Investigating the Impact of Physical Programming on Students’ Attitudes Towards Physics: A Design-Based Learning Approach

Physical programming has frequently found application within the scholastic setting, wherein students actively engage in authentic exercises to discern resolutions for tangible predicaments through direct observation and empirical trials. In our specific context, physical programming was employed to teach electrical circuits to fifth-grade students within an elementary school environment. The overarching objective of this present study is to scrutinize the impact and magnitude of influence exerted by physical programming in conjunction with block-based pedagogical techniques utilizing the Μicro:bit board on the attitudes, motivation, and self-efficacy of children concerning the field of physics, combined with the Design-Based Learning approach. Notably, discernible disparities were ascertained within the experimental cohort.