คู่มือการประชุมสัมมนา ปี 3

Journal of Chemical Education pubs.acs.org/jchemeduc Article

Figure 3. “Veggi alchemy” experiment. From left to right: layout of the experiment with the modular blocks assembled and placed on the
supporting mat; schematic of the assembly that the children have to build in order to perform the experiment; final results of the experiment, with
the chromatic change achieved inside the circuit built, obtained with the modulation of the pH of the flowing solution.

blocks can be modularly combined to create a fluidic channel. w/w) in water and fruit juice. Once the pumps are turned on,
Furthermore, standard Lego bricks can be used in combination the fluids from the pumps meet at the droplet generator block:
with the kit, to build supporting structures (see Figure 2). here the two streams are conveyed in one stream where
droplets of the sodium alginate solution are created. The size
The kit is made out of eight different types of blocks, divided and frequency of the droplets can be adjusted varying the flow
into functionalized and nonfunctionalized parts. Functionalized rate of the pumps. The reservoir was previously filled with a
parts are those that feature geometries and design features solution of calcium chloride (0.25 M). The inlet at the
which allow the creation and visualization of a specific reservoir is functionalized with an appendix that guides the
scientific phenomenon. Functionalized parts are mixing flow created by the bubble generator inside the reservoir. The
chambers, droplet generators, and reservoirs. Nonfunctional- solution of sodium alginate, once in contact with the calcium
ized parts are blocks that are used to complete the fluidic chloride solution, starts to gel. The goal of the experiment is to
circuit: straight channels, coiled channels, 90° turns, T tune the pumps to an appropriate flow rate that allows the
junctions, and connectors for tubing. Each kit is also provided creation of a steady flow of sodium alginate droplets with a
with a set of pumps that allow control of the flow rates inside diameter of approximately 3 mm. The stream is gently guided
the fluidic circuit (see Figure 1). The pumps are based on an in the static solution of calcium chloride, where it forms
open access model.19 A simple software (Appendix 2) is used beautiful spherical particles, the so-called “fruit caviar”.
to control the pumps through an intuitive user interface. The
bricks are designed with Fusion 360 (Autodesk) and printed Veggi Alchemy
with a commercially available desktop 3D printer (Form2,
Formlabs). On the basis of previous studies,20 we selected In this experiment, the goal is to visualize a chemical reaction
Clear resin V5 (Formlabs) as the material, thanks to its obtained with natural ingredients that can be found in a normal
transparency characteristics and reliability in printing. For the kitchen. As seen in the schematic of Figure 3, in this
current study, three examples of experiments have been experiment the students will assemble a fluidic circuit with
developed and tested. All of the experiments can be performed three inlets and one outlet.
with nontoxic, nonharmful and easily available materials. For
the set of experiments presented in this study, on top of the Two pumps are used: water saturated with baking soda is
supplied science kit, the following items are necessary: fruit distributed by pump 1, while freshly squeezed lemon juice is
juice (any type), food coloring, sodium alginate, calcium dispensed by pump 2. A third solution, the “indicator
chloride, water, lemons, red cabbage, baking soda, and solution”, is obtained by chopping a fresh red cabbage and
vegetable oil. mixing the cut leaves in warm water. Once the water cools and
shows a strong purple color, the cabbage is filtered out and the
■ THE EXPERIENCING PHASE solution is collected in a syringe (syringe number 3 in the
schematic of Figure 3) that is actuated manually. The
Fruit Caviar functionalized parts used are three mixing chambers,
The goal of the experiment is to create colored spherical sequentially connected in the middle of the circuit, each
droplets (fruit caviar) with a solution of sodium alginate and alternating with a coiled channel. The mixing blocks feature a
calcium chloride. The experiment starts by building the fluidic spherical hollow chamber that allows clear observation of the
circuit as shown in the schematic in Figure 2. There are two liquid that flows through the circuit. Furthermore, each mixing
inlets, both of which are connected to nonfunctional blocks. chamber has three inlets and one outlet. Once the circuit is
These parts terminate in a functional droplet generator block. built, the pumps are turned on and tuned to the specified flow
The outlet of the droplet generator is linked to a mixing block, rate. Simultaneously, the third pump is manually actuated to
which ends in a reservoir. For this experiment we use two push the indicator solution in the circuit. The user will be able
simple syringe pumps (see Figure 1): pump 1 is filled with air, to observe the fluids fill the blocks: after a short transitory
while pump 2 is filled with a solution of sodium alginate (1.8% phase, each of the chambers on the three functionalized blocks
will have a different color. The first chamber will have the

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J. Chem. Educ. 2021, 98, 439−444

Journal of Chemical Education pubs.acs.org/jchemeduc Article

Figure 4. “Space juice” experiment. From left to right: layout of the experiment with the modular blocks assembled and placed on the supporting
mat together with the “space submarine”; schematic of the assembly that the children have to build in order to perform the experiment; final results
of the experiment, where it is possible to see two phenomena, the different behavior of the two submarines and the spatial separation between oil
and water due to their different specific weights.

purple color of the cabbage solution, the second chamber will phase of learning starts. Thanks to the handbook provided
turn dark blue, and the third chamber will show a bright pink (Appendix 1), the students will be guided in this second phase
color. This experiment exploits the presence in red cabbage of with intuitive explanations of the basic principles underlying
anthocyanin, a pigment that is sensible to pH and changes its the experiments. They will also be challenged to test their
color accordingly. In the first chamber, the solution has a pH understanding of the phenomena observed by a short
close to 7, thus maintaining the purple color. However, in the questionnaire provided at the end of each experiment. In this
second chamber, pump 1 is pumping a basic solution of baking way, the teacher can have a first insight into the efficacy of the
soda, increasing the pH and turning the solution dark blue. In method. The complexity of the concepts explained in the
the third step, the acidic lemon juice decreases the pH, handbook and of the questionnaire provided can be easily
resulting in another chromatic change: the solution turns tuned on the basis of the age and background knowledge of the
bright pink (Figure 3). students.
Space Juice Fruit Caviar
For the “fruit caviar” experiment, the handbook (Appendix 1)
In this simple experiment, a reservoir with two chambers is provided introduces some basic concepts that help to put the
used. Two identical submarine-like parts that can be filled with experiment into context. Furthermore, the teacher can
fluid have been designed and 3D-printed and are used in introduce specific concepts on the basis of the skill level of
combination with the modular kit (Figure 4). the students. The concept of polymeric chains can be
introduced together with the concept of polysaccharides such
These parts are filled with 2.5 mL of sunflower oil and as sodium alginate. At this point, the students will be
positioned in each of the empty compartments of the reservoir. confronted with the fact that both compounds (sodium
Afterward, the two syringe pumps are filled with sunflower oil alginate and calcium chloride) are in liquid form when they are
and colored water, respectively, and connected via two tubes to in a water solution, but specific bonds are created when the
the reservoir. Once the pumps are turned on, the two solutions are mixed together. An introduction to different types
chambers start to fill: in the section with water, the submarine of bonds will be made, followed by an explanation of the
will float, while in the oil section it will stay on the bottom of creation of the specific bond between the alginate and the
the reservoir. This happens because the volume of oil injected calcium ions seen in the experiment. For the most advanced
in the submarines is calculated in order to achieve a density users, the learning process will be taken one step further, not
higher than that of sunflower oil but lower than that of water. only introducing the chemistry concepts mentioned but also
Once the reservoir has been filled almost to the top, the pumps focusing on the physical process behind the creation of the
are paused, the connections to the reservoir are switched (the droplets. The droplet generator works by exploiting the shear
oil syringe goes to the water section and vice versa), and the forces between two immiscible phases. The students will be
pumps are turned on again. The fluids entering from the introduced to the concept of viscosity, surface tension, shear
bottom of the reservoir will act differently: the oil will create force, and laminar and turbulent flow and how these factors
bubbles and will rise to the top; the water will stay on the affect the formation of the droplets in the fruit caviar
bottom, creating a large colored bubble on the bottom of the experiment. Finally, the questionnaire in the handbook will
reservoir. Again, this phenomenon is due to the different assess to what extent these concepts have been assimilated.
densities of the fluids. Veggi Alchemy

