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Original Article
ISSN (Online): 2454-1907
International Journal of Engineering Technologies and Management Research
April 2022 9(4), 1–18
How to cite this article (APA): Güleryüz, H., and Dilber, R. (2022). The Impact of Robotics Coding and 3D Printing STEM Activity on
21st Century Learner Skills of Teacher Candidates. International Journal of Engineering Technologies and Management Research,
9(4), 1-18. doi: 10.29121/ijetmr.v9.i4.2022.1120
1
THE IMPACT OF ROBOTICS CODING AND 3D PRINTING STEM
ACTIVITY ON 21ST CENTURY LEARNER SKILLS OF TEACHER
CANDIDATES
Hasan Güleryüz 1, Refik Dilber 2
1 Muş, Turkey
2 Atatürk University, Erzurum, Turkey
Received 05 March 2022
Accepted 01 April 2022
Published 17 April 2022
Corresponding Author
Hasan Güleryüz,
guleryuz_hasan@yahoo.com
DOI 10.29121/ijetmr.v9.i4.2022.1120
Funding:
This research received no
specific grant from any funding agency in
the public, commercial, or not-for-profit
sectors.
Copyright: © 2022 The Author(s). This is
an open access article distributed under
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unrestricted use, distribution, and
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credited.
ABSTRACT
STEM education focusing on students' 21st century skills aim to increase interest in
engineering fields such as 3D printing and robotics coding, which have an important
place in the future education system. The aim of this study is to examine the effect of
3D printing and robotics coding STEM activities on the 21st century learner skills of
teacher candidates and its sub dimensions (Autonomous, Cognitive, Innovativeness,
Flexibility, and Collaboration). 37 science teacher candidates participated in the
study which lasted 13 weeks. In this study, mixed research method was used.
Quantitative data was obtained through 21st Century Learner Skills Use Scale and
qualitative data was taken from the field notes and semi-structured interview.
According to the study's findings, teacher candidates used the 21st century learner
skills and its sub dimensions at an advanced level. Within the scope of the study, 3D
printing, and robotics coding trainings were given to science teacher candidates
within the scope of STEM education and activities were made within the scope of
these trainings. Four activities were done for 3D printing and three activities for
robotics coding. Out of 3D printer programs, 3D-Builder and Zaxe (Destop) PLA were
taught. Arduino-IDE and Fritzing for circuit diagram from robotic coding programs
were taught. Wit
h robotics coding and 3D printing STEM activities, teacher
candidates improved 21st century skills such as critical thinking, collaborating,
communicating, productivity and creativity. In addition, they have a positive attitude
towards science-technology- engineering-mathematics.
Keywords: Robotics Coding, STEM Activities, 21st Century Learner Skills, 3D
Printer
1. INTRODUCTION
Each country's priority is to train individuals who are curious about
science and technological developments; can constantly renew themselves;
can solve problems and learn throughout their lives. In order to achieve these
goals, individuals should be offered learning environments where they can
use their existing knowledge and skills, develop new ones Güleryüz, (2020).
Today, in the educational system of many countries, it is aimed to train
individuals who are interested in science, technological developments; can
contribute to social and economic developments and have 21st century skills
Güleryüz and Dilber (2021), Güleryüz et al. (2019). STEM education is a
holistic approach integrating different disciplines
The Impact of Robotics Coding and 3D Printing STEM Activity on 21st Century Learner Skills of Teacher Candidates
International Journal of Engineering Technologies and Management Research
2
Smith and Karr-Kidwell (2000). STEM education enables students to establish
relationships between the fields of science, technology, engineering, and
mathematics through an interdisciplinary approach Thomas (2014), Furner and
Kumar 2007).
In our education system, 21st century learners hold an important place.
Therefore, it is beneficial to define 21st century learners' skills. This ensures the
effectiveness of teaching processes. 21st century skills are one of the main
achievements of the STEM education approach. STEM is a new education approach
aiming to provide students with critical thinking, creativity, communication,
problem solving skills Bybee (2010). STEM education, which enables the integration
of science, technology, engineering, and mathematics, is an innovative approach,
and creates learning environment that enable students to acquire the 21st century
skills. The design thinking process is a model that can be used in STEM activities
Simeon et al. (2020), Carroll (2014). STEM education aims to enable students to
solve real-world problems, learn knowledge in a more holistic and organized way,
relate the knowledge they have learned interdisciplinary and produce by using
different disciplines and skills Sweller (1989), Jacobs (1989), Childress (1996),
Capraro and Slough (2008), Burrows et al. (1989), Beane (1995), Aydın et al.
