009).
Based on the result of this study, students who learn light
worked or reworked with care which idea developed, while and optics through STEM project-based learning has good
Expressive Criteria defined as how should the product is
presented with the communicative way and understandable creativity. Students are trained to realize their ideas by
manner. For the last, Germinal and Original Criteria was designing and constructing the product in STEM project-
based learning. Thereby, students were given the
chosen for novelty dimension. Germinal Criteria defined as opportunity to develop their idea by using several tools and
the product is likely to suggest an additional for the future
creative product, while Original Criteria is how the product materials that can improve the quality of the product. It can
is unusual and rare to find with the same product idea in a be inferred that students’ who learned science by using
STEM project-based learning have good creativity. The
similar experience. result is in line with the study that is conducted by Lou,
The result is obtained based on the criterion of each
Chou, Shih, & Chung (2017) who stated that the
creativity dimension. Each criterion is scored with a rubric implementation of STEM project-based learning gives the
scale from 1 until 3 based on several requirements. The positives influence on the effective development of
creativity. The result of this study also in line with the
creative rubric of CPAM is presented in Table 5.
All criteria of each creativity dimension are used to previous finding which stated that STEM approach,
especially in hands-on activity through project-based
assess a student’s project product after implementing learning, requires students to think critically and creatively
(Siew, Amir, & Chong, 2015).
100
Percentage (%) In the preparation stages, students are freely given an
80 opportunity to investigate the problems and find some
77 information that needed to solve the problems from the
60 87 internet. This is appropriate with Munandar (2004) who

40 63 stated that creativity can be developed in a free situation to
conduct an investigation. Preparation stages also give an
20 opportunity for students to discuss with their group in
determining the project based on information that is
0 Elaboration Novelty
Resolution obtained from the internet. The discussion is used to
stimulate students in delivering their idea. It is in line with
Creativity Dimension Rustaman, et. al. (2003) who stated that discussion gives
several advantages to stimulates students’ courage and
Figure 1 Students creativity for each dimension
creativity in expressing their idea, students also have
responsibilities for the result of group discussion.

DOI: 10.17509/jsl.v2i2.13271 54 J.Sci.Learn

120 Table 7 Students creativity result for each group Average
Percentage (%) Gro- Creativity Dimension
100 up Resolution Elaboration Novelty 83.33%
83.33 50%
5080 1 83.33% 100% 66.67% 94.43%
2 50% 66.67% 33.33% 83.33%
60 94.43 3 100% 83.3% 100% 66.67%
83.33 4 83.33% 100% 66.67%
66.67 5 66.67% 83.33% 50%

40 66.67%. Based on the result, there is a distant gap in
creativity result between group 2 with another group,
20 because group 2 has the lowest percentage of creativity.
The comparison of students’ creativity results for each
0
Group 1 Group 2 Group 3 Group 4 Group 5 group can be shown in Figure 2.
The distant gap can be found between group 3 and
Groups
group 2. Group 3 has the highest percentage of creativity
Figure 2 Students’ creativity result for each group which obtained as much 83% categorized very good.

In implementation stages, students conduct an Meanwhile, group 2 has the lowest percentage of creativity
experiment to create the product that has been designed. which obtained as much 50% categorized as very lack
Furthermore, students conduct an actual test to make sure creativity. Group 2 also has the lowest percentage of three
creativity dimension if compared with other groups.
that their product is working. Munandar (1999) stated that
creative thinking skill can be developed through When making the creative product, the class is divided
experiment and discussion activity between students. into groups. Thus, each group worked and discussed
together to developed their idea in making the creative
In presentation stages, students try to communicate product. Based on the result, each group has different

their product and also their design. Students express some attainment of creativity. However, there is a distant gap in
obstacles that they are faced in making the project. As it is creativity result between group 3 which categorized as very
known that expressive is one criterion of elaboration good and group 2 which categorized as very lack. The
dimension. Students should think creatively, how to draw condition happened because group 2 always bicker among

attention when present the product. Expressive criteria member when making the product. They blame each other
refer to the product is presented with the communicative if there is a member who is negligent with responsibilities.
way and understandable manner (Besemer & Treffinger, As the result, group 2 not take an effort to improve the
1981). quality of the product, while other groups attempted to

In the evaluation and correction stages, students made improve their product quality. The students’ product after
a repairment to improve their product. These stages implementing STEM project-based learning can be shown
become a reflection for students to find how is the best way in Figure 3.
to improve the quality of the product. One of effective
Figure 3 Students’ product in making a simple projector
teaching should give students opportunities for reflecting
their own thinking, receiving feedback from other students, J.Sci.Learn
and revising the ones’ thinking as a result of new
information freely. Capraro, Capraro, & Morgan, (2013)

stated that the effective instruction should provide the
opportunities for students in evaluating scientific evidence
based on their own understanding, connecting the theory
with their own explanation, and participating active

learning. In this case, students’ creativity plays a role in
creating an effective solution to repair students’ product.

When conducted STEM project-based learning, the
class is divided into five groups that consist of five students

to create the project. All group members should cooperate
with each other in making a simple projector. The
recapitulation of students’ creativity for each group is
presented in Table 7.

Based on the result in Table 7, there are different
achievements of creativity for each group. Group 1
obtained 83.33%, group 2 obtained 50 %, group 3 obtained
94.43%, group 4 obtained 83.33%, and group 5 obtained