■ THE LEARNING PHASE This experiment is intended to introduce the students to the
concept of pH. With reference to their everyday experience,
During the experiments, multiple physical and chemical the handbook (Appendix 1) explains what acids and bases are.
processes are happening. After experiencing “hands-on” the The pH scale is introduced and the concept of a pH indicator
scientific phenomena, the pupils can be introduced to these
concepts. The first phase of experiencing ends and the second

442 https://dx.doi.org/10.1021/acs.jchemed.0c01115
J. Chem. Educ. 2021, 98, 439−444

Journal of Chemical Education pubs.acs.org/jchemeduc Article

explored. Students can then be introduced to pH-sensitive ■ ASSOCIATED CONTENT
molecules, especially to anthocyanin, the pigment present in
red cabbage responsible for the pH sensitivity of the solution. *sı Supporting Information
The structure of the molecule will be shown, focusing on the
presence of the functional groups that get protonated or The Supporting Information is available at https://pubs.ac-
deprotonated, causing a shift in the absorbance spectrum. In s.org/doi/10.1021/acs.jchemed.0c01115.
the handbook, the questionnaire has the goal of assessing if the
students understood the idea of pH and how it is measured. Support and evaluation material (PDF)
For the higher-level students, the experiment can be further
used to challenge their analytical skills. By knowing the flow Code of the graphic user interface as well as the code for
rates selected for lemon juice and baking soda solution syringes the Arduino board that controls the pump system
and measuring the flow rate of the manually actuated syringe (PDF)
(reading the volume on the syringe and measuring the
injection time with a stopwatch), the students will be Explanations of the brick and pump (ZIP)
challenged to calculate (approximately) the volume ratios of
the three solutions in each mixing chamber where the color is Video that visually explains the functioning of the kit
observed. By starting from the volumes and by knowing the (MP4)
pH of each solution, they will calculate the pH of the mixed
liquid in each chamber, comparing the obtained value with the ■ AUTHOR INFORMATION
pH color scale of anthocyanin.
Space Juice Corresponding Author
The space juice experiment aims to introduce the concepts of
density and buoyancy. Despite the two printed submarines Renato Rogosic − Sensor Engineering Department, Faculty of
being completely identical and filled with the same amounts of Science and Engineering, Maastricht University, 6167 RD
the same fluid, they behave differently due to the different fluid Geleen, Limburg, The Netherlands; orcid.org/0000-0002-
that surrounds them. Through the handbook (Appendix 1), 1331-600X; Email: renato.rogosic@
the students are introduced to the concepts of density, weight, maastrichtuniversity.nl
and buoyancy. In the experiment they will see how density is a
property of an object as well as of a substance and that it has a Authors
direct influence on its dynamic behavior. Finally, buoyancy can Benjamin Heidt − Sensor Engineering Department, Faculty of
be introduced, completing the explanation of the balance of Science and Engineering, Maastricht University, 6167 RD
forces acting on a body immersed in a fluid: the floating Geleen, Limburg, The Netherlands
submarine is floating because of the equilibrium of forces Juliette Passariello-Jansen − Maastricht Science Programme,
created between gravity and buoyancy, while the submerged Faculty of Science and Engineering, Maastricht University,
submarine met an equilibrium of forces at the bottom of the 6167 RD Geleen, Limburg, The Netherlands
reservoir. The questionnaire provided (Appendix 1) includes a Saga Björnor̈ − Maastricht Science Programme, Faculty of
series of questions that stimulate the critical thinking of the Science and Engineering, Maastricht University, 6167 RD
children, challenging them to explain the phenomena observed Geleen, Limburg, The Netherlands
on the basis of the information acquired from the handbook. Silvio Bonni − Maastricht Science Programme, Faculty of
Science and Engineering, Maastricht University, 6167 RD
■ CONCLUSION Geleen, Limburg, The Netherlands
David Dimech − Maastricht Science Programme, Faculty of
While the work presented in this paper only describes three Science and Engineering, Maastricht University, 6167 RD
experiments, many more applications can be developed and Geleen, Limburg, The Netherlands
performed due to the modular nature of the kit and the ease of Rocio Arreguin-Campos − Sensor Engineering Department,
production of its building blocks. In the same way, it is possible Faculty of Science and Engineering, Maastricht University,
to expand on the explanatory part, introducing new concepts 6167 RD Geleen, Limburg, The Netherlands
and phenomena that are involved in the experiments, as well as Joseph Lowdon − Sensor Engineering Department, Faculty of
the handbook. Even the pumps offer the possibility for the Science and Engineering, Maastricht University, 6167 RD
students to explore principles of coding: the Arduino board Geleen, Limburg, The Netherlands
that controls the pumps through the dedicated module, can be Kathia L. Jimeń ez Monroy − Sensor Engineering Department,
accessed through a USB cable and easily reprogrammed to Faculty of Science and Engineering, Maastricht University,
perform specific tasks. The effects of introducing new teaching 6167 RD Geleen, Limburg, The Netherlands
methods that are more engaging and fun for primary school Manlio Caldara − Sensor Engineering Department, Faculty of
students have been shown to not only improve the desired Science and Engineering, Maastricht University, 6167 RD
learning results20 but also increase the collaboration and Geleen, Limburg, The Netherlands
engagement21,22 of classes where such methods have been Kasper Eersels − Sensor Engineering Department, Faculty of
implemented. This kit presented in this work is an extremely Science and Engineering, Maastricht University, 6167 RD
flexible platform that, rather than focusing on one specific type Geleen, Limburg, The Netherlands; orcid.org/0000-0002-
of skill, leaves room to the imagination of its user. Children can 0214-1320
learn while playing, allowing them to get passionate and more Bart van Grinsven − Sensor Engineering Department, Faculty
confident about their capabilities. of Science and Engineering, Maastricht University, 6167 RD
Geleen, Limburg, The Netherlands; orcid.org/0000-0002-
6939-0866
Thomas J. Cleij − Sensor Engineering Department, Faculty of
Science and Engineering, Maastricht University, 6167 RD
Geleen, Limburg, The Netherlands; orcid.org/0000-0003-
0172-9330

443 https://dx.doi.org/10.1021/acs.jchemed.0c01115
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Journal of Chemical Education pubs.acs.org/jchemeduc Article