(2017).
3D printers: It is a tool for our children of learning age, who are curious and
have unlimited imagination, to turn their ideas into results. 3D printers contribute
to the physical, mental, professional, and social development of students after they
enter schools. Students can 3D print the structure of a cell and reproduce an organ
by copying it exactly. In addition, it is possible for children to design and produce
whatever they want without limiting their imagination. The contribution of 3D
printers to education can be briefly listed as follows.
• Thanks to the 3D visuals, it becomes easier to explain the subjects that are
difficult to understand by the students.
• By printing out small models of the examples related to the topics to be
covered in the lesson, the interest and motivation of the students in the
lesson is maintained for a longer period of time. You can also benefit from
our 3D Printing Service for printing out models.
• Students are allowed to switch to project-based learning. In addition,
students are provided to turn their own projects into products by making
them in a non- computer environment.
• Interactive classroom activities are provided. The information that teachers
share with their students does not stay only between the pages of the book,
and teachers can create any example they want and share it with students
Güleryüz et al. (2019), Güleryüz (2020), Güleryüz and Dilber (2021).
Robotic coding is aimed at writing a computer program using a software
language. Robotic coding has now become an indispensable part of our lives. We use
coding in microwave, vehicle, telephone, TV and many other areas. Robotic coding
is written instructions that a robot or computer program can detect and execute.
The code needs to be designed so that the task to be given to the robot can be done.
The robot performs the requested task with the instructions given by the code.
Robotic coding allows the robot's movements to be controlled and its task to be
reconfigured as expected. The most important key point in robotic coding is that the
robot can provide you with notifications about your work Güleryüz et al. (2020).
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
3
Benefits of Robotic Coding Training; Robotics is seen as the technology of the
future by developing day by day. For this reason, countries are making significant
investments and incentives in this field. So much so that robotics education was
given at a young age and children were trained in robotic coding. Thanks to robotics
education, children and young people are both prepared for the future by receiving
robotics education at a young age, and their analytical skills are improved. Robotic
coding contributes to the development of individuals' problem solving,
organizational and responsibility skills. Coding also teaches academic skills. With
robotic coding, individuals can combine their coding and programming skills in
STEM (science, technology, engineering, art, and mathematics) fields. Robotics
coding gives individuals the skills of struggle, problem solving, team sense and
cooperation and perseverance Güleryüz (2020).
Creative thinking: Robotics coding is an application that requires creativity.
Children who attract attention with their creativity during training can better
observe which areas they are prone to, and their analytical and innovative thinking
skills develop with robotic coding.
Problem Solving Skill; Robotics coding enables productivity and creativity to
flourish. In order for these aspects to develop, problem solving skills must also be
developed. Those who deal with this field gain the ability to produce alternative
solutions to the problems they experience with robotic coding.
Technical Skills: With the robotics education, the motor skills of the students
also develop. Coding also develops math skills. In addition, one of the benefits of the
education that provides the comprehension of technical basic information is that it
enables students to establish interdisciplinary connections Güleryüz (2020),
Güleryüz and Dilber (2021).
1.1. 21ST CENTURY LEARNER SKILLS
Many projects (Apple skills classes, the FATIH project etc.) aiming to improve
learning processes paves the way for technology integration. The success of the
projects mainly depends on the criteria of ensuring the adaptation of the
pedagogical skills of students and teachers NCES (2002). The technologies used in
educational environment are not only outdated, but also have instrumental function
Kaya et al. (2012).
Identifying the 21st century learner skills will benefit in getting to know them
better and ensuring the effectiveness of teaching processes. The 21st century
learner skills have been mentioned in Turkish Industrialists’ and Businessmen’s
Association's study TÜSİAD (1999).
STEM education offers students a chance to improve 21st century skills Bybee
(2010). In the sample activity plans prepared in accordance with the achievements
in the curriculum of the Ministry of Education; students are encouraged to unveil a
product by using 21st century skills. Thus, it is believed that the knowledge and
skills obtained as a result of such a teaching process will have a more permanent
effect Göksün and Kurt (2017).