DOI: 10.17509/jsl.v2i2.13271 55

Resolution Elaboration Novelty Cooper, R., & Heaverlo, C. (2013). Problem Solving And Creativity And
120
Percentage (%) Design : What Influence Do They Have On Girls ’ Interest In
90 STEM Subject Areas ? American Journal of Engineering Education, 4(1),
83.33 27–38.
10060 Dawes, L., & Wegerif, R. (2004). Thinking and learning with ICT: Raising
achievement in primary classrooms. London: Routledge Falmer.
66.67 Dugger, W. E. (2010). Evolution of STEM in the United States. In 6th
50 Biennial International Conference on Technology Education Research in
Australia. Retrieved from http://www. iteea.
66.67 org/Resources/PressRoom/AustraliaPaper. pdf.
33.33 Erdogan, N., & Capraro, R. M. (2016). Viewing How STEM Project-
Based Learning Influences Students’ Science Achievement
100 Through the Implementation Lens: A Latent Growth Modeling.
83.3 EURASIA Journal of Mathematics, Science & Technology Education,
12(8), 2139–2154.
100
83.33 Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok
Naaman, R. (2005). Design based science and real world problem
100 solving. International Journal of Science Education, 27(7), 855–879.
66.67
66.67 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and
Evaluate Research in Education (Vol. 53). New York: McGraw-Hill.
83.33 https://doi.org/10.1017/CBO9781107415324.004
50
Han, S. Y., Capraro, R. M., & Capraro, M. M. (2014). How Science,
30 Technology, Engineering, and Mathematics (STEM) Project-Based
Learning (PbL) Affects High, Middle, and Low Achievers
0 Group 5 Differently: The Impact of Student Factors on Achievement.
Group 1 Group 2 Group 3 Group 4 International Journal of Science and Mathematics Education, 13(5), 1089–
1113.
Groups
Heafner, T. (2004). Using Technology to Motivate Students to Learn
Figure 4 Creativity dimension for each group Social Studies. Retrieved July 3, 2018, from
http://www.citejournal.org/volume-4/issue-1-04/social-
Three creativity dimension of all groups have a different studies/using-technology-to-motivate-students-to-learn-social-
percentage. Group 2 has the lowest percentage of three studies.
creativity dimension compared with other groups. To make
the comparison of each dimension creativity between all Lou, S.-J., Tsai, H.-Y., Tseng, K.-H., & Shih, R.-C. (2014). Effects of
Implementing STEM-I Project-Based Learning Activities for
groups can be seen clearly, the result also changes into Female High School Students. International Journal of Distance
graphical form. The creativity result for each dimension Education Technologies, 12(1), 52–73.
creativity can be shown in Figure 4.
Lou, S. J., Chou, Y. C., Shih, R. C., & Chung, C. C. (2017). A Study of
4. CONCLUSION Creativity in CaC2 Steamship-Derived STEM Project-Based
The students who implemented STEM project-based Learning. EURASIA Journal of Mathematics, Science & Technology
Education, 13(6), 2387–2404.
learning in the concept of light and optics have good
creativity in the dimension of resolution, elaboration, and Lou, S. J., Tsai, H. Y., & Tseng, K. H. (2011). STEM Online Project-
Based Collaborative Learning for Female High School Students.
novelty. The creativity result that obtained as much as 76% Kaohsiung Normal University Journal, 30, 41–61.
which is categorized as good. STEM project-based learning
can be used as alternative teaching strategies in Junior Loveless, A. M. (2002). Literature Review in Creativity. England.
Secondary School. Munandar, U. S. C. (1999). Mengembangkan Bakat dan Kreativitas Anak

ACKNOWLEDGMENT Sekolah. Jakarta: Gramedia Widiasarana Indonesia.
Authors acknowledge principal of the school who Munandar, U. S. C. (2004). Pengembangan Kreativitas pada Anak Berbakat.

already allowed to conduct the research about STEM Jakarta: Rineka Cipta.
Purwanto, M. N. (2009). Prinsip-prinsip dan Teknik Evaluasi Pengajaran.
project-based learning.
Bandung: Remaja Rosdakarya.
REFERENCES Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The

Amabile, T. M. (2012). Componential Theory of Creativity. Harvard Effects of a Science- Focused STEM Intervention on Gifted
Business School, 1–10. Elementary Students ’ Science Knowledge and Skills. Journal of
Advanced Academics, 25(3), 189–213.
Asmuniv. (2015). Pendekatan Terpadu Pendidikan STEM Upaya Rustaman, N. Y., Dirdjosoemarto, S., Yudianto, S. A., Achmad, Y.,
Mempersiapkan Sumber Daya Manusia Indonesia yang Memiliki Subekti, R., Rochintaniawati, D., & Nurjani, M. (2003). Strategi
Pengetahuan Interdisipliner dalam Menyongsong Kebutuhan Belajar Mengajar Biologi. Bandung: JICA IMSTP FPMIPA UPI.
Bidang Karir Pekerjaan Masyarakat Ekonomi Asean (MEA). Siew, N. M., Amir, N., & Chong, C. L. (2015). The Perceptions of Pre-
Retrieved October 23, 2017, from service and In-service Teachers Regarding a Project-Based STEM
http://www.vedcmalang.com/pppptkboemlg/index.php/menuut Approach to Teaching Science. SpringerPlus, 4(1), 1–20.
ama/listrik-electro/1507-asv9 Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes
towards science, technology, engineering and mathematics (STEM)
Besemer, S. P., & Treffinger, D. (1981). Analysis of Creative Products: in a project-based learning (PjBL) environment. International Journal
Review and Synthesis. The Journal of Creative Behavior, 15(3), 158– of Technology and Design Education, 23(1), 87-102.
178. Winarno, N., Widodo, A., Rusdiana, D., Rochintaniawati, D., & Afifah,
R. M. A. (2017). Profile of Pre-Service Science Teachers Based on
Bruce, B. C., & Levin, J. A. (1997). Educational Technology: Media for
Inquiry, Communication, Construction, and Expression. Journal of J.Sci.Learn
Educational Computing Research, 17(1), 79–102.

Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision.
Technology and Engineering Teacher, 13(6), 30–35.

Capraro, R. M., Capraro, M. M., & Morgan, J. (2013). STEM Project-Based
Learning: An Integrated Science Technology Engineering and Mathematics
(STEM) Approach. Rotterdam: Sense Publishers.

DOI: 10.17509/jsl.v2i2.13271 56

STEM Career Interest Survey. Journal of Physics: Conference Series, and Mathematics (STEM). Advanced Science Letters, 24(4), 2819-
895(1) 012170. 2822.
Winarno, N., Widodo, A., Rusdiana, D., Rochintaniawati, D., Afifah, R. Yasin, A. I., Prima, E. C., & Sholihin, H. (2018). Learning Electricity
M. A., & Putra, M. (2018). Investigation of Pre-Service Science using Arduino-Android based Game to Improve STEM Learning
Teachers’ Attitudes Towards Science, Technology, Engineering Electricity using Arduino-Android based Game to Improve STEM
Literacy. Journal of Science Learning, 1(3), 77–94.