Hanne Dilien̈ − Sensor Engineering Department, Faculty of (18) Schmidt, B.; King, D.; Kariuki, J. Designing and Using 3D-
Science and Engineering, Maastricht University, 6167 RD Printed Components That Allow Students to Fabricate Low-Cost,
Geleen, Limburg, The Netherlands Adaptable, Disposable, and Reliable Ag/AgCl Reference Electrodes. J.
Chem. Educ. 2018, 95, 2076.
Complete contact information is available at: (19) Booeshaghi, A. S.; Beltrame, E. da V.; Bannon, D.; Gehring, J.;
https://pubs.acs.org/10.1021/acs.jchemed.0c01115 Pachter, L. Principles of Open Source Bioinstrumentation Applied to
the Poseidon Syringe Pump System. Sci. Rep. 2019, 9, 12385.
Notes (20) Heidt, B.; Rogosic, R.; Bonni, S.; Passariello Jansen, J.; Dimech,
The authors declare no competing financial interest. D.; Lowdon, J. W.; Arreguin-Campos, R.; Steen Redeker, E.; Eersels,
K.; Dilien̈ , H.; van Grinsven, B.; Cleij, T. J. The Liberalization of
■ ACKNOWLEDGMENTS Microfluidics: Form2 Benchtop 3D Printing as an Affordable
Alternative to Established Manufacturing Methods. Phys. Status Solidi
The authors acknowledge the Stichting Universiteitsfonds A 2020, 217, 1900935.
Limburg (SWOL) and Limburg Meet (LIME) for funding of (21) Gali, T.; Lavin, E. S.; Donovan, K.; Raja, A. Science Alive!:
the project. Connecting with Elementary Students through Science Exploration †.
J. Microbiol. Biol. Educ. 2016, 17, 275.
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The planning
The implementation

Pre-test results

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Figure 1.
Post-test results for the first cycle

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Figure 2

Post-test results for the second cycle

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Figure 3

The significance of improvement of the basic science process skills

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YOU INVITED

TOPIC

Augmented Reality
Application for

Reyhane

March 16,2022

11.00 -11.30 a.m

Journal

AR

STUDENT CODE : 103, 104, 111, 125
Major of Science Education





62 Journal of Turkish Science Education. 17(1), 62-72

Journal of
TURKISH SCIENCE EDUCATION

Volume 17, Issue 1, March 2020

http://www.tused.org

Development of Augmented Reality Application for Biology
Education

Reyhane ARSLAN1 , 2, Caner DARGUT3

1 Bursa Uludag University, Bursa-TURKEY, ORCID ID: 0000-0002-0331-1045
2 Bursa Technical University, Bursa-TURKEY, ORCID ID: 0000-0001-5054-3263

3 Bizpark , ULUTEK Teknopark, Bursa, TURKEY, ORCID ID: 0000-0002-8139-013X

Received: 31.08.2019 Revised: 30.01.2020 Accepted: 20.03.2020

The original language of article is English (v.17, n.1, March 2020, pp.62-72, doi: 10.36681/tused.2020.13)

Reference: Development of Augmented Reality Application for

Biology Education. Journal of Turkish Science Education, 17 (1), 62-72.

ABSTRACT

In biology education which is an inseparable discipline of medical and veterinary education, it is of
great importance that enabling students to make practice in real conditions and gain knowledge and skills
related to their professional fields during their education. It is necessary to adapt the new technologies
rapidly to education rather than the use of cadavers or laboratory animals, especially when making
practice directly related in human and animal anatomy. For this purpose, virtual and augmented reality
applications, which have been developed rapidly in recent years, come to the fore as a highly effective
technique with the possibility of interacting visually with the objects they give to the user. In this study,
the techniques were examined that used in order to increase the learning performance in biology,
anatomy, physiology and experimental animals and the process was examined to develop a specific
mobile application on Unity3D application. It is envisaged that the difficulties in providing materials for
students and ethical debates on the use of experimental animals can be overcome with the dissemination
of augmented reality applications and virtual laboratories developed as a result of procedures such as the
needs analysis, lesson or course content and scenario writing processes in addition to software
development

Keywords: Virtual Reality, augmented reality, biology education, anatomy.

INTRODUCTION

Nowadays, biology education which is an inseparable discipline of medicine and
veterinary education propounds great importance for students to be able to practice in real
conditions and gain knowledge and skills related to their professional fields during their
education. New technologies need to be adapted to education rather than the use of cadaver or
experimental animals, especially when practicing issues directly related to human and animal
anatomy. For this purpose, virtual reality (VR) and augmented reality (AR) applications,
which have started to be developed rapidly in recent years, come to the forefront as a very

Correspondence author e-mail: [email protected] -6020

63

effective technique with the opportunity of visual interaction with the objects given to the user
(Kofoglu et al., 2019; Emreli et al., 2019; Diaz Nougera et al., 2019). Again, in recent years,
AR applications processed with mobile devices due to ease of portability and increased
processor power. The literature review of this study, which is aimed at developing an original
application for education, consists of AR technologies and their usege in biology education.

w for AR technology and its
use in education. It was seen that AR technology has been applied in the natural sciences,
computer and information sciences, mathematics, engineering and humanities. It was revealed
from the literature that was effectively used especially in the field of medicine, biology,
physics, chemistry, geometry education, astronomy and museums, story-making activities,
teaching cultural information, engineering and disability education. In these areas, it is
determined that it is used in situations such as teaching of objects and events that are not
visible, demonstrating dangerous situations, concretizing abstract concepts, presenting
information levels where there is a lot of confusion. Nesterov et al. (2017) stated that AR
technologies are replacing expensive laboratory equipment and students' level of interest
increases due to the interaction of these technologies with students. In their study, Martin et
al. (2015) investigated the relationship between education and perception by using theoretical
knowledge with AR-supported laboratory practices. In the resulting evaluations; students feel
comfortable when using AR environments and think that content learning, performance
training, and design of facilities and machines are easy, useful and convenient for their

laboratory skills and attitudes towards laboratory of university students. The quasi-
experimental pre-test/post-test control group design was used. The results showed that AR
technology significantly increased the development of laboratory skills of university students.
Baloch et al. (2018) aimed to encourage students to use such kits with a user manual
supported by AR applications in their research, thereby increasing the interest and ease of
learning and reducing the workload of laboratory instructors.

One of the first examples of AR technology began with producing physical models for
complex biological molecules through the 3D printing method. Physical model is transferred
to computer environment by 3D scanning or computer modelling. Then, models advanced in
computer with an interface developed for manipulating physical models and data computation
and editing are printed with a 3D printer (Gillet et al., 2004). In a study by Weng et al. (2016),
an AR technology using application was investigated that involve the topics of mitosis,
meiosis, respiration and their systematic relationships for Biological Science in Malaysian
secondary schools. In this application, the lessons are presented in special stereoscopic and
photo-realistic views and thus the students are enabled to realize, memorize and understand
the concepts of Biology. In the evaluations, the use of AR applications in the courses are told
to have many advantages such as flexibility provided by the system, being safe, intuitive and
interactive, enabling students to learn effectively by doing and interacting with the system as
they learn complex processes can improve the sense of existence.

The use of AR applications as both educational and supportive technology in surgical
interventions in humans or animals is becoming widespread. In many studies, it is mentioned
that different AR technologies are used in medical and veterinary education, especially in the
practice of surgical operations in addition to their use in medical and biology education

In their study, Safadel and White (2019) introduced a method that demonstrates the use
of AR and data from the protein database to facilitate the teaching of macromolecules in
biology. Users can easily convert the molecular structures obtained from the protein database
into 3D format and use them with an AR application to examine the molecules from different
angles. A sample of 60 university students was randomly assigned to one of two conditions as

64 Journal of Turkish Science Education. 17(1), 62-72

2D and AR. At the end of the experiment, participants completed a comprehensive test
followed by a satisfaction survey. The results of the study showed a significant difference
between 2D and AR in terms of satisfaction, media usage, perception and comprehension.