The Impact of Robotics Coding and 3D Printing STEM Activity on 21st Century Learner Skills of Teacher Candidates
International Journal of Engineering Technologies and Management Research
4
1.2. SUB-DIMENSIONS OF 21ST CENTURY LEARNER SKILLS
Within the framework of the study, 21st century learner skills of teacher
candidates have been studied in four dimensions.
Autonomous Skill: It arises from the integration of self-control, self-
management, ability to work with a group or individually.
Cognitive Skill: It provides encoding information in mental processes and
forming information as a result of mental processes.
Innovativeness Skills: It means to adapt to new technologies. It is also known
as keeping up with the digital age.
Collaboration and Flexibility Skills: It enables the success of activities based
on collaboration and makes learning environments more flexible Güleryüz, (2020).
21st century skills.
With this concept, it is explained what skills they should be equipped with when
preparing our children for the future Güleryüz, (2020); Zeybek (2019).
• Raising STEM literate individuals,
• Ability to use English at a high level,
• Information and technology literacy,
• Advanced transferring skill
• Able to use the mother tongue effectively,
• Critical thinker
• Able to speak two foreign languages
• Advanced three-dimensional thinking skills,
• Improved sense of rhythm,
• Able to produce solutions against the problems,
• Designing his own future,
• Advanced communication skills, leader in the field,
• Capable of designing and manufacturing (using three-dimensional design,
robotics, and wood workshops.)
• Capable of coding, preparing algorithms, having a high level of knowledge
and transactional thinking skills,
• Able to communicate and work cooperatively,
• Sensitive to the world and the environment,
• Enhanced sports and arts skills,
• Creating solutions,
• Taking initiative,
• Coding,
1.3. IMPORTANCE OF RESEARCH
STEM education aims to up skill students through collaboration, systematic
thinking, creativity, and skills to solve the problems optimally by focusing on
integrating science, technology, engineering, and mathematics within the
framework of 21st century skills.
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
5
Ministry of National Education, General Directorate of Innovation and
Educational Technologies shared views about 21st century skills, STEM education,
robotics coding and 3D printing within the scope of the 2023 education vision.
“…Many countries want their students to produce, contribute to social and
economic developments, and have 21st century skills….”
“…. Today, STEM education, which allows students to integrate their knowledge
in Science-Technology-Mathematics-Engineering courses, is integrated into
education system of many countries…. “
“… The content will be developed for improving digital skills and integration of
robotic coding, 3D designs, and electronic design into learning processes at
elementary, secondary, and high school levels for the next three years ….” yeğitek
(2019).
1.4. PURPOSE OF RESEARCH
The concept of 21st century learner skills has been mentioned frequently in the
literature. This study investigates the impact of STEM activities on 21st century
learner skills of teacher candidates.
In this context, the sub-objectives of this research are shown below.
1) Do 3D printing and robotics coding STEM activities have an impact on 21st
century learning skills of teacher candidates?
• What were the levels of 21st century learning skills of teacher candidates
before robotics coding and 3D printing STEM activities?
• What are the levels of 21st century learning skills of teacher candidates
after robotics coding and 3D printing STEM activities?
• Is there a significant difference between before and after the levels of 21st
century learning skills of teacher candidates in terms of robotics coding and
3D printing STEM activities?
1.5. RESEARCH PROBLEM
What is the impact of robotics coding and 3D printing STEM activities on the
levels of 21st century learning skills of teacher candidates and sub-dimensions
(collaboration, autonomous, cognitive, flexibility, and initiative)?
2. MATERIALS AND METHODS
In this study, mixed research method was used. Mixed method integrates
quantitative and qualitative data. It has also been reported that more extensive data
can be collected by using mixed method. The content analysis method was used for
the analysis of qualitative data. The content analysis method means that the
qualitative and quantitative studies carried out independently of each other in a
specific subject or field are examined and organized in depth. Thus, the general
trends in that subject or field are determined Büyüköztürk et al. (2013).