DOI: 10.17509/jsl.v2i2.13271 57 J.Sci.Learn



A New Application in Biology Education: Development and Implementation of Arduino-

Supported STEM Activities
(GörgülüArı, A.; Meço, G. Biology 2021, 10, 506.)

แอปพลิเคชัน่ ใหม^ในการศกึ ษาชวี วทิ ยา: การพัฒนาและการใชงk านกิจกรรม STEM ทรี่ องรบั Arduino
Abstract

Considering that generations that have grown up in the 21st-century have grown

alongside technology, it is thought that integrating technology into lessons helps students
learn the subject. This study aims to develop five STEM activities for the lesson of the human

body systems by integrating the coding-based Arduino into STEM education. The activities

were implemented to 6th-grade students for seven weeks and the effects on students’ skills
of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-

experimental design, and the cause-effect relationship scale and semi-structured view form
were used as data collection tools. As a result of the study,

a significant difference was found between the Arduino-supported STEM activities developed

and the students’ skills of establishing a cause-effect relationship. The students who received
the Arduino-supported STEM education found the course to be entertaining and educational,

and the future goals of these students were affected. In order to bring individuals who love

their profession into the future, Arduino-supported STEM education should be applied and
expanded in other branches and class levels.

Keywords: Arduino: 21st century skills/thinking skills; computational thinking; critical
thinking; STEM

บทคดั ย^อ
การจัดการเรยี นรTสู ำหรบั ผTเู รยี นในศตวรรษท่ี 21 ทเ่ี ตบิ โตพรTอมกบั เทคโนโลยนี ั้น ควรจัดการเรียนรูTท่ี
ผสานกบั เทคโนโลยี ซง่ึ จะชวn ยใหนT กั เรียนเกดิ การเรยี นรTใู นรายวิชาไดTดีขึ้น การศึกษานมี้ จี ดุ มุnงหมายเพื่อพฒั นา
กิจกรรมสะเตม็ ศึกษา 5 กจิ กรรม สำหรบั บทเรยี นทเ่ี ก่ียวกบั ระบบตnางๆ ของรnางกายมนุษยw โดยการบูรณาการ
Arduino แบบเขTารหัสเขTากบั การศึกษาสะเตม็ ศกึ ษา กิจกรรมสะเตม็ ศกึ ษาถกู นำไปใชกT บั นักเรยี นช้นั
ประถมศึกษาปท| ่ี 6 เป}นเวลา 7 สปั ดาหw และผลกระทบตnอทักษะของนักเรียนในการสรTางความสมั พันธรw ะหวาn ง
เหตแุ ละผล วิธีการศกึ ษาคือแบบแผนการทดลองกง่ึ การทดลองมกี ารทดสอบกnอนเรียน-หลงั เรยี น และใชT
มาตราสวn นความสัมพันธรw ะหวnางเหตุและผล และรปู แบบมุมมองกึ่งโครงสรTางเป}นเคร่ืองมือในการเก็บรวบรวม
ขTอมลู จากผลการศึกษา พบความแตกตาn งอยnางมนี ัยสำคญั ระหวnางกจิ กรรมสะเตม็ ศกึ ษารnวมกับ Arduino ท่ี
พัฒนาขึน้ กบั ทักษะของนักเรยี นในการสรTางความสัมพนั ธรw ะหวาn งเหตแุ ละผล นักเรียนทไ่ี ดเT รยี นรTูผnานกิจกรรม
สะเตม็ ศึกษารnวมกบั Arduino พบวnากจิ กรรมนี้ใหคT วามสนกุ สนานและใหTความรTู และในอนาคตจะสnงผลตnอการ
จัดการเรยี นรูTวิทยาศาสตรwทำใหTมีประสทิ ธภิ าพดีขึน้ ไดT ผวTู ิจัยเสนอแนะใหใT ชTกจิ กรรมสะเตม็ ศกึ ษารnวมกบั
Arduino ในรายวชิ าอนื่ และระดบั ช้นั อน่ื

คำสำคัญ : Arduino, ทักษะในศตวรรษที่ 21, ทักษะการคิด, ทักษะดTานการคิดอยnางมีวิจารณญาณ, สะเต็ม
ศึกษา

ลงชือ่ ………………………………………………..อาจารยwท่ีปรกึ ษา
(อาจารยw ดร.วาทนิ ี แกสมาน)

นกั ศกึ ษาช้นั ปท| ี่ 3 กลมุn ท่ี 10 รหัส 102, 109, 117 และ122
นำเสนอวันที่ 17 มนี าคม 2565 ลำดบั ที่ 3

biology

Article

A New Application in Biology Education: Development and
Implementation of Arduino-Supported STEM Activities

Aslı Görgülü Arı and Gülsüm Meço *

Department of Science Education, Yildiz Technical University, 34220 I˙stanbul, Turkey; [email protected]
* Correspondence: [email protected]; Tel.: +90-553-067-68-81

Simple Summary: The rapid increase in technology in recent years has created the need to apply
different methods in education. Teaching lessons with technology-based activities rather than the
traditional teaching method is an obligation for teachers. For this reason, teachers need resources
whose validity and reliability are tested that they can use in their lessons. In this study, a part of the
technology content resource that teachers need for a biology lesson is presented. While preparing
the course contents, a STEM approach including science, engineering, mathematics and technology
disciplines was used. A significant increase was found in the ability of the students to whom the
developed activities were applied to establish cause and effect relationships. According to this result,
it can be said that Arduino-supported STEM education improves students’ abilities to establish cause
and effect relationships.