Saidin et al. (2015) investigated the studies on the use of AR in education. According to
the investigation, since its introduction, AR applications have been shown to have good
potential to make the learning process more active, effective and meaningful. This is because
advanced technology enables users to interact with virtual and real-time applications and
bring natural experiences to the user. In addition, the AR's merge with education has attracted
the attention of research as it allows students to interact themselves in realistic experiences. It
was seen that AR applications have a positive potential and advantages that can adapted to
education compared to traditional technology (such as e-learning and educational software)
and traditional teaching methods (speech and traditional books) in various fields such as
Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy and History.
Huerta et al. (2019) developed an original mobile AR application within the scope of an
international project in order to improve the technical performance of the people in Technical
Drawing. In this context, Unity3D has been developed as a mobile AR application on the
most needed issues. In practice, it is aimed to transfer Technical Drawing subjects from 2D
papers to 3D environment so that they can be easily understood and taught.

In this paper, the authors present development of 3D interactive mobile based AR
teaching system to help biology students improve on critical and complex topics such as
biology, anatomy, physiology and experimental animals according to a learner needs.

METHODS
In such AR application development studies, it is important to correctly determine the

development stages in order to determine the limits of content and application. In line with the
identified needs, these stages cover the development of training programs/scenarios (content)
and the development of AR applications according to the scenarios determined with priority
issues.

During this phase, these possible scenarios were actively used to understand how to best

through storyboarding, the content and applications were developed using the AR design and
development process (See Figure 1).

Figure 1. AR development process (Huerta et al., 2020)

65

a) Needs Analysis

The first stage of this study consisted of a survey conducted to help students identify the
priority issues needed and awareness about AR applications in Biology education. In order for
the needs analysis to be placed on a healthy basis, the scope and target audience of the subject
were determined at first. 53 randomly selected students participated in needs analysis study. 6
of these participant are undergraduate Biology, 32 are Vocational School Laboratory-Health
Technician program and 15 are High School students.

The need is the difference between the current situation and the desired or needed
situation. Besides, analysis is a process that will be followed in order to reveal the difference
between the current situation and the desired situation to be achieved in relation to the studies
to be carried out for the educational program and material development in the subjects and
areas with the propounded deficiencies. In this study, first of all, a questionnaire that does not

was used to reveal the difference between observed and expected levels in the analysis of the
data.

b) Development of AR Applications

The concept of AR is to present real-life images on the computer screen by adding

available auxiliary packages such as AR Kit, Google AR Core, AR tools. This package
includes ready-to-use code such as AR Camera, ImageTarget, MultiTarget, ObjectTarget
(Kofoglu et al., 2018). The manipulation of the virtual environment in the real environment
creates a new learning environment between teachers and students. AR emerges as a
technology that will help students develop their perception, learning and visualization skills
and become interactive teaching materials with a high rate of information transfer for teachers
(Ali et al., 2017). Therefore, when developing AR application, it is important for both learners
and teachers to choose software and hardware tools that are easy to use and provide high
performance. A marker is often needed in AR applications. When this pointer appears on the
camera of the device, it triggers the creation of virtual objects, and if the pointer cannot be
traced for any reason, the virtual object disappears and the application becomes unstable.
Unlike other AR tools for the positioning of virtual objects in 3D environment, ARCore uses
the movement of the camera in the environment, the flat surfaces in the environment, the light
of the environment and the position information of the device. Thus, there is no need for an
ext
considering these advantages and compatibility with the content to be developed

FINDINGS

In the Needs Analysis, there are 10 survey questions were used in 5-pointed Likert scale
and 5 open-ended questions. The survey was directed to all parties identified in the target
audience/ stakeholder study through the Google survey application. During the analysis, first
of all, with the question groups, it was possible to examine the findings such as education
levels and awareness-need relationship, education levels-expectations etc. The graph of the
average of the answers given to the first 10 questions of needs analysis out of 5 is given in
Figure 2.

66 Journal of Turkish Science Education. 17(1), 62-72

Figure 2. Means of answers to the top 10 questions of needs analysis

Based on the graph given in Figure 2, the following comments can be made when the

evaluated in range -point Likert scale.

In the first question, the average of the answers of the students was quite high and 86%

in

the 15% lack of
perception in these two statements. When these two questions are evaluated according to

the subject than the high school students and pointed that the applications are more important
in the courses.

In the third question, the percentage of answers was determined as 45% to the statement

a serious resource book for biology education. In other words, it reveals that the available
resources are insufficient. In the fourth question which supports this analysis, it was seen that

images in the

should be based on visuality and practice similar to previous question.
In the fifth and sixth question, the percentage of the answers given to the statement as

each other and on average 47%. This result shows that biology courses are taught with
theoretical emphasis in schools from all levels. With another interpretation, the need for
visual learning materials is at the level of 53%.

re
also requiring applications such as microscopic examination, dissection, demonstration of
tissues and organs from the model. Therefore, the results can be interpreted as there is a need
for the application lessons using more real materials.

Again, the a

courses from analysis to blood collection. These courses provide high persistent information
when delivered both in a real laboratory environment created with tools and chemicals, and

67

using models, models or live materials to make practice. According to the results of the
survey, it is seen that there is a more need for these kinds of laboratory environments. In the

application material in laboratory/experimental animal lessons. One of the starting points of
this study is to meet the needs in this field with AR applications.

When the answers given to the open-ended questions of the Needs Analysis were
grouped and evaluated, the following determinations were made;

79% o
-provoking in

mostly used these applications in the playground.

quest applications, which are a realistic visualization of

objects in a virtual environment,

necessity of practice by mentioning that learning with visual memory will be more efficient.

Interestingly, some participants stated that it would be better to use live material instead of a

digital application.

this kind of applications might arouse curiosity in them.
Some of the participants declared that it would be useful and may be necessary to

you think about the application of virtual surgery with AR applications instead of real
material (cadaver, experimental animal etc.) in the courses where small surgical interventions

. However, others declared that they would not replace with actual cadavers
and live materials in practice.

Finally, the lack of practice in anatomy, physiology courses was mentioned in response

courses should be held in laboratories and laboratory conditions should be improved in
schools.

MATERIAL DEVELOPMENT

a) Content and Scenario Development

The results of the needs analysis were evaluated together with the scope of the study
and the targeted AR application, the content and scenarios to be used in the AR application
were written and different scenarios were developed for the students to understand the
subject. In the last phase of the scenario development, the voice texts were written which used
on the AR applications. Below are examples of scenarios based on the AR application
developed within the scope of the study.

Scenario 1: A cell model is selected for basic biology education. Then, it is written on
the edges of the arrows appearing from the organelles of the cell by zooming the cell with
finger movements. When the nucleus part was reached at last, both the double helix structure
of the DNA model inside the nucleus can be examined and the duplication event can be
observed by double click.

Scenario 2: In Biology - Anatomy courses, a model animal is selected for AR
application to examine the anatomical structure of animals. In the first stage, the screen where

68 Journal of Turkish Science Education. 17(1), 62-72

the whole musculoskeletal structure of this animal can be seen is moved by using the
application in or on the virtual model. This will essentially provide an opportunity to see and
examine all the limbs of the animal. In this way, the user can both see the organs of the
animal and determine their position in the body.

Scenario 3: By clicking on an icon in application, the organs of the animal are separated
from each other and the explanatory text appears if user clicks on an organ with the finger.
Thus, the organs and their functions are explained briefly. At this stage, it may also be
possible to make the explanations through voiceover.