The Impact of Robotics Coding and 3D Printing STEM Activity on 21st Century Learner Skills of Teacher Candidates
International Journal of Engineering Technologies and Management Research
6
2.1. SAMPLING
37 Science teacher candidates participated in the study voluntarily.
2.2. APPLICATION
In this study, STEM education program covering robotics coding and 3D
printing activities, which made learning simple and fun for science teacher
candidates, were implemented. This program lasted 2-hours a week for 13-weeks
(52-hours). Within the scope of STEM education, Arduino-IDE, and Fritzing for
circuit diagram for robotic coding programs and 3D-Builder and Zaxe PLA for 3D
printer programs were taught in robotics coding and 3D printing activities. A brief
summary of the application on STEM activities with 3D printing and robotics coding
is given below and the work schedule is shown in Table 1.
A Brief Summary of The Application:
• Teacher candidates' readiness levels for STEM education was measured.
Information about activities related to STEM education was given.
• For the next two weeks, teacher candidate was asked to draw on the shape
they would make before designing in the 3D-Builder Program. Then they
were asked to design the two-dimensional shapes in the 3D-Builder
program. They were then taught Zaxe PLA program.
• After two weeks of training, four activities related to the 3D printing were
carried out after a certain competence and knowledge about the 3D printing
and its programs had been achieved.
• During the next three weeks, teacher candidates were given robotics coding
training as part of STEM activities. As part of this training, Arduino-IDE and
Friztzing programs were taught.
• During the following three weeks, three activities related to robotics coding
were done.
Table 1 STEM Activity Program for Robotics Coding and 3D Printer
Week 1 What is STEM Education?
Week 2
Teaching of 3D-Builder
Week 3
Teaching of Zaxe PLA
Week 4
3D Printer Activity; Making Stick Man
Week 5
3D printer activity; Making Key Holder
Week 6
3D Printer Activity; Making A Van
Week 7
3D Printer Activity; Making A Tank
Week 8
Teaching of Arduino-IDE Program
Week 9
Teaching of Arduino-IDE Program
Week 10 Teaching of Fritzing Program
Week 11
Robotics Coding Activity; Led Bulb
Week 12 Robotics Coding Activity; Making A Sensor
Week 13
Robotics Coding Activity; Making A Parking Sensor
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
7
1. Activity
2. Activity
3. Activity
Figure 1 Robotics Coding Activities
1. Activity
2. Activity
3. Activity
4. Activity
Figure 2 3D Activities
2.3. DATA COLLECTION TOOLS
Quantitative Data
21st Century Learner Skills Use Scale
21st century learner skills use scale was developed by Göksun (2016). The
objective of the scale is to determine teacher candidates’ level of 21st century
learner skills use. Validity and reliability of the scale were conducted. The Cronbach
Alpha coefficient was used to determine the reliability of the scale. The Cronbach
alpha value of the scale was .892. According to Ozdamar (2013), if the Cronbach
alpha coefficient is in the range of 0.70 to 0.90, the data collection tool has a high
level of reliability. In terms of sub dimensions, Cronbach alpha values were .877 for
cognitive skills, .706 for autonomous skill, and .818 for innovativeness. The same
judgment can be reached for the mentioned factors. Cronbach alpha value of
collaboration and flexibility skills was 672. According to Ozdamar (2013), these
values indicate a sufficient level of reliability. 21st century learner skills scale (five-
point Likert scale) consists of 31 items and four sub-dimensions.
1) Sub-dimensions
2) Autonomous skills
3) Cognitive Skills
4) Innovativeness Skills
5) Collaboration and Flexibility Skills
The Impact of Robotics Coding and 3D Printing STEM Activity on 21st Century Learner Skills of Teacher Candidates
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2.4. QUALITATIVE DATA
Interview questions prepared by the researcher were examined by two experts.
In line with feedback from experts, some changes were made to the first questions
prepared. Five students who did not participate in the study examined new
questions. According to feedback from students, researcher and experts, interview
questions were put into their final form. Throughout the study, the researcher took
field notes related to the activities. Field notes recorded by the researcher were
given to teacher candidates at the end of the course, confirming the accuracy of the
notes. Field notes were used in the analysis of qualitative data and the interpretation
of events.
Semi-structured Interview On 21st Century Skills
1) Which skills can make you learn effectively as a 21st century learner?
2) What are the points you pay attention to when structuring your learning
processes as a 21st century learner?
3) What are 21st century skills?
2.5. ANALYSIS OF THE DATA
Paired sample t-test was performed for the data being homogeneous. On the
other hand, Wilcoxon test was performed for the data not being homogeneous. In
addition, the Cronbach alpha value was considered in determining the reliability of
quantitative data collection tools.