Citation: Görgülü Arı, A.; Meço, G. Abstract: Considering that generations that have grown up in the 21st-century have grown alongside
A New Application in Biology technology, it is thought that integrating technology into lessons helps students learn the subject. This
Education: Development and study aims to develop five STEM activities for the lesson of the human body systems by integrating
Implementation of Arduino-Supported the coding-based Arduino into STEM education. The activities were implemented to 6th-grade
STEM Activities. Biology 2021, 10, 506. students for seven weeks and the effects on students’ skills of establishing a cause-effect relationship.
https://doi.org/10.3390/ The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship
biology10060506 scale and semi-structured view form were used as data collection tools. As a result of the study, a
significant difference was found between the Arduino-supported STEM activities developed and the
Academic Editor: Holger Fröhlich students’ skills of establishing a cause-effect relationship. The students who received the Arduino-
supported STEM education found the course to be entertaining and educational, and the future goals
Received: 12 May 2021 of these students were affected. In order to bring individuals who love their profession into the
Accepted: 28 May 2021 future, Arduino-supported STEM education should be applied and expanded in other branches and
Published: 7 June 2021 class levels.

Keywords: Arduino; 21st century skills/thinking skills; computational thinking; critical thinking; STEM

Publisher’s Note: MDPI stays neutral 1. Introduction
with regard to jurisdictional claims in
published maps and institutional affil- The word STEM is an abbreviation made up of the English initials of the words
iations. Science, Technology, Engineering, and Mathematics. STEM education, on the other hand,
is an interdisciplinary approach to education that seeks solutions to real-life problems and
Copyright: © 2021 by the authors. enables the transformation of theoretical knowledge into practice and product [1]. The
Licensee MDPI, Basel, Switzerland. theoretical base of STEM education is based on the progressive educational movements
This article is an open access article and constructivism theory of the early 1900s [2]. STEM education has been defined as
distributed under the terms and an effort to make all or some of the four disciplines a lesson, unit, or class based on the
conditions of the Creative Commons connections between subjects and real-life problems [3]. This effort aims to make learning
Attribution (CC BY) license (https:// connected and meaningful for students with a holistic approach that connects disciplines.
creativecommons.org/licenses/by/ In STEM education, special knowledge and skills including different practices are used.
4.0/). These practices are attempts to research, design, and problem-solve, together with theories,
systems, and models created by scientists, mathematicians, and engineers [4]. These

Biology 2021, 10, 506. https://doi.org/10.3390/biology10060506 https://www.mdpi.com/journal/biology

Biology 2021, 10, 506 2 of 17

kinds of practices require both disciplinary knowledge and skills specific to each practice.
Therefore, STEM teaching facilitates students to understand, develop and use knowledge
in various practices of science, technology, engineering, and mathematics [1].

Arduino is an open source physical computing platform designed to facilitate elec-
tronic learning and programming for students and beginners. It consists of a software
integrated development environment that allows users to write programs in C/C ++
programming languages that are compiled, loaded and executed on a microcontroller
hardware platform [5]. Arduino is a tool that provides interaction and communication
with physical parameters in daily life [6]. It is a system that has advantages such as using
open source code, which is one of the biggest advantages of Arduino, having an extremely
simple microprocessor circuit, and having the software package required to program the
circuit with this system [7]. Arduino projects can be connected to a computer and run, or
they can be run on their own. The connection of the Arduino to the computer is made
through the USB interface [8]. One of the most important reasons why Arduino is popular
is that it uses open-source code. In other words, it is because no code is written confidential
and that these codes can be accessed easily.

Socrates’ statement “The unexamined life is not worth living” is a sentence that sum-
marizes the importance of the ability to establish a cause-effect relationship. Questioning
life and discussing what is happening within the framework of positive sciences in a
cause-effect relationship can contribute to the understanding of life as a whole. When faced
with a life problem, the generation raised in the 21st century is expected to strategically
solve the problem and think analytically [9]. To solve the problem of daily life, students
must first know the source of the problem [10], interpret it, and establish a cause and effect
relationship. Therefore, providing students with the ability to establish cause-and-effect
relationships is an issue that teachers should add to their agenda.

Purpose and Significance

It is essential to use technology-supported teaching strategies according to the require-
ments of the 21st-century generation. Considering the studies conducted in the field of
education, it is understood that the STEM approach has been adopted in recent years [11]
and this approach is accepted as a modern teaching technique. For teachers to teach their
lessons with the STEM approach, they must first have knowledge about this approach,
adopt it, and prepare the activities they will use in their lessons. For this, teachers need a
resource that consists of academically applied, valid, and reliable activities.

In this study, a validity study was conducted and the relationship between students’
skills for establishing a cause-effect relationship was examined and Arduino-supported
STEM activities were developed. When the literature is examined, there is no study in
which the skills of establishing a cause-effect relationship, STEM and Arduino are together.

This study aims to address the design process of Arduino-supported STEM activities
that can be done for science class, human body systems lesson, and to introduce the activi-
ties, to apply the developed activities with 6th-grade students, and to determine whether
the activities make a significant difference on the students’ skills for establishing a cause-
effect relationship. In this context, the research seeks answers to the following questions:

(1) How can Arduino-supported STEM activities be designed for the Human Body
System topic?

(2) Do the developed Arduino-supported STEM activities have a significant difference in
students’ skills for establishing cause-effect relationships?

2. Methodology

This research was conducted on students attending a public school in Istanbul in the
2020–2021 academic years. In the study, two groups, a treatment group, and a control
group were determined to examine the effect of Arduino-supported STEM activities on
the skills of establishing a cause-effect relationship of 6th-grade students. Since the human

Biology 2021, 10, 506 3 of 17

body systems lesson is a lesson in the 6th-grade curriculum, the students were selected
from the 6th-grade.

Students were taking this lesson for the first time and they did not know about Ar-
duino. The sample then was selected according to the easily accessible sampling method
among purposeful sampling methods. While determining the treatment and control groups,
the mean rank of the pre-evaluation test scores of the students was taken into consideration.
Although there was no significant difference between the two groups in terms of mean
rank, it was decided that the class with a low mean rank should be the treatment group.
The implementation was carried out with a total of 19 students, 10 students in the treat-
ment group and nine students in the control group. While the training was carried out by
implementing the Arduino-supported STEM activities developed in the classroom repre-
senting the treatment group, the activity-based teaching method was used in the classroom
representing the control group, referring to the Ministry of National Education guidebook.