Scenario 4: An icon (dissection tool) is used on the application at this stage to describe
the dissection process. When this icon is clicked, the bottom view of the frog (lying on its
back) is brought closer to the screen and the cutting process is done by holding the forceps
with one hand and the scissors with one hand. And gradually the internal organs appear. Then,
with the help of forceps, the internal organs can be shown in the boxes that appear on the side.
As shown in below, a dissecting bag can be placed on the screen and the materials can be
extracted one by one.

b) Case Study of AR Applications in Biology Field
The frog model used in the applications was obtained from the Unity3D library. In order
to animate the scenarios, the tracks were recorded as three-dimensional animations in
different scenes. After the animations are completed, the ARCore plugin is added to Unity.
Within the scope of the study, an AR application was developed as in the screenshot given in
Figure 3. A completed stage and an application development work in accordance with the
scenario in Unity environment can be seen in Figure 4.

Figure 3. Menu content of the application

69

Figure 4. Developing scenario-appropriate applications in Unity environment
During the development phase, the interface of the application was designed and
animations were prepared according to the scenarios.

Figure 1. Positioning the three-dimensional model on the mobile screen
After the appropriate animations were defined for the scenarios, the codes were written
to keys to provide the transitions between the animations. After the changes were tested on
the computer, the application was compiled as APK. OnePlus 5T, Samsung S8 Plus and
Samsung S7 devices were used to test the application on mobile devices.

70 Journal of Turkish Science Education. 17(1), 62-72

Figure 6. Demonstration of skeletal and muscular system with AR
DISCUSSION AND CONCLUSIONS

In this study, an original AR application was developed to support learning performance
in courses such as biology, anatomy, physiology and experimental animals. Following the
development phase of the application, implementation, testing and improvement stages were
initiated. In the test phase of the study, a limited number of user (3 professionals and 3
students) were interviewed in order to provide a basis for measuring the impact of the
ongoing development of AR application on learning performance. In the study carried out by
face-to-face interview method, the opinions of professional and students about the use of the
developed application in biology courses were taken. The collected data were subjected to
content analysis and evaluated. Accordingly, use of AR application:

It facilitates understanding with a 3D laboratory environment and increases students'
motivation to learn.

as it increases their ability to animate events in a virtual environment.
The application was found successful by all students.
It was found insufficient to include the limited subject as it is.
More topics and content should be developed, especially the basic biology concepts.
The fact that it is aimed at mobile devices is successful in terms of accessibility and easy
use.
It is very useful in terms of performing experiments in virtual environment instead of real
material, especially in courses where basic surgical interventions are explained.

follows:
In order to increase the user's interaction with the application, some organs was given the
ability to access information panels containing more information by clicking.
According to the normal operation, the object in the AR environment was fixed at the
camera angle and the user could see the details around the object. Since this situation
causes difficulties in the classroom environment, the application was given the ability to
rotate the object on the horizontal and vertical axis by touching with the finger.

71

Again, for the enlargement-reduction details of the part, it was necessary to pull the
mobile phone back and forth. In order to eliminate this problem, the ability to enlarge and
reduce with finger movements was added to the application.

The use of AR/VR in education is promising and useful in Teaching Learning. A multi-
disciplinary approach is crucial. This approach brings a different perspective to Teaching
learning methods and content development which results in a better experience for students.
Students are more accustomed to using 3D games with a high level of visual detail where a
substantial amount of investment may have been available for commercial projects.
Therefore, a careful consideration of end-user requirements and expectations is needed to
engage students. (Huerta et al., 2019)

The current study has not employed performance assessment of this AR application;
l reactions were positive. Future studies should evaluate and assess

the usability of this AR application. For this aim, in the next phase of the study, the
application will be evaluated by contribution measurements to the learning performance
where the basic biology and anatomy issues are transferred to the virtual environment. At the
end of this evaluation and improvement process, AR application is expected to fill an
important gap in biology education. In this way, it was anticipated that difficulties in
providing material for students and ethical discussions about the use of experimental animals
can be overcome.

In future studies, capabilities such as development of mixed reality (MR) application in
which both AR and VR can be used together and users can touch virtual organs and perform
surgical procedures can be added by using VR glasses and equipment in order to increase the
students' interaction with the application.

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Neslihan Ültay1*, Arzu 1, Hilal 1, Hilal K. Bak1,
Kezban 1, Melek Topatan1, Pelin Gül Kara1

ZOOM



Neslihan Ültay1* 1 1, Hilal K. Bak1, 1, Melek Topatan1,
Pelin Gül Kara1

1Department of Elementary Education, Faculty of Education, Giresun University, Giresun, Turkey

*Corresponding Author [email protected]

ABSTRACT This study examines the effect on student academic success through teaching the "Let's Know
the Matter" grade 3 science unit accompanied by STEM (Science, Technology, Engineering, and
Mathematics)-focused activities. The study group consisted of 24 third grade students studying in the 2019-
2020 academic year. Teaching was done with a 5E (enter, explore, explain, elaborate, evaluate) instructional
model, and student opinions about the STEM activities were collected. A group pretest-posttest research
design was used in which the "Let's Know the Matter Test (MT)" was administered at the beginning to
measure the students' prior knowledge, and again at the end of the unit to determine what students had
learned. Their opinions of the lessons taught with STEM-focused activities were collected using a semi-
structured interview technique. Qualitative data were divided into appropriate categories under common
themes. It was observed that the 5E instructional model contributed to their academic success. Also, it was
found that their opinions about the lessons taught with STEM activities were quite positive. Based on the
results obtained from the research, it is suggested that STEM activities be used in the teaching of other topics.
Keywords Matter, Primary school, STEM, Third graders

1. INTRODUCTION one discipline, into different branches (Riechert & Post,
In the 21st century, the field of technology and 2010). STEM education aims to teach science,
mathematics, engineering, and technology, which includes
engineering is developing and changing rapidly. As a result lifelong education activities suitable for all grade levels
of the reflection of these changes to education, technology, starting from pre-school to post-doctorate. However, it
and engineering fields have become an integral part of seems that the renewed curriculum in Turkey mentions
education. This situation increases the need for renewal
STEM education under the name of science and
studies in education. One of the new approaches of the engineering applications. It takes place from 4th grade to
21st century is STEM education. STEM acronym is a
teaching and learning approach consisting of the initials of education can be
the words science, technology, engineering, mathematics. applicable for all grades. Also, in the literature, not only in
STEM helps to teach students science, mathematics, Turkey, a few studies are focusing on third graders. Because
engineering, and technology together, and it enables this study focuses on third graders, it makes this study
students to transfer what has been learned to live. The significant.
concept of STEM was first expressed by the National
Science Foundation Education Director Judith Ramalev in In order for countries to keep up with technological and
scientific developments in the world and to be among the

