The effect of robotic coding practices on learning products on microscopic living and environment unit at 4th grade science lesson

The main purpose of this research is to measure the effect of the robotic coding applications on learning products in the science lesson of the fourth graders at Microscopic Living and Environment unit. It was aimed to measure the attitudes of science and technology education to students' academic achievement, scientific process skills, and science and technology course by using the Lego Wedo 2.0 robot kit for the learning area of Microscopic Living and Environment unit. In order to test the research problems, semi-experimental method and pretest-posttest control group pattern were used. The research sample consists of 92 students at the fourth grade level of a public school in Kdz.Eregli. The study was performed over a six-week period and half of the students were selected as the control group and the other half of the students as the experimental group. While the students in the experimental group were trained with the wedo 2.0 robotic set, the control group students were trained based on the standard M.E.B curriculum in 2017. According to the findings obtained from the study, when the scores of academic achievement and scientific process skills were examined, it was seen that the experimental group scores were higher than those of the control group. However, there was no statistically significant difference (p> 0.05). This result can be explained by the limited number of scientific process skills within the scope of robotic assisted activity.