2.1. Activity Development Process

While developing Arduino-based STEM activities, Classroom activity implementation
principles [12] have been considered. Attention was paid to the purpose, use of time,
classroom organization, student readiness, inclusivity, and appropriate material usage
during preparing the activity. Activities begin with a knowledge-based life problem or
Authentic Problems of Knowledge Society (APKS) [13]. Students learn about how to solve
this problem, develop ideas, discuss their ideas for the solution of the problem with their
group friends, and apply the most appropriate ideas they come up with. The necessary
materials for the students to transform their ideas they find into a model are provided by
the teacher. During the activity, the teacher ensures the flawless implementation of the
knowledge-based life problem class activities, gives instructions to the students and the
students are expected to make the most robust model at the lowest cost [14]. Teacher and
student roles are shown in Table 1.

Table 1. Teacher and Student Roles.

Teacher Role Student Role

(1) Gives technical information about (1) Learn about the solution to the problem.
Arduino, introduces the sensors. (2) Works as a team.
(3) Undertakes the most appropriate task
(2) Presents the knowledge-based
life problem. within the team.
(4) Brainstorm with friends and develops
(3) Encourages students to practice the
activity steps. ideas for the solution to the problem.
(5) Drafts the idea he/she finds
(4) Listens to the ideas the students find. (6) Makes the product prototype with the
(5) Checks the students’ idea drawings.
(6) Checks the robustness of prototypes. given materials.
(7) Evaluates the groups, scores them. (7) Presents its product

The activity stages are designed right after the teacher and student roles are deter-
mined. The activities are designed to be 3 class periods. In the first week before the
activities, technical information about the Arduino is provided and the sensors and other
components to be used during the activities are introduced to the students. It is aimed to
motivate the students for the following weeks by stating that they will do projects with the
sensors they have learned.

Lesson 1/Introduction (40 min):

• The teacher shortly mentions the relevant subject. Explains the achievements enriched
by visuals and videos without detailing (10 min).

• The students are given a knowledge-based life problem for the related outcome, and
the students discuss ideas for the solution of the problem among themselves. Students
take on their profession and responsibilities (10 min).

Biology 2021, 10, 506 4 of 17

• Information from internet-enabled computers, smartphones, and tablets to solve the
problem is collected and ideas about what kind of product they will produce are de-
veloped by the students They draw the ideas they develop into the idea development
notebooks; the teacher checks the drafts (20 min).

Lesson 2/Modelling (40 min):

• The teacher gives the students the materials they ask for. He/she puts prices on
materials. Students take the materials by calculating the cost and create a model of the
draft they drew in their idea development notebook (40 min).

Lesson 3/Arduino and Presentation (40 min):

• The teacher shares the Arduino codes with the students. Students make the circuit
connections of the sensor they will use for Arduino. They check from the computer
whether the sensors are working. Students fix the Arduino to their models and give
their models their final form (20 min).

• The students select one person among themselves as a representative. The selected
person presents his/her model to the class. The teacher scores groups according to
the criteria of robustness, timely completion, ability to run the Arduino, cost, and
cooperative work. The group with the highest score is rewarded (20 min).

The summary of the activity schedule is provided in Table 2.

Table 2. The Activity Schedule.

Duration (min.) Lesson 1 Lesson 2 Lesson 3
10 Obtaining Information Modeling Arduino Connection
10 Task Distribution Presentation
10 Developing Ideas
10

It is aimed that students acquire science, engineering, mathematics, and technology
achievements simultaneously. Activity names and achievement tables for each activity are
provided in Table 3.

Table 3. Activity Achievements.

Subject Science Engineering Mathematic Technology Social Product
Skeletal and muscular Explains the structures Identifies the
system of the skeletal and processes Compares and Realizes that Communicates
(distance-sensitive muscular system with involved in an orders objects by computers can be effectively with
bracelet model) examples. engineering length used for different groupmates and
Digestive system Explains the functions project. Selects and purposes. shares ideas
(pressure-sensitive of the structures and Explains the measures the Uses information Can transform
epiglottis model) organs that make up stages such as appropriate technology tools his/her
the digestive system planning, non-standard to do research. imagination into
The circulatory system using models. prototyping, measuring tool Does simple a drawing
(pulmonary blood Explains the functions design, to measure a research on the Participates
circulation model) of structures and execution, length Internet actively in group
organs that make up quality control, Creates and Collects data work
The respiratory system the circulatory system and reporting. draws structures about a problem The student
(dust-sensitive nose using a model. Predicts the by using shapes Understands presents the
model) Explains the functions performance, and models. data collection designed
of the structures and reliability, and Measures lengths with Arduino product to the
Excretory system organs that make up failure status of in meters or and how to use class in an
(moisture-sensitive the respiratory system alternative centimeters sensors. intelligible
hand model) using models. solutions. using standard manner.
Summarizes their Investigates the tools
functions by showing principles and Draws a segment
the structures and elements of with a given
organs that make up design. length using a
the excretory system ruler.
on models.

Biology 2021, 10, 506 5 of 17

2.2. Arduino Connection

In the first twenty minutes of the third lesson of the activities, students create Arduino
connections. Students are expected to bring their tablets or laptop to the school. If most
students do not have a tablet or laptop, the third lesson of the activities is carried out in the
school’s computer laboratory. To run the Arduino, the students must install the Arduino
program on their tablets or the teacher must install it on the school’s computers.

Steps of Using Arduino

1. Arduino software is installed on the computer.
2. The project circuit is created on the Arduino board.
3. The code screen opens; the codes are written. Previously created codes can also

be loaded.
4. The codes are loaded.
5. The board executes them post-draft.
6. It is checked whether the codes are working or not on the serial port screen.

2.3. Circuit Connections

A distance sensor, a thin-film pressure sensor, a dust sensor, a water flow sensor, and
a moisture sensor board were used for Arduino connections. Codes were written in such a
way that the distance sensor gives the warning to the LED lights of three different colors
and the other sensors to the warning to the buzzer sound card. The circuit connection,
including the LED lights, is shown in the skeletal and muscular system circuit connection.

