The Effect of Educational Robotics Applications on Middle School Students’ Innovative Thinking Skills

Abstract

The purpose of this study was to evaluate how educational robotics applications integrated with collaborative learning and entrepreneurship affected the innovative thinking skills of middle school students. An explanatory-sequential mixed-method design was adopted for the study. The study involved 40 seventh graders studying at a small-sized middle school. The quantitative dimension of the study employed a single-group pretest-posttest design, while the qualitative dimension was conducted through semi-structured interviews. The “Innovative Thinking Skills Scale” was administered to the students in the study both before and after eight weeks of robotics training. The data obtained from the scales were analyzed using statistical methods. As a result of this analysis, it was concluded that the innovative thinking skills of the students increased significantly at a statistical level. Analysis of the interviews held with students after they underwent robotics training indicated a marked advancement in their innovative thinking skills.