Project-Based Learning during Scientific Student Exchanges Using Arduino
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| Title: | Project-Based Learning during Scientific Student Exchanges Using Arduino |
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| Language: | English |
| Authors: | Sándor Gergely Pesthy (ORCID |
| Source: | European Journal of STEM Education. 2026 11(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 |
| Descriptors: | Active Learning, Student Projects, STEM Education, Student Exchange Programs, High School Students, Foreign Countries, Grade 8, Grade 9, Motor Vehicles, Programming, Knowledge Level, Student Attitudes, Science Instruction, Physics |
| Geographic Terms: | Hungary, Germany |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | Student exchange programs are popular worldwide and may offer an opportunity to enhance STEM education by tapping into students' enthusiasm for learning languages and experiencing foreign cultures. Additionally, this kind of projects may foster gender-equality in STEM subjects according to our literature review. This study investigates the impact of a Hungarian-German STEM-focused exchange program on high school students' knowledge and attitudes towards physics through project-based learning. Over two consecutive years, a group of actual 9th grader Hungarian and 8th grader German students collaborated to build an Arduino-controlled electric car. Pre- and post-tests were conducted to measure knowledge gains across Bloom's taxonomy, along with attitude surveys. Results showed significant improvements in students' knowledge regardless of nationality, with a large effect size, indicating the program's effectiveness. While Hungarian students initially lagged behind their German counterparts, the gap closed after targeted preparatory sessions were introduced in the second year. This collaborative learning environment fostered equity in knowledge acquisition. The findings suggest that student exchange programs with a focus on STEM subjects can be effective in improving knowledge and attitudes towards science and technology. These findings encourage us to develop a "STEM-AI-IoT-based cross-cultural project learning" model. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504656 |
| Database: | ERIC |
| Abstract: | Student exchange programs are popular worldwide and may offer an opportunity to enhance STEM education by tapping into students' enthusiasm for learning languages and experiencing foreign cultures. Additionally, this kind of projects may foster gender-equality in STEM subjects according to our literature review. This study investigates the impact of a Hungarian-German STEM-focused exchange program on high school students' knowledge and attitudes towards physics through project-based learning