For all circuits, the left wire of the buzzer sound card was connected to 5 volts, the
middle wire to number 8, and the right wire to ground (GND). All circuit connections are
given in Appendix A and sensor codes are given in Appendix B.

2.4. Validity Study for Activities: Lawshe Technique

For the scope validity of the activities prepared in this study, the Lawshe technique [15],
which is based on taking expert opinions, was used. In this technique, the scope valid-
ity of the activity is expected to be determined by considering the activities developed
by the researcher in terms of efficiency improvement principles and consulting to the
expert opinion.

Activity development principles have been determined as the following: whether the
activities are suitable for the outcome (purpose), whether the students’ prior knowledge is
at a sufficient level (readiness), the time allocated to the activity is adequate (use of time),
creating a classroom environment for the activity (classroom organization), mentioning the
roles of teachers and students, and being suitable for the student (degree of difficulty) [11].

There are six stages of the Lawshe technique: forming a field expert group, creating a
scale form, obtaining expert opinions, calculating the content validity rates for the items,
determining the content validity index, and determining the items to be included in the
scale by evaluating the content validity rates according to the index criteria [16]. The
coverage validity rate (CVR) is calculated by dividing the number of experts who answered
as “appropriate” by half of the total number of experts who gave their opinions and
subtracting 1.

NG = number of experts answering “item is required/appropriate”
N = Total number of experts delivering opinions
CVR= [NG/N/2]-1

According to the formula, if CVR = 1, the opinion of all experts is appropriate. If
CVR = 0, the opinion of half of the experts is appropriate. CVR > 0 is more than half of
the experts’ opinion is as appropriate. If CVR < 0, less than half of the experts’ opinion
is appropriate.

If the number of experts is 9, the CVR rate should be a minimum of 0.75 [17]. Based
on expert opinions, the CVR rate was initially calculated as 0.78. In line with the feedback
from experts, the content of the circulatory system activity was changed and rearranged

Biology 2021, 10, 506 6 of 17

according to the level of the students. Also, arrangements were made in line with the
feedback from experts for respiratory system activity, and the final form of the activities
was given. The final version of the activities was re-presented to the experts and the CVR
rate was calculated as 1.

2.5. Implementation of the Activities

Within the “human body systems” lesson for the 6th-grade science class within the
scope of Arduino supported STEM education, five activities were implemented under the
topics of the skeletal and muscular system, digestive system, circulatory system, respiratory
system, and excretory system. Since 2020 was declared the year of a pandemic by the
World Health Organization (WHO), formal education could not be carried out with Grade
6. Therefore, within the scope of out-of-school learning activities, 3-h activities were carried
out one day a week in a STEM education center determined by the researcher, paying
attention to mask, distance, and hygiene rules. The treatment group students were divided
into two groups, and the study was carried out in two groups. The activities lasted 7 weeks.
A cause-effect relationship scale was conducted before and at the end of the activities
(Table 4).

Table 4. Activity Implementation Schedule.

Time Activity
1st week Cause-Effect Relationship Scale pre-test implementationv
2nd week Introduction of Arduino and sensors to be used in events
3rd week
4th week Skeletal and muscular system
5th week (Distance-sensitive bracelet model)
6th week
7th week Digestive system
(Pressure-sensitive epiglottis model)

The circulatory system
(Liquid flow-sensitive pulmonary blood circulation model)

The respiratory system
(Dust-sensitive nose model)

Excretory system
(Moisture-sensitive hand model)
General review of human body systems subject
Cause-Effect Relationship Scale post-test application

Control group students could not be selected from the same school with the same
treatment group due to pandemic conditions. In the 2020–2021 academic years, formal edu-
cation was not carried out with 6th-graders, and the lessons were taught online. Therefore,
in a private education course in Istanbul with the control group, the lesson on human body
systems was taught face to face with the control group students. The topics were taught
through traditional teaching in the control group.

2.6. The Models Student Designed

After the 3-period activities planned with the treatment group students for the human
body systems lesson, the students developed ideas and created products for the solution of
the given knowledge-based life problems (APKS).

2.6.1. Skeletal and Muscular System

APKS: 3-year-old Irem injured her arm as a result of an accident. Too much movement
of her arm will damage the shoulder joint. For this reason, her mother wants to wear a
bracelet that measures the distance from the body that she can wear on her wrist and gives
an alarm when she comes to the distance, she should not lift her arm. Let’s design the
bracelet I˙rem needs.

For the skeletal and muscular system, the students designed a bracelet that could be
worn on the wrist for people who were injured as a result of an accident and in need of

Biology 2021, 10, 506 lution of the given knowledge-based life problems (APKS).

2.6.1. Skeletal and Muscular System

APKS: 3-year-old Irem injured her arm as a result of an accident. Too much move-
ment of her arm will damage the shoulder joint. For this reason, her mother wants to wear
a bracelet that measures the distance from the body that she can wear on her wrist and 7 of 17
gives an alarm when she comes to the distance, she should not lift her arm. Let’s design
the bracelet rem needs.

For the skeletal and muscular system, the students designed a bracelet that could be

phywsicoarnl tohnetrhaepwy,rdisetsfiogrnpeedopalebwodhyo wanedreainrmjurmedoadseal rwesiuthlt soifmanplaeccmidaetnetriaanlds ainnndeceodnonf ected it
withphthyesicjoalintht eproapinyt,.dTeshigenAedrdaubiondoyhaansdbaeremnmmooduelnwteidthisnimapslueimtaabtleeriasplsoatnddectoenrnmeicnteedd by the
studitenwtisthththeemjosienltvpeosi.ntT. hTehestAurddeunintos haaims beedentommouenatseudrien tahseuaitpabplerospproitadteetedrimstiannedcebybetween
armtaharmensdtaunbddoedbnoytsdwtyhiewtmhitshaeladvdeissist. atTanhnceceestssueednnessnootrsr(aF(iFimgiugerduert1oe)m.1)e.asure the appropriate distance between

FFigiguurree11..BBrraacceelleett mmooddeell wwiitthh aa ddiissttaanncceesseennssoorr..