STEM education can be described as the change of Received: 17 March 2020
integrated education, which does not require the division Revised: 20 June 2020
of science and mathematics courses, including more than Published: 28 July 2020

a

© 2020 Indonesian Society for Science Educator 156 J.Sci.Learn.2020.3(3).156-164

Journal of Science Learning Article

developed countries, it needs individuals with an compared to the control group in terms of the science
entrepreneurial spirit who are interested in STEM fields process skills, science concepts, and science content
and can think innovatively. Meeting this need is possible knowledge. Also, they found that the students who
with an education system that enables students to take participated in STEM education were also more successful.
responsibility, allow them to make mistakes, enable them Park & Yoo (2013), found that teaching the subject of light
to produce everyday products, enable them to think and with 6th-grade students with a STEAM (STEM+Art)
produce. It is evident that the developing countries need approach provided a definite increase in students' interests
STEM education, and their curricula should be rearranged and motivations, but could not detect a significant
to include entrepreneurship, art design, and programming difference in their scientific process skills. Kong & Huo
(Akgündüz et al., 2015, Ültay & Ültay, 2020). STEM (2014) examined STEAM education's effect on 4th-grade
education increases competitiveness between countries and students' attitudes towards science, self-efficacy, and
supports countries' social and economic development science self-efficacy. However, there was no significant
difference between the groups; the average of the
STEM education is to experimental group students was higher than the control
raise individuals who will contribute to the industrialization
of countries and to make countries economically and determine 8th-grade students' attitudes towards science
industrially developed countries (Çevik & Özgünay, 2018). lesson and their views on STEM approach with their
STEM activities. As a result of the research, it was stated
Although STEM is understood in different ways in the that the students understood the science lesson better, the
world, the common characteristics of all are bringing lesson became more enjoyable and contributed to their
together different disciplines and applying them to the teamwork skills.
problems we may encounter in daily life as a result of using
the integration of concepts and skills together. STEM education and engineering practice on academic success in
education includes the knowledge, skills, and opinions that the Science and Technology course. In the quasi-
arise from the point where two or more subject areas are experimental model conducted with the pre-service science
integrated (Çorlu, Capraro, & Capraro, 2014). In STEM teachers who constitute the study group of the research, a
education, it is aimed that individuals can solve problems, significant difference was found in favor of the
think in many ways, be confident, transfer technology to experimental group where STEM education and
learning, and develop creative and communication skills engineering education were applied, and it was concluded
(Bybee, 2010; Morrison, 2006). Morrison (2006) listed the that it affects the academic success of the students
skills that individuals should acquire with STEM education
as follows: Innovative, problem solving, inventing, self- STEM integration on 5th-grade students' perceptions and
confidence and self-motivation, consistent thinker, and attitudes in STEM fields. In the study in which quasi-
technology literate. STEM education should be able to experimental design was used, perception and aptitude
improve students' characteristics, such as understanding tests revealed that STEM activities improved students'
how the equipment works and using technology well perception and attitudes towards STEM. Baran,
(Bybee, 2010). In STEM education, there is a presentation
of a problem that students may encounter from daily life an out-of-school STEM education program for 6th-grade
within a particular context. Students should also design and students. According to the results of the research, it was
produce a solution proposal for this problem (Ültay & suggested that integrating STEM activities into the out-of-
Ültay, 2020). These designs may be technological or school education program could support the development
engineering-based (Felix, 2016). STEM education is of students' interest in following their STEM-related
planned to gain skills such as inquiry, research, problem- careers. Knop et al. (2017) stated that within the scope of a
solving, communication, and teamwork to individuals. five-day study conducted with 31 secondary school
STEM education should include activities that attract students, designing interactive robots in STEM education
attention and make the individual eager to learn (Baran, on students' attitudes was examined, and their opinions
were received. As a result of the study, they observed that
, 2015). the students' interest and attitude towards STEM increased
When looking at some studies on STEM, it is seen that and emphasized that they attracted the students' attention.
Yamak, Bulut, & Dündar (2014) examined the effects of
STEM-based activities on 5th-grade students' attitudes -
towards scientific process skills and science education. The grade and 4th-grade students as a sample, it was aimed to
study concluded that STEM activities positively improved examine students' STEM career interests and attitudes
students' attitudes towards scientific process skills and towards STEM in terms of some variables. As a result of
science education. In the study of Cotabish, Dailey, the study, it was determined that male students' STEM
Robinson, & Hughes (2013), students and teachers from career interests were higher than female students, and
the 2nd to 5th grade participated in the study, and it was
found that the control group was more successful

DOI: 10.17509/jsl.v3i3.23705 157 J.Sci.Learn.2020.3(3).156-164

Journal of Science Learning Article

STEM attitude scores did not differ significantly between a total of 17 lesson hours, based on 5E instructional model
male and female students. accompanied with STEM activities, following the program.
Before the application started, "Let's Know the Matter Test
As can be understood from meta-analysis and meta- (MT)" was applied as a pre-test to measure the students'
synthesis studies for STEM education, most of the studies pre-knowledge. Multiple choice test was preferred as a
focus on teacher education and secondary and post- measurement tool to get more objective results. Also,
secondary levels (Becker & Park, 2011; Herdem & Ünal, students' ages range between 8-9, and because of their ages,
2018). The studies carried out at the primary school level they were very active in the classroom, and as observed in
are very few and generally at the 4th-grade level. In this the activities, they were bored quickly. The researchers
sense, the study can make useful contributions to the decided the way to get the most reliable results without
related field. boring them was to perform multiple-choice testing. MT
contains 20 multiple choice test items. Discrimination and
As mentioned above, STEM education focuses on 21st- difficulty indices for each item are given in Appendix 1.
century skills such as critical thinking, creativity, The researchers prepared MT under unit acquisitions. The
innovation, etc. According to Choe (2006), scientific pre-application for validity and reliability analyzes was
creativity has recently become an essential educational carried out with a group of 3rd-grade students (30 students)
target and a social issue for nations' welfare. From this different from the application group. In the pilot
point of view, determining the creative thinking of students application, the reliability coefficient of the test (Cronbach
is essential in terms of education. Morrison (2006) alpha) was 0.737, and in the application of the study group,
describes the students who take STEM education as it was 0.741. For content validity, opinions were received
'inventors' because they become aware of the needs of the from six primary teaching educators and a primary school
world and find and implement creative solutions. In teacher, and the opinion that the scope validity was
addition, not only creativity but also all 21st-century skills obtained as appropriate. Also, opinions on the suitability of
are considered very important for students because they are the structure and appearance validity were taken from two
also signals of people who will improve the countries for science education experts. After the application, MT was
further. From this point of view, the study aimed to reapplied as a post-test. Two sample questions from MT
examine the effect of teaching "Let's Know the Matter" are presented below:
unit with a 5E instructional model accompanied by STEM-
focused activities on grade 3 students' academic success 2. Which of the following items has a smooth
and their opinions about STEM. surface?

2. METHOD A) Mirror
As this study aimed to determine the effect of teaching B) Carpet
C) Sofa
the "Let's Know the Matter" unit based on the 5E 4. In which of the following are all substances liquid?
instructional model accompanied with STEM-focused A) Cologne, Water, Olive Oil
activities, it does not have only the quantitative dimension. B) Air, Fruit Juice, Soda
It also has a qualitative study since it aims to determine C) Syrup, Milk, Fruit
students' thoughts about STEM teaching. In this study, one After the application ended, the researchers asked
group pretest-posttest research design was used. One- students who were volunteers to interview, and five
group pretest-posttest research design can be used to students were volunteers. Then, open-ended questions
determine the effect of an implementation (Allen, 2017). In were asked to these five volunteer students to reveal
this study, the effect of the 5E instructional model students' opinions on STEM activities. The questions were
accompanied by STEM-focused activities was researched, constructed by the researchers and were collected from the
and also, students' opinions about STEM was tried to be students through a semi-structured interview technique.
revealed. The interviews lasted for approximately 10-15 minutes and
were recorded with the voice recorder by obtaining the
2.1 Study Group consent of the students.
The study group of the research consisted of 24
2.3 Data Analysis
students studying at the 3rd grade level of a primary school
affiliated to the Ministry of Education in the Central district The data obtained from the MT, which was applied as
of a province in the Eastern Black Sea Region of Turkey in a pre-test and post-test, were scored "1 (one)" for correct
the academic year 2019-2020. The students' age was answers, and false/empty answers were scored "0 (zero)".
between 8 and 9. 12 of the students were female, and 12 of The first condition for using parametric testing in data
them were male students. Students were coded as S1, analysis is to implement the application with at least 30
participants. Since the number of students participating in
2.2 Data Collection Tools the application was below 30, it was deemed appropriate to
The "Let's Know the Matter" unit, which is the 4th unit perform analysis with non-parametric tests. The total

