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RESEARCH PAPER
A Study of the Impact of Arduino and Visual Programming In Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students’ Perceptions on Electricity
1
Primary School teacher, Msc, GREECE
2
University of Crete, Faculty of Education, Department of Preschool Education, GREECE
3
School of Pedagogical and Technological Education, GREECE
Publication date: 2021-04-15
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1960
KEYWORDS
ABSTRACT
This article presents a quasi-experiment which, with the use of Arduino and Scratch for Arduino
(S4A), attempts to study their effect on self-efficacy and motivation towards Science Education,
Computational Thinking (CT) and the views of 5th Grade students about concepts of electricity. It
was conducted on the 5th Grade of a Primary School in Greece. The research team chose the
quantitative method, which was conducted through the delivery of four questionnaires that were
mainly consisted of close-ended questions. In order to achieve triangulation and a deeper
understanding of the topic, it was considered important to include individual open interviews. The
data processing failed to prove the effect on motivation, while in self-efficacy it was proved only
partially. However, the effect was explicit in view of the conceptual understanding of electricity
and CT. The specific project could spur the prosecution of an extended research, aiming at the
probe on the one hand of how the existing outcome is confirmed and on the other hand how
they are preserved through time, for the purpose of insinuating computational methods and tools
into primary education.
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