After completing the activities, the semi-structured interview form prepared
with expert opinions was given to the teacher candidates. In this way, an
environment was provided for teacher candidates to express their ideas in a more
comfortable and neutral way.
By analysing qualitative data, an attempt was made to obtain thoughts of
teacher candidates on the effect of robotics coding and 3D printing STEM activities
on 21st century skills.
3. RESULTS
3.1. FINDINGS OF QUALITATIVE DATA ANALYSIS
This section presents the results of analysis.
1) Do STEM activities on 3D printer and robotics coding have an impact on
21st century learning skills of teacher candidates?
Table 2 21st Century Learner Skills Use Levels: Paired Sample Test
x
Ss
shx
Lower
Upper
t
df
P
1.
Variable
PRETEST-
-12.02
5.91 0.97
-14
-10.05
-
36 0
POSTTEST
12.36
According to the results of paired sample t test in Table 4, there was a
statistically significant increase in teacher candidates' 21st century learner skills
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
9
use after practices had been completed [t (36) = -12.36, (p = 0.00)]. The calculated
Cohen D effect size (d=2.03) showed that the difference was significant. Based on
this finding, STEM activities had a positive effect on 21st century skills of teacher
candidates.
a) What were the levels of 21st century learning skills of teacher candidates
before robotics coding and 3D printing STEM activities?
As stated in the data analysis section, in answering this research question, the
pre-application score of the 21st century learner skills usage scale of the pre-service
teachers of STEM activities with robotics coding and 3D printers was obtained.
Table 3 The Levels Of 21st Century Learner Skills Use Before Activities
Score
n
x
ss
Use Of Cognitive Skills
37
3.92
0.31
Use Of Autonomous Skills
37
2.97
0.37
Use of Collaboration and Flexibility Skills 37 3.17 0.4
Use of Innovativeness Skills
37
3.61
.56
Total Score of 21
st
Century Learner Skills Use
37
3.41
.41
Table 3 shows the scores obtained from sub dimension of 21st century learner
skills of teacher candidates. The main reason why cognitive skills were the most
used skill could be explained by the fact that our students used their cognitive
processes more in the education system. The fact that autonomous skills were the
least used skills among the learner skills could be seen as an indication of the teacher
candidates utilizing self-management skills less than other skills. Because 21st
century learner skills use score was standardized, a teacher candidate could obtain
(1 – 5) points. The fact that 21st century learner skills use score of teacher
candidates before activities was higher than the midpoint 3 (x = 3.41) could be
accepted as an indicator that teacher candidates use 21st century learner skills at a
level over the average.
b) What are the levels of 21st century learning skills of teacher candidates
after STEM activities on robotics coding and 3D printer?
As stated in the data analysis section, in answering this research question, a
standardized post-application total score was obtained from the 21st century
learner skills use scale of pre-service teachers of STEM activities performed with
robotics coding and 3D printing was obtained.
Table 4 The Levels of Sub Dimensions Of 21st Century Learner Skills Use Before Activities
Score
n
x
ss
Use of Cognitive Skills
37
4.13
0.23
Use of Autonomous Skills
37
3.66
0.28
Use of Collaboration and Flexibility Skills
37
3.78
0.24
Use of Innovativeness Skills
37
3.69
0.5
Total Score of 21st Century Learner Skills Use 37 3.81 0.31
Table 4 shows the scores obtained from sub dimension of 21st century learner
skills of teacher candidates. The reason behind the fact that cognitive skills were the
The Impact of Robotics Coding and 3D Printing STEM Activity on 21st Century Learner Skills of Teacher Candidates
International Journal of Engineering Technologies and Management Research
10
most used skills is the higher rate of utilization of cognitive skills by students in the
education system. The fact that autonomous skills were the least used skills among
the learner skills could be seen as an indication of the teacher candidates utilizing
self- management skills less than other skills. The fact that 21st century learner
skills use score of teacher candidates after activities was higher than the midpoint 3
(x = 3.81) could be accepted as an indicator that teacher candidates use 21st century
learner skills at a level over the average.
c) Is there a significant difference between before and after the levels of 21st
century learning skills of teacher candidates in terms of STEM activities on
robotics coding and 3D printer?