of the 3rd-grade science course, was taught to students in

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Journal of Science Learning Article

scores obtained from MT were analyzed with the Mann students were pre-tested, and their prior knowledge was
Whitney U test, one of the non-parametric tests with the determined. The activities in the lesson plan were
help of the Statistical Package for the Social Sciences, and administered to the students, respectively. First of all,
is shown in the findings section with tables. In addition, the various activities were held in the course to explain the
data obtained from semi-structured interviews applied to "Characteristics of the Matter." In the first activity of this
reveal students' opinions on STEM activities were subject, which lasted for 11 lessons, one student was
transcribed first, and appropriate categories were identified selected from the groups. The eyes of the selected student
under common themes after necessary reductions were were closed with a cloth. The student was asked to take one
made. of the objects in the previously prepared boxes, and the
student described the properties of this object and tried to
2.4 Validity and Reliability guess the object. This activity continued until there were no
objects in the box. After this activity, another activity (Let
Researchers created the MT used in the application, a us learn) was made in the exploration phase, and various
pilot study was applied to a group of similar features for materials were given to the student groups. After the
reliability analysis, and the reliability coefficient (Cronbach students examined the distributed materials, they wrote the
Alpha) was calculated to be 0.737. Apart from this, the properties of the objects. Then, researchers asked various
scope validity was obtained by the opinions of six questions about objects (for example, what do you feel
classroom education experts and a classroom teacher when you touch it? Does this matter shine a light?). Videos
regarding whether the MT test questions and interview were watched from various websites on the subject (e.g.,
questions asked following the acquisitions cover the EBA, Okulistik, etc.). In the third activity, "What are the
subject area. Structure and appearance validity of data characteristics of that matter?" game was played with the
collection tools were tried to be obtained by taking the students. Visuals about the activity are given in Appendix-
opinions of two science education experts. 3. In the explanation step, the fourth activity was made with
"Dramatization" worksheets prepared in accordance with
In the classroom where the researchers are conducting the acquisition of "touching, looking at, tasting, tasting, and
the research, many STEM applications have been made in smelling some substances may harm the living body."
the 'Science' course before this application by different Worksheets are distributed to groups.
researchers. From this point of view, the applied group is
accustomed to being taught with STEM-focused activities. The students read these dramas with their groups,
In this application, the teacher of the class participated as answered the questions written under the drama, and
an audience. Thus, an environment was tried to be created expressed their solutions through the group representative.
for students to feel safer and more comfortable. The An example of worksheets is given in Appendix-4. In the
implementation was carried out by the researchers who are fifth activity, volunteer students played the dramas written.
also the authors of this manuscript. Because the teacher From the characteristics of the matter, the student chose a
had not information and experience about STEM and its feature. The feature that the student chose was written on
implementation, the researchers who were studying for his collar, and the badges were hung. Phrases such as 'Hard
STEM in a primary school in the master of education matter, introduce yourself' were established. The student
programs, the researchers carried out the implementation put this feature in his place, introduced the feature of the
under the supervisory of the first author. chosen item with his sentences. In the elaboration stage, in
the sixth activity, it was tried to explain whether the items
2.5 Implementation were rough or smooth. In this activity, students told their
properties by touching the objects around. Subsequently,
The research aims to teach "Let's Know the Matter" the items given were asked to smooth the rough ones, and
unit with STEM-focused activities, and lesson plans are smooth ones to be roughened. For this, sanding paper and
prepared according to the 5E model. The first step of 5E rough wood pieces, aluminum foil, etc. were given to the
is to enter/engage in which students' attention is directed groups. Visuals about the activity are given in Appendix-5.
towards the related topic, and their pre-existing knowledge The STEM-focused activity was started in the seventh
is stimulated. The second step of 5E is exploring where the activity in the elaboration stage. The text and studies for
students make an observation, use their pre-knowledge, STEM activity are given in Appendix-6. In the evaluation
conduct experiments, and discover new knowledge. The phase, the last activity of the subject was made. In the
third step of 5E is to explain in which students ask the activity, students were asked to make a poster study on the
teacher to disconfirm/confirm the students' gained properties of matter. Poster works are shown in Appendix-
knowledge. The fourth step of 5E is elaborate in which 7.
students elaborate their acquired knowledge within
interdisciplinary or interrelated concepts. The final step of After the subject of ' Characteristics of the Matter ', the
5E is evaluating in which students evaluate what they subject of 'States of the Matter', which will take 6 lesson
learned. The first lesson plan prepared with the 5E model hours, was started. For this subject area, a lesson plan with
is in Appendix-2.

At the beginning of the implementation, students were
divided into six groups of 4 and 5 people. Later, the

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the 5E model was prepared. The prepared lesson plan is and the game started. The student rolled the dice and
given in Appendix-8. In this subject area, "Do you know advanced the box by the number of dice that he threw his

my features?" activity was made. In this activity, different pawn. The student said in what form the word, in the box
items were placed on the table. The students were asked to it came from. If he said it wrong, it passed to the other
examine them and talked about their features. In the student. If he answered the question correctly, he brought

second activity, different materials were put into three points to his group. In the last stage of the course, after the
gloves. A glove was filled with water, a glove was filled with implementation of the 5E model, open-ended questions
stones, and the other was inflated with air. The students were asked to 5 volunteer students for qualitative

were asked about the differences between the gloves and evaluation. The post-test was administered, and the
asked to explain their reasons. A section from the cartoon implementation was finished. The implementation lasted
was watched, and students were asked about the items they for 17 lesson hours in 6 weeks.
saw in the cartoon. Their attention was drawn by asking
riddles. The riddles asked are in Appendix-9. In the third 3. RESULT AND DISCUSSION
activity, the starch-water experiment was done to This study aimed to determine the effect of teaching
understand the concepts of solid and liquid. The
experiment carried out is in Appendix-10. In the fourth third-grade students based on the 5E instructional model
accompanied with STEM-focused activities on the "Let's
activity, the wind was blown to understand the concept of
gas, and then they were asked to cool their cartons by Know the Matter" unit and to determine the thoughts of
shaking them to their friends, and they were made fan. It the students about STEM teaching data was collected for
was provided to the students the balloons to be inflated and this purpose. MT was applied as a pre and post-test to
had made them feel the gas exit from the balloon by measure the success of students. The findings obtained as
touching their cheeks. a result of analyzing the data obtained from MT with the
Mann Whitney U test are presented in Table 1.
In the fifth activity, students did breathing exercises. In
the explanation part of the course, students were given According to Table 1, in the implementation of "Let's
Know the Matter" unit, which is taught based on the 5E
information about the states of matter. After the
instructional model accompanied by STEM-focused
explanation, the students read the story text to be used in
the STEM activity, and questions were asked. The story activities, MT was administered as a pre and post-test on
text is given in Appendix-11. Students were asked to design the subject. According to the table, while the pre-test point
and create a new product according to the given text. In average of the group was 17.31, the post-test point average
this process, students were helped by asking questions at a
level where they could have improved their products. The Table 1 Findings from the analysis of the data obtained from
resulting products are shown in Figure 1. At the evaluation MT with the Mann-Whitney U test (N: 24)
stage of the lesson, the game prepared for the students was
MT NX Std. UP
played. The game is given in Appendix-12. The game was Dev.
as follows: The students were ranked among themselves,
Pre Test 24 17,31 3,10 115,50 ,00
Post Test 31,69 ,51

Table 2 Students' answers to the interview questions
Question 1: How did you find the activities done in this lesson?