2.6.22..6D.2i.gDeisgteivsteivSeySsytsetmem
childiwnAroecPrnhkKA.ilpdTSPero:KreSfSnpew:.crSteTalwvyoll.eaopnlTwlrohteweivtshdeenvidsbat,ilbtvtthiehteiessess,ghetgehopetuetittglieidnnlpoggcitgltiiolinnossttetootvitsaththlhveveeaettlrvrtabarecacehhbctewheeataew,eaieesesnieapsnetcahctohiecmaeoltlmmrtyraoamwcnchhhooeeencaancoauacncnrercdrdetuanssritcntroeoem,snmeiaczsaceephcd,ehcemfisoampuollseduytcsitawllyorink
perfpeicetcleys. aTrhriivse,vaanldvethsehfoouodldshcolouslde pthaessttrharcohuegah, tehseppehcairayllnyx wanhdeenntceerrtthaeinstsoimzeadchf. oFoord pieces
Biology 2021, 10, x FOR PEER REauVrsIrEdiWvtehesi,sig,alnnetdautsmhdeoedfsoiegolndtahsmahtooidunelcldltuhpdaatesisnstcthlhuerdomeusogthuhethtmh,oepuphthah,rapyrhnyaxnr,xysnatxon,mdstoaemcnhate,crhtr,tathrceahcsehtaeo,am,aanandcdhll.u8uFonnfogg1sr8s..thAist,tlheet
intersection of the trachea and esophagus, let’s develop a system that warns the epiglottis
valvAetttoheclionsteersthecetitornacohf ethaewtrhaechnetahaenbditeesocpohmageus.s, let’s develop a system that warns the

epFiogrlotthties vaaclqvue itsoitciloosneothfethtriascthoepaiwc,hsetnutdheenbtisteaciommeeds.to use a thin-film pressure sensor to
preventFsourftfhoecaactqiounisictiaounsoefdthbisytpopairct,isctluedseenstcsaapiminegd ttoheusteharothaitn,-wfilhmicphreisssucroemsemnsoonr tion babies.
Thepsrteuvdenetnstusfmfocaadtieonthceaucsoendnbeycptiaorntiscloesf ethsceappirnegstshuerethsroeants, owrhwichithis Acormdmuionnoinanbdabdieess. igned a
mouTthhe-tshturodaent tms modadelewthiethcosnimnepctlieonmsaotfetrhiaelps.reTshsuerye ssuengsgoerswteidthpAlardcuiningothanedpdreessisgunreedsaensor on
the mepoiugtlho-tthtirsoactamp.oTdehluwsi,tthhseimbpitleesmthataetribaalsb. iTehseeyastuwggiellstaelderptlaaccicnogrtdhienpgretossuthreeisrenwseoright and
the oabnnadbthythe’seebfpaaigmblyoi’ltsytifsawmcaiilplly.bTwehialulbsb,leethatebolbeiinttoetesirntvhteeartnvbeeanebeaieeraslyrelyaintinwthtihleleacclooenrntggaeecsscttioioorndni(nF(gFigitugoruetrh2ee)i.2r)w. eight

FFiigguurree22.. EEppiigglloottttiiss mmooddeell wwiitthhaatthhiinnffiillmmpprreessssuurreesseennssoor.r.

2.6.3. Circulatory System
APKS: Mr. Sukru had to continue his life as a chronic heart patient after a heart attack.

After that, he will live by paying attention to situations such as excitement, stress, and
nutrition, all of which accelerate the blood flow and exhaust the heart. Therefore, taking

Biology 2021, 10, 506 8 of 17

2.6.3. Circulatory System

APKS: Mr. Sukru had to continue his life as a chronic heart patient after a heart attack.
After that, he will live by paying attention to situations such as excitement, stress, and
nutrition, all of which accelerate the blood flow and exhaust the heart. Therefore, taking
such care should keep blood flow rate under control. For this, he needs a system that issues
a warning when blood flow accelerates. Let’s help Mr. Sukru and show a system that
measures blood flow on a heart model.

In the circulatory system, the students designed a pulmonary circulation model with
simple materials and used transparent plastic pipes to represent vessels for the lung, heart,
and heart-to-heart circulation. They used a mini water pump for blood flow. One group
placed the water flow sensor in the right atrium of the heart while another group fixed
it on the vein. The students developed a system that sounds an alarm when blood flow
Biology 2021, 10, x FOR PEER REVIEaWccelerates, thus aiming to intervene on time for people who have had a heart9aotft1a8ck
(Figure 3).

FiFgiugrue r3e. 3P.uPlmulomnaornyaCryircCuilractuiolantiwonithwaitwhaatewrflaotwerfsleonwsosr.enTshoer.pTlahseticpblaasgtircepbraegsernetpsrtehseenlutsngthaendlutnhge banoxd rtehperebsoenxts
threehperaerste. nts the heart.

22.6.6.4.4..RReessppiirraattoorryy SSyysstteemm
AAPPKKSS:: HHaattiiccee iiss aa CCOOPPDD ppaattiieenntt.. CCOOPPDDisisaacchhrroonnicicddisieseaaseseththatatddeveevleolpospsdudeuetoto

ininccrreeaasseeddsseennssiittiivviittyyooff tthhee aaiirrwwaayyss..DDuussttisisssoommeetitmimeessininvvisiisbilbeleanadndthtehreerfeofroerneontontontiocteidce.d.
FFoorrtthhiiss,,aassyysstteemm tthhaatt iinnffoorrmmss oonnee tthhaattdduussttiissininththeeeennvvirioronnmmeennt tisisnneeededededsosothtahtaCt OCOPDPD
ppaattieiennttsslliikkee HHaattiiccee ddoo nnoott eenntteerr dduussttyyeennvviirroonnmmeenntst,s,eennddininggthtehecrcirsiissisbebfeofroeriet ibtebgeingsin. s.
LLeett’s’shheellppHHaattiiccee bbyy wwaarrnniinngg hheerr aabboouutt dduussttiinntthheeeennvviriroonnmmeennt.t.

