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This study examines the impact of a STEM-based robotic model—developed and assembled by a preceding student cohort—on enhancing the learning outcomes, motivation, and engagement of junior high school learners studying the astronomical phenomenon of the seasons. A mixed-method research design was employed, involving 65 students divided into an experimental group that interacted with the peer-constructed robotic model and a control group that received instruction based on the standard curriculum. Quantitative analyses revealed that the experimental group exhibited significantly greater improvements in understanding core concepts, particularly in rectifying the misconception that seasonal changes are determined by variations in Earth–Sun distance rather than axial tilt. Qualitative findings further indicated that the peer-constructed nature of the model contributed to heightened student interest, active participation, and collaborative inquiry, even among students not involved in its development. These findings underscore the pedagogical value of integrating peer-designed STEM models into inquiry-based science education, suggesting that such tools can effectively enhance conceptual understanding and foster student engagement in learning complex scientific phenomena.

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The S.T.E.M. Teaching Approach with an Emphasis on Inquiry-Based Learning: Development and Pedagogical Utilization of a Self-Built Robotic Model of the Earth’s Orbit

  • 会议论文

  • 发表日期：

    2026年

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  • Charilaos Tsihouridis,
  • Nikolaos Mitrakas,
  • Marianthi Batsila

摘要

This study examines the impact of a STEM-based robotic model—developed and assembled by a preceding student cohort—on enhancing the learning outcomes, motivation, and engagement of junior high school learners studying the astronomical phenomenon of the seasons. A mixed-method research design was employed, involving 65 students divided into an experimental group that interacted with the peer-constructed robotic model and a control group that received instruction based on the standard curriculum. Quantitative analyses revealed that the experimental group exhibited significantly greater improvements in understanding core concepts, particularly in rectifying the misconception that seasonal changes are determined by variations in Earth–Sun distance rather than axial tilt. Qualitative findings further indicated that the peer-constructed nature of the model contributed to heightened student interest, active participation, and collaborative inquiry, even among students not involved in its development. These findings underscore the pedagogical value of integrating peer-designed STEM models into inquiry-based science education, suggesting that such tools can effectively enhance conceptual understanding and foster student engagement in learning complex scientific phenomena.