More than Playing a Toy: The Effects of Lego Mindstorms on the Students’ Perceptions about Scientists

Abstract

LEGO-based learning and teaching environments, it has been revealed in studies that students working to solve problems presented to them were often unaware of how much time has passed. In this study, it was aimed to determine how Lego Mindstorms EV3 based robotics education changed the concept of what is a scientist in the minds of students. Twenty-one students from the 5th, 6th, and 7th grades participated. In the study, a single group pre-test and post-test design was applied. The “Draw a scientist test (DAST)” measurement tool was used to reveal the perceptions of scientists. In the study, a program developed for robotic education was offered to students during the robotic club hours for 4 weeks. DAST was administered to the students before and after the robotic education. The students worked in groups and participated in structured, guided, and inquiry-based learning. In the past week, students were asked to develop solutions to a socio-scientific problem using the Lego Mindstorms kit. The findings showed that the students changed their drawings using different styles in not only the scientists’ body and facial expressions but also work environments. The results show that Lego Mindstorms EV3 based robotics education played an important role in changing the perceptions of scientists in the students’ minds.

Keywords

• lego mindstorms ev3
• robotics education
• scientist
• perception
• inquiry