FFoorrtthheerreessppiirraattoorryy ssyysstteemm,, ssttuuddeennttssuusseeddaasseennssoorrththaattmmeeaasusurersesdduustsctocnotnetnetnitninthtehe
eennvviriroonnmmeennttfoforrththeesesnesnistiivtiivtyityofoCf OCPODPD(C(hCrhonroicniocbostbrsutcrtuicvteivpeuplmulomnaornyardyisdeaisseea)spea) tpiean-ts
totiednutssttoanddusfitxaendditfiaxtetdheitaapt pthroeparpiaptreopproiianttespoofitnhtes onfotsheemnoodseelmthoedyeldtehseiygndeedsiwgnitehdswimitphle
msiamteprliealms.aOtenriealgsr. oOunpepglraocuepd pthlaecseedntshoersuenndsoerr uthnedenrotshee, tnhoesoe,ththeer ogtrhoeurpgprolaucpedpliatcoend tiht e
inosnidtheeoifntshideenoofseth. eItnisosthe.oIutgishtththoautgthhtethdautstthseendsuosrt mseenassourrmesedasuusrteisndthuesteinnvtihroenemnveinrtoann- d
smtimenutlaanteds swtihmeunlaitterseawchheens aitcrreiaticchaelsleavcerlitsicoatlhleavt eClOsoPtDhaptaCtiOenPtDs wpailtliemnotsvwe ialwl mayovferoamwathyat
efnrovmirotnhmateenntv. i(rFoingmureen4t.).(Figure 4).

Biology 2021, 10, 506 For the respiratory system, students used a sensor that measures dust content in the
environment for the sensitivity of COPD (Chronic obstructive pulmonary disease) pa-
tients to dust and fixed it at the appropriate points of the nose model they designed with
simple materials. One group placed the sensor under the nose, the other group placed it
on the inside of the nose. It is thought that the dust sensor measures dust in the enviro9no-f 17
ment and stimulates when it reaches a critical level so that COPD patients will move away
from that environment. (Figure 4).

FFigiguurere44..NNoosseemmooddeell wwiitthh aadduussttsseennssoor.r.

2.26..65.5. .EExxccrreettoorryySSyysstteemm
Biology 2021, 10, x FOR PEER REVIEW AAPPKKSS::KKaaddiirr iiss sswweeaattiinnggeexxcceesssisviveleylydudeuteothoishiHs yHpyerpheirdhriodsrisosdiissedaissee.aSswe.eSawti1ne0gaotfiis1n8ag is

apphhyyssioiolologgiciaclaelveevnetntthatht aotccoucrcsutrosctoonctroonlttrhoelbthodeyb’os dteym’spteermatupreer.aEtuxcrees.sEivxeceswsseivateinsgw(ehayt-ing
(hyperhidrosis), on the other hand, is an excessive amount of sweating regardless of
epnevrihriodnrmoseisn),taolnctohnedoitthioernhsaanndd, ibsoadnyextecemsspivereaatmuroeucnotnotfrsowl.eKataindgirresghaorudlldesus soef emnevdiriocna-tion
amcceonrtdailncgontoditthioensswaneadtbroadteyotnemhpisersaktiunr.eLceotnutrsodl.eKvaedloirpsahosuylsdteumsethmaetdsihcaotwiosntahcecoprodriensgand
mtoeathseursewsetahteraatme oounnhtisofskwina.teLretbuysmdaekvienlogpaahsaynsdtemmothdaetl sfhoor wKsadthire. pores and measures
the aFmooruthnitsotfowpaict,erthbeysmtuadkeinngtsaahimaneddmtoodueslefoarmKoaidsitru. re sensor that can be placed in the
palm Ftoorintfhoisrmtoppeico,pthleewsthuodehnatvseasiwmeeadtitnogupseroabmlemoisstwurheesnenitsiosrtitmhaet tcoantabkee pmlaecdeidcaitniotnh,eand
wphailcmh tionfionrfmorsmonpeeowphleenwthhoehmavoeisstuwreeaitsincgritpicroalb.leFmorstwhihs,enthietyisdteismigenteodtaakheamndedmicoadtieolnw, ith
saimndpwlehmicahtienrfioarlms asnodneuwsehdensatlhteymwoaitsetrurteoirsecprriteisceanl.tFtohrethmiso, itshteuyred.eTsihgenyedcoavhearneddmthoedheland
mwoitdhesliwmipthle ampaeterrfioarlastaenddbuasgedansdaltpyrowvaitdeerdtothreepwreasteenrt flthoewmwoiisthtuares.yTrhineygec.ovBeortehdgtrhoeups
fhouanndd imt ocodnevl ewniitehntatopeprlfaocreattehde bmaogisatnudrepsreonvsiodreidn tthhee wpaaltmer(fFliogwurwe 5it)h. Tahseysreinngseo.rBuostehd by
tghreosutpusdfeonutnsd—itthceonDvTenHie1n1tmtoopislatucerethseenmsooirstcuarreds—enissonroint dthireepcatllymo(pFeigruatreed5)b. yThthe eseanrsdourino.
FuosredDTbyHt1h1e tsotuwdeonrkts,—ththeeliDbrTaHry11omf tohisistusreensseonrsohrascabrede—nisdonwotndlioraedctelyd ofproemrattehdebAyrtdhue ino
waAerrdbdusuiitinenooa. nwFdoerbusDpitlTeoHaad1n1eddtuotpowlotoahrdekeA,dtrhtdoeutlihinbeorAa. rryduoifntoh.is sensor has been downloaded from the

FiFgiugruere5.5h. Hanadndmmododelelwwitihthaammooiissttuurree sseennssoorr..

2.7. Data Collection Tools
Cause-effect relationship scale: The cause-effect relationship scale, developed by

Nuho lu [17]. The scale includes 10 judgment sentences about a cause-effect relationship.
Students are asked to mark their thoughts about the events mentioned in these sentences
according to the options “always”, “often”, “occasionally”, “rarely”, and “never”. The va-