The analysis of autonomous, collaboration, cognitive and innovativeness skills,
sub dimensions of 21st century learner skills, is given below.
3.2. AUTONOMOUS SKILLS T-TEST.
The paired sample t-test was used to determine the effect of the activity on
autonomous skills.
Table 5 Autonomous Skills Paired Samples T Test
x
ss
shx
Lower
Upper
t
df
p
1.Variable
Pretest-
-4.45
2.74
0.45
-5.37
-3.55
-9.88
37
0
Posttest
According to the results of paired sample t test in Table 5, there was a
statistically significant increase in autonomous skills use after activities had been
completed; [t (37)= -9.88, (p = 0.00)]. The calculated Cohen D effect size (d=1.6)
showed that the difference was significant.
3.3. COLLABORATION AND FLEXIBILITY SKILLS T TEST
The paired sample t-test was used to determine the effect of the activity on
collaboration skills.
Table 6 Collaboration Skills Paired Samples T Test
¤
x ss shx Lower Upper
t
df
p
1.Variable Pretest-
-3.67
2.45 0.4
-4.49
-2.85
-9.12
0
Posttest
37
According to the results of paired sample t test in Table 6, there was a
statistically significant increase in collaboration skills use after activities had been
completed; [t (37) = -9.12; (p = 0.00)]. The calculated power rating (d= 1.5) indicates
that the power of the analysis is quite high according to Cohen's (1988) criteria.
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
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3.4. COGNITIVE SKILLS T-TEST
Wilcoxon signed-ranks test was conducted to determine the effect of the
activity on the cognitive skills of teacher candidates.
Table 7 Cognitive Skills Wilcoxon Test
Posttest – Pretest
Z
-5.129
b
Asymp. Sig.
(2-tailed)
0
Table 7 reveals whether variables obtained from the results of cognitive skills
were meaningful [(Z= -5.13), (p= .00)]. The calculated power rating (r= .60)
indicated that the power of the analysis was quite high according to Cohen (1988)
criteria.
3.5. INNOVATIVENESS SKILLS T TEST
Wilcoxon signed-ranks test was conducted to determine the effect of the
activity on the innovativeness skills of teacher candidates.
Table 8 Innovativeness Skills Wilcoxon Test
Posttest – Pretest
Z
-1.342
b
Asymp. Sig.
(2-tailed)
.018
Table 8 reveals whether variables obtained from the results of innovativeness
skills were meaningful [(Z= 1.342), (p= .018)]. Power rating was (R= .15). According
to Cohen (1988) criteria, the power of the analysis was quite high.
3.6. FINDINGS OF QUALITATIVE DATA ANALYSIS
Structured interviews were conducted with teacher candidates to further
examine their 21st century learner skills. Some of teacher candidates' views on 21st
century learner skills are given in tables below.
"Which skills can make you learn effectively as a century learner?" was asked
to teacher candidates and the codes based on the content analysis are given in Table
9.
Table 9
21. Which skills can make you learn effectively as a century learner?
F
%
Having 21
st
century skills
32
86.4
Being aware of technological developments
24
64.8
Having a grasp of his field
21
56.7
Ability to relate to other disciplines
17
45.9
Having sufficient knowledge and skills
15
40.5
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Ability to use technological tools in learning environment
9
24.3
Empathy and relationship with students
6
16.2
Knowing the level of readiness of each student
4
10.8
Examining Table 9, “having 21st century skills” stood at 86.4%, followed by
“being aware of technological developments” at 64.8%. At 10.8%, “knowing the level
of readiness of each student” was ranked the lowest.
What students will do and how they will behave cannot be known in advance.
Therefore, the most important teaching material of the teacher is himself. A good
teacher is one who develops existing opportunities, stands on his dignity and, can
adapt to new situations. In addition, he is ready to take possible risks. Teachers
should not only be practitioners of the educational program, but also can change and
renew it for the effectiveness of the program. It is necessary to prepare teachers for
challenges of the 21st century because teachers are the first to be affected by
changes. The quality of teacher training is the main element in ensuring that
teachers voluntarily participate in the process of renewing the educational program.
Today, teachers are supposed to have full knowledge of their field, constantly
update themselves, and have sufficient knowledge and skills. To put it simply, a
teacher needs to be equipped with 21st century skills.
