Research Article
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Influences of Arduino and Algodoo Based Mechanics Teaching on Achievement

Year 2025, Volume: 19 Issue: 1, 30 - 64, 27.06.2025

Atakan Çoban , Mustafa Erol

https://doi.org/10.17522/balikesirnef.1559865

Abstract

This work focuses on investigating the influence levels of Arduino and Algodoo based mechanics teaching activities on academic achievement. The research was carried out based on a pre-test post-test quasi-experimental method with two experimental groups totally consisting of 61 pre-service science teachers studying at a state university. Specifically, Arduino based STEM and Algodoo based education materials are carefully developed on the units of vectors, kinematics, dynamics, and work-energy in accordance with teaching objectives. The influences of the teaching materials on achievement are measured by Mechanics Achievement Scale. The findings demonstrate that Arduino based education has improved the achievement by 28.21% and Algodoo based teaching has improved by 28.83%, both influencing significantly. It was also revealed that simplicity of the activities and prior knowledge of the groups related with experimental processes were factors that increased the effectiveness of the applications.

Keywords

Physics Education Research Arduino STEM Algodoo mechanics teaching academic achievement

Ethical Statement

This study was reviewed and approved by the Ethical Committee of the Educational Sciences Institute at Dokuz Eylül University, Türkiye. All procedures followed national ethical guide-lines, and informed consent was obtained from all participants prior to their involvement in the study.

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Arduino ve Algodoo Tabanlı Mekanik Öğretiminin Başarı Üzerindeki Etkileri

Year 2025, Volume: 19 Issue: 1, 30 - 64, 27.06.2025

Atakan Çoban , Mustafa Erol

https://doi.org/10.17522/balikesirnef.1559865

Abstract

Bu çalışma, Arduino ve Algodoo tabanlı mekanik öğretim etkinliklerinin akademik başarı üzerindeki etki düzeylerini araştırmaya odaklanmaktadır. Araştırma, bir devlet üniversitesinde öğrenim gören toplam 61 fen bilgisi öğretmen adayından oluşan iki deney grubuyla ön test-son test yarı deneysel yönteme dayalı olarak gerçekleştirilmiştir. Özellikle, vektörler, kinematik, dinamik ve iş-enerji üniteleri üzerine öğretim hedeflerine uygun olarak Arduino tabanlı ve Algodoo tabanlı eğitim materyalleri titizlikle geliştirilmiştir. Öğretim materyallerinin başarı üzerindeki etkileri Mekanik Başarı Ölçeği ile ölçülmüştür. Bulgular, Arduino tabanlı eğitimin başarıyı %28.21 oranında ve Algodoo tabanlı öğretimin başarıyı %28.83 oranında önemli ölçüde artırdığını göstermektedir. Ayrıca, etkinliklerin basitliği ve grupların deneysel süreçlerle ilgili ön bilgileri, uygulamaların etkililiğini artıran faktörler olarak ortaya çıkmıştır.

Keywords

Fizik eğitimi Arduino STEM Algodoo mekanik öğretimi akademik başarı

References

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  • Büyükdede, M., & Tanel, R. (2019). Effect of the STEM activities related to work-energy topics on academic achievement and prospective teachers' opinions on STEM activities. Journal of Baltic Science Education, 18(4), 507-518. https://doi.org/10.33225/jbse/19.18.507
  • Cayvaz, A., & Akcay, H. (2018). The effects of using Algodoo in science teaching at middle school. The Eurasia Proceedings of Educational and Social Sciences, 9, 151-156. https://dergipark.org.tr/en/pub/epess/issue/38900/457934
  • Çelik, H., Sarı, U., & Harwanto, U. N. (2015). Developing and evaluating physics teaching material with Algodoo (Phun) in virtual environment: Archimedes’ Principle. The Eurasia Proceedings of Educational and Social Sciences, 1, 178-183. https://dergipark.org.tr/en/pub/epess/issue/30314/333374
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  • Çoban, A., & Boyacı, S. (2020). The calculation of kinetic and static friction coefficient and friction graph analysis using Arduino. Physics Education, 56(1), Article 013003. https://doi.org/10.1088/1361-6552/abc07c
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  • Çoban, A., & Erol, M. (2021c). Teaching impulse-momentum law by Arduino based STEM education material. The Physics Educator, 3(2), Article 2150006. https://doi.org/10.1142/S2661339521500062
  • Çoban, A., & Erol, M. (2022). STEM education of kinematics and dynamics using Arduino. The Physics Teacher, 60, 289-291. https://doi.org/10.1119/10.0009994
  • Çoban, A., Çoban, N., & Çoban, E. (2023). Energy conservation analysis using Arduino. The Physics Teacher, 61, 295-297. https://doi.org/10.1119/5.0067534
  • Daud, N. S. N., Karim, M. M. A., Hassan, S. W. N. W., & Rahman, N. A. (2015). Misconception and difficulties in introductory physics among high school and university students: An overview in mechanics. Educatum Journal of Science, Mathematics and Technology, 2(1), 34-47. https://ejournal.upsi.edu.my/index.php/EJSMT/article/view/26/19
  • de Lima, Í. M., de Souza, E. V., & de Araújo, F. D. (2020). The use of Arduino as a methodological tool for teaching physics in high school. arXiv. https://doi.org/10.48550/arXiv.2003.10594
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  • Goncalves, A. M. B., Freitas, W. P. S., & Calheiro, L. B. (2023). Resources on physics education using Arduino. Physics Education, 58(3), Article 033002. https://doi.org/10.1088/1361-6552/acb8a2
  • Gregorcic, B. (2015). Exploring Kepler’s laws using an interactive whiteboard and Algodoo. Physics Education, 50(5), 511-515. https://doi.org/10.1088/0031-9120/50/5/511
  • Gregorcic, B., & Bodin, M. (2017). Algodoo: A tool for encouraging creativity in physics teaching and learning. The Physics Teacher, 55, 25-28. https://doi.org/10.1119/1.4972493
  • Gutierres-Berraondo, J., Guisasola, J., & Zuza, K. (2019, August). Addressing undergraduate students’ difficulty in learning the generalized work-energy principle in introductory mechanics. Journal of Physics: Conference Series, 1287, Article 012024. https://doi.org/10.1088/1742-6596/1287/1/012024
  • Hennessy, S., Twigger, D., Driver, R., O'shea, T., O'Malley, C. E., Byard, M., Draper, S., Hartley, R., Mohamed, R., & Scanlon, E. (1995). A classroom intervention using a computer‐augmented curriculum for mechanics. International Journal of Science Education, 17(2), 189-206. https://doi.org/10.1080/0950069950170204
  • Hırça, N., & Bayrak, N. (2013). Sanal fizik laboratuarı ile üstün yeteneklilerin eğitimi: Kaldırma kuvveti konusu. Journal for the Education of Gifted Young Scientists, 1(1), 16-20. https://dergipark.org.tr/en/pub/jegys/issue/37126/427767
  • Hill, J. R., Hannafin, M. J., & Domizi, D. P. (2005). Resource-based learning and informal learning environments: Prospects and challenges. In L. Tan Wee Hin & R. Subramaniam (Eds.), E-Learning and Virtual Science Centers (pp. 110-126). https://doi.org/10.4018/978-1-59140-591-7.ch006
  • Hopf, M., Wilhelm, T., Tobias, V., Waltner, C., & Wiesner, H. (2011). Promoting students’ understanding of Newtonian mechanics through an alternative content structure–Results from an empirical study. ESERA Conference Lyon, 1-5. https://www.thomas-wilhelm.net/veroeffentlichung/Esera_Lyon.pdf
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There are 66 citations in total.

Details

Primary Language English
Subjects Physics Education
Journal Section Makaleler
Authors

Atakan Çoban 0000-0003-4959-0614

Mustafa Erol 0000-0003-1022-4975

Publication Date June 27, 2025
Submission Date October 2, 2024
Acceptance Date February 24, 2025
Published in Issue Year 2025 Volume: 19 Issue: 1

Cite

APA Çoban, A., & Erol, M. (2025). Influences of Arduino and Algodoo Based Mechanics Teaching on Achievement. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 19(1), 30-64. https://doi.org/10.17522/balikesirnef.1559865
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