The effect of lego wedo2.0 education on the academic achievement, attitudes, and computational thinking ski̇lls of students in science classes

Nowadays, the skills and characteristics that individuals should have within the framework of changing needs also change. Providing these skills to individuals is not sufficient with traditional teaching and there are difficulties in adapting to the age. While gaining 21st century skills, interdisciplinary studies are gaining importance and increasing productivity. In this study, the effect of LEGO WeDo 2.0 robotics education on the academic achievement, attitude and computational thinking skills of the science course of the students was investigated. The study was conducted with 5th grade students (N = 36) in a private school in Elazığ in 2017-2018 academic year. The model of the study is the "pre-test-post-test control group pattern in of the experimental method. "Science Course Academic Achievement Test", "Science Course Attitude Scale" and "Information Processing Thinking Scale" wer+e used as data collection tools. While the activities in the experimental group were carried out with the LEGO WeDo 2.0 Robotic Training Set, the same activities in the control group were implemented using the traditional plain expression technique in the curriculum. The application was continued for eleven weeks and the obtained quantitative data were evaluated with SPSS packet program at 0.05 significance level. As a result of the research, it was seen that the attitudes, academic achievement and computational thinking skills of the experimental group students in whom robotic supported science education was given showed a significant difference compared to the students in the control group.