Some answers of science teacher candidates to "Which skills should a teacher
have for effective learning?" are presented below:
TC1 (Teacher Candidate): “…. Teacher candidates, that is, in particular, must
have full knowledge of our field…’’
TC2: “…. I keep up with the technological developments that occur in daily life
and constantly adapt myself to them…”
Answers to the question of “Which Points Do You Pay Attention to When
Structuring Your Learning Processes as A Century Learner? “Are given in Table 10.
Table 10
What are the points you pay attention to when structuring your learning processes
as a 21st century learner?
F
%
Translating theoretical knowledge into practice
14
37.8
Researching an interesting topic
11
29.7
Choosing the best resources for personal interests and needs
9
24.3
Passing judgement on a topic
7
18.9
Using critical thinking skills
6
16.2
Participating in group works
5
13.5
Having an exchange of ideas in learning environment
5
13.5
Ability to practice what they have learned
4
10.8
Examining Table 10, “putting theoretical knowledge into practice” stood at
37.8%. It was followed by “researching an interesting topic” at 29.7%, and
“practicing what they have learned” at 10.8%.
21st century skills are intertwined skills that cannot be separated from each
other. Collaboration and communication, in particular, are considered to be the
basis of all other skills. In this study, as the communication and cooperation of the
group grew stronger over time, teacher candidates began to perform their duties by
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
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demonstrating critical thinking skills. Communication and collaboration from 21st
century learner skills enable structuring of knowledge and emerging of other 21st
century skills. Teacher candidates as 21st century learners are expected to have
solution-oriented thinking, clearly express their ideas, and have critical thinking
skills.
Some answers to the question of “Which Points Do You Pay Attention to When
Structuring Your Learning Processes as A Century Learner? “Are given below:
TC3: “…We receive positive criticism from each other in our group or individual
work…”
TC4: “…We took opinions of our friends to come up with solutions to the
problems we faced…”
Science teacher candidates were asked the question of "What do you
understand from 21st century learner skills?". The answers of them are seen in
Table 11.
Table 11
21. What Do You Understand from Century Learning Skills?
F
%
STEM activities
35
94.5
Robotics coding
32
86.4
3D printing
29
78,3
Artificial intelligence
21
56.7
Digital age
17
45.9
Examining Table 11, STEM activities stood at 94.5%, robotics coding at 86.4%,
and the digital age at 45.9%.
Recent scientific and technological developments are unwittingly changing
how we learn, communicate, and work. Recently, experts have been pondering the
consequences of these changes and what kind of world awaits us in the future.
Various theories are being prepared about what we need to do in order to adapt to
the changes that technology has brought about in our lives, and what skills we need
to give our children to be able to exist in this new world in a happy, successful and
productive way. In the STEM Education Report (2016) published by the Ministry of
education, it was emphasized that Turkey needed innovative individuals who kept
up with the digital age and had research skills. Through STEM activities, teacher
candidates expressed their interest in robotics coding and 3D printing which were
related to 21st century skills.
The answers of science teacher candidates to "What do you understand from
21st century learner skills?" are given below:
TC5: “… 21. Century skills remind me of the digital age. Robotics, coding…”
TC6: “…Without STEM activities, we would not be successful at robotics coding
and 3D printing…”
4. DISCUSSION
This part covers the results of the study into the effect of STEM activities on 21st
learner skills of teacher candidates.
The Impact of Robotics Coding and 3D Printing STEM Activity on 21st Century Learner Skills of Teacher Candidates
International Journal of Engineering Technologies and Management Research
14
In this study which examined the effects of STEM activities on the 21st century
learner skills of teacher candidates, considering the results of the analysis, the 21st
century learner skills of teacher candidates improved after the activities on 3D
printing and robotics coding (see Table 2). Thanks to STEM activities, the interest of
teacher candidates in STEM fields will increase. Thus, the teacher candidates will
become skilful at the 21st century skills such as information and technology literacy,
critical thinking, collaboration, communication, and creativity. The integration of
STEM into the education system has led to teacher candidates being productive and
creative.
