SCRATCH IN STEM EDUCATION

In today’s conditions where technological development is very fast, both new generation students and technology are in a closer relationship than teachers. MEB General Directorate of Educational Technologies on the integration of innovation and technology into education policies. It will support permanent and meaningful learning in teachers’ technology classrooms. In this direction, the importance of technology integration increases in teaching new teaching methods and techniques. However, it is seen that the use of multimedia technologies in education is limited. With this study, it is aimed to develop students’ multiple cognitive thinking skills by integrating Scratch into science lessons in the educational environment in 11 secondary schools..

The pictures are the author’s own – (Attribution CC-BY)

GOAL

The aim of this project is for our students to participate actively in the process, exploring inquiry-based and project-based learning. It is to seek solutions by creating scenarios by associating with life problems while doing activities. Improving life skills by integrating science, technology, engineering and mathematics (STEM) through games. To make them understand that games are an educational element. For this purpose, our first study creates a climate change and greenhouse effect scenario with the scratch- program. The students are divided into teams and create the scenario. It then writes block codes and develops a dialog. As a result, the students who questioned calculate the amount of carbon dioxide that causes the global climate. In the third step, all students popularize this game in their school. As a result, active participation of students in lessons increases through games.

ACTIVITIES

The pictures are the author’s own – (Attribution CC-BY)

By associating the EU 2030 goals with the curriculum. Our students discussed clean water resources, clean energy resources and studies to prevent environmental pollutants. They designed their scenarios for the solution of these problems in the Scratch program and shared them with their friends. They raised awareness about the pollution in the water, the pollution in space and the self-renewal of ecology.

RESULT

As a result, students develop a solution by associating social and socio-scientific problems with science, mathematics and technology. They develop analytical thinking and digital competence skills. Their self-confidence increases by creating new products with their friends. It takes the first step towards becoming a qualified individual. Their interest and knowledge in future STEM professions increases.

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