Themes Students

It was nice, it was fun. S5, S17, S19 3
It was instructive. S16, S20 2
4
Question 2: What was your favorite section in the implementation? 2
3
Themes Students 3

Shipbuilding S5, S16, S19, S20 4
All of STEM activities S17, S20 1
5
Question 3: Was there any part you had difficulty in the activities? If yes, which part?

Themes Students

There was complexity when making ships. S5, S19, S20

It was difficult for the planning phase of STEM activities. S16, S17, S20

Question 4: Were there any parts you did not like in the activities? Explain why you don't like it.

Themes Students

There was no part I did not like. S16, S17, S19, S20
The starch experiment is not liked. S5

Question 5: Would you like to learn other subjects in this way in science class?

Themes Students

Yes, I would. it was fun. S5, S16, S17, S19, S20

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was 31.69. As can be seen from the table, as a result of the like other subjects to be covered based on STEM-focused
analysis, it is seen that the subject taught with a 5E activities in a science lesson, and S20 coded student said,
instructional model accompanied by STEM-focused "Yes, I would. It both entertains and keeps it in our minds."
activities creates a significant difference in the success of Similar answers were received from other students.
students (115.50, p <.05).
This study was carried out to determine the effect of
After the post-test application, semi-structured teaching in the 3rd grade "Let's Know the Matter" unit with
interviews were done with five volunteer students. The data a 5E instructional model accompanied with STEM-focused
obtained through the semi-structured interview form was activities on students' academic achievement and to get
edited and presented in Table 2. The names of the students their opinions about STEM activities during 17 lesson
were kept confidential and given with their code. hours. As a result of the study, a significant increase was
observed in students' achievements. Similar studies on the
Question 1 was asked about how students found the impact of STEM activities on success have also been
activities and the findings were presented in Table 2. As can shown the contribution to academic success (Herdem &
be seen from the answers given to the question, the Ünal, 2018). Traditional learning in science education based
students stated that they liked the lesson's activities. on direct instruction and books is not effective in students'
Student coded S5 said, "I like it because it was fun and learning concepts (Akçam, Dökme, & Tunç, 2011; Ültay,
nice." Question 2 was asked to find out what sections they 2012). Thus, some students stated in the interview (in Table
liked most in the activities held for students, and S17 coded 2) the lessons were instructive. They were aware that they
student said, "I like the activity sections, we build boats, I had learned better with the 5E instructional model
like to do different things. We were trying to come in front accompanied with STEM-focused activities. Therefore,
of the board, touch something, and guess them. We were STEM studies are of great importance in education. Also,
doing different experiments. STEM events were very nice". STEM activities develop positive attitudes among students
S20 coded student said, "I liked the sections where we
designed something for STEM activities the most. I loved against science lessons created by students and raised their
making ships," she stated her opinion. The ship samples ,
that the students made within the scope of STEM activities
are shown in Figure 1. Examples of products developed by 2016). In other words, students have a negative attitude
students to protect from rain are also shown in Figure 2. towards science lessons, and STEM studies broke this

The third question was asked to students to find out if Guzey, & Saka, 2017; Yamak, Bulut, & Dündar, 2014). In
there were any difficulties in their activities. The findings the interview, the students stated that they wish all courses
are presented in Table 2. As can be seen from their answers to be taught with STEM. The reason for this, their interest
to the question, there have been problems in shipbuilding and motivation were always alive during the courses. Thus,
and planning parts of STEM activities. An S5-coded their attitudes were affected positively.
student answered as "It was a little complicated when we
were making a ship." The student coded S16 said, "There This study also contributed to the field in terms of
was confusion because we had no idea." seeing how much STEM activities affect the teaching of
"Let's Know the Matter" unit. Between the pre and post-
Similarly, the student coded S20, similar to the student test results after the application, it was seen that STEM
with the code of S16, said, "There were places where I had activities increased the students' success in terms of
difficulty. We had difficulties most during the planning learning the "Let's Know the Matter" unit. In other words,
phase. For example, it was difficult to plan how to make students were able to learn the "Let's Know the Matter"
the ship." Question 4 was asked to find out if there were unit effectively with the 5E instructional model
any parts of the activities that students did not like, and S5-
coded student said that "I did not like the starch
experiment because my hands were sticky." Apart from
this, other students stated that they liked all of the activities.
Question 5 was asked to students to find out if they would

Figure 1 Ship samples designed by students Figure 2 Examples of raincoats developed by students to
DOI: 10.17509/jsl.v3i3.23705 protect from rain

161 J.Sci.Learn.2020.3(3).156-164

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accompanied with STEM-focused activities. This result can of STEM activities such as shipbuilding. The reason for
be arisen from using not only STEM-focused activities but this may be the anxiety that students experience about how
also the 5E instructional model. 5E instructional model is to use the materials. In their stud
a well-known model to attract students' interest by (2018) stated that the students' most challenging stage is the
associating the content knowledge to the daily life examples
(Er Nas, Çoruhlu, & Çepni, stated that the lack of information about the products and
Furthermore, using the 5E instructional model target behaviors that the students will design prevent the
accompanied with STEM-focused activities had probably efficiency of STEM activities.
more motivated students than using STEM-focused
activities alone. In particular, STEM-focused activities were Another result obtained from the research is that
prepared by considering students' interests, such as students want to learn other courses in this way. This
designing a raincoat. These activities also motivated situation may be the result of the active participation of the
students during the whole lesson, and their academic students in the lesson, the effectiveness of their learning
successes were also improved. This result is similar to some performance, and the pleasure of the students in producing
of the studies' results in the literature. Many studies have the products. The contribution of STEM activities to the
found that teaching based on STEM activities contributes creativity of students and the development of their

-Shepherd, 2016). the skills of producing solutions to daily life problems

4. CONCLUSION 2012). However, it also coincides with other studies in
It has been revealed that elementary school students which students love to learn science subjects through
experiments or have fun activities (Ültay & Alev, 2017;
have many misconceptions or misleading for different Ültay, Durukan, & Ültay, 2014).
reasons (Gödek & Polat, 2017). Along with the teachings
made with STEM activities, students can correct their Based on the results obtained from the research, it may
wrong information by testing their knowledge. Also, be suggested to use STEM activities for teaching other
teachings made with STEM activities lead students to learn, subjects due to the positive behavior and thoughts of the
research, and question. STEM activities are concerned not students about STEM activities. Especially considering that
only with existing problems but also with probable the vast majority of STEM-focused studies in the literature
problems (Tabaru, 2017). In this respect, this study focused started from the 4th grade, subject teaching with STEM
on the problems that umbrellas and ship models made by activities can also be recommended for younger age
students can encounter in daily life. The problems that they groups. The reason for this can be said that the foundations
may encounter in daily life have been narrated, and of the scientific process skills required during the STEM
students have the feeling of developing solutions for these activities are formed at a young age. In addition, the
problems. For example, a child who caught a little fish on concept and academic success can be explored in studies
the shore with his father wanted to sail with his father, and conducted with STEM.
students decided to build a boat to help this child. Later,
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