Since 21st century learner skills use score was standardized, a science teacher
candidate could obtain 1 – 5 points Göksün and Kurt (2017). The fact that 21st
century learner skills use pre-test score of teacher candidates was higher than the
midpoint 3 (x = 3.41) could be accepted as an indicator that teacher candidates used
21st century learner skills at a level over the average before the activities. The fact
that 21st century learner skills use post-test score of teacher candidates was higher
than the midpoint (x = 3.81) could be accepted as an indicator that teacher
candidates improved significantly 21st century learner skills after the activities.
Moreover, cognitive skills were the most used skills (pre-test x = 3.92 andpost-test
x = 4.12), and autonomous skills were the least used skills (pre-test x = 2.97 and
post-test x = 3.66). Although autonomous skills were the least used skills among the
learner skills, significant differences were found between the pre-test and post-test
(see Table 3 and Table 4). In short, STEM-based science activities has contributed to
the development of learning skills of students.
Cognitive skills are products that are formed as a result of the processing and
coding of information in mental processes. Autonomous skills are autonomous
learning skills that arise from the integration of self-control, self-management,
ability to work with a group or individually. Innovation skills are about adapting to
new technologies and keeping up with the digital age. Collaboration and flexibility
skills are to increase efficiency and to make learning environments flexible.
Examining the results of the analysis, there were positive significant differences
in sub dimensions of 21st century learner skills of teacher candidates after STEM
activities (See Table 5, Table 6, Table 7 and Table 8).
The reason why cognitive skills were one of the most used skills in the study
could be explained by the fact that our students used their cognitive processes more
in the education system. But the fact that autonomous skills were less used in
learner skills compared to other skills could be explained as an indicator that
teacher candidates used their self-government skills less than other skills. On the
other hand, unfortunately, teacher-centred education still prevails in many of our
classrooms. This, in turn, leads students ' self-management skills, such as decision-
making, planning, communication, time management and motivation, to not fully
develop. As a result of the studies conducted in 2006, the curriculum of
undergraduate teacher training programs (2006- 2007) is still applied in the
faculties of education. Although this program is flexible, it usually covers field
knowledge and skills (50%), professional teaching knowledge (30%) and general
culture studies (20%) for each field YÖK (2007). As another reason why the
cognitive skill of teacher candidates attending teacher training programs is higher
than their other skills, it can be explained that teacher training programs have lots
of field knowledge courses, on the other hand, the number of culture courses in
which they can transfer this information is limited. These results are similar to the
study conducted by Göksün and Kurt (2017). Robotics coding and 3D printing STEM
Hasan Güleryüz, and Refik Dilber
International Journal of Engineering Technologies and Management Research
15
activities affected 21st century learning skills of teacher candidates positively.
According to the analysis of sub-dimensions (Autonomous, cognitive,
innovativeness, collaboration, and flexibility skills), teacher candidates used the
cognitive skills the most frequently and they used autonomous skills the least
frequently.
Similarly, Eryılmaz and Uluyol (2015) revealed the relationship between the
FATIH project, a technology integration project, and 21st century skills. As a result
of this research, the FATIH project was the key to the success of individuals in their
business and education life. It also helped individuals gain 21st century skills
including information, technology, and media literacy. Anagün et al. (2016); Günüç
et al. (2013); Güleryüz (2020); and Yalçın (2018) found similar results in the
literature.
5. CONCLUSIONS
According to the results of the qualitative analysis, it was observed that there
was a significant difference in the development of 21st century skills of teacher
candidates receiving STEM education and that they used these skills at an advanced
level. In addition, in the structured interviews, teacher candidates stated that the
activities performed positively contributed to problem solving, creativity, critical
thinking skills and cooperation-communication. These skills are among skills of 21st
century. From this aspect, STEM activities performed have been influential in the
development of 21st century skills of teacher candidates. According to a teacher
candidate, “… As the teacher of the future, STEM activities on 3D printing and
robotics coding allow us to keep up with the digital age…”. One of the most important
aims of STEM education is to develop individuals' 21st century skills. Another aim
is to create awareness in students in teaching science and to reveal their potential.
Some comments of teacher candidates were as follows.
“… STEM activities are informative, very useful, and entertaining…”. “… We are
not aware of how time passes in class…”.
“…We feel ourselves as engineers…”,
“… Thanks to these activities, I now realize that I am a teacher candidate
equipped with 21st century skills…”.
Teacher candidates expressed that STEM education integrated into education
system enabled making learning permanent, improving imagination, and raising
individuals equipped with 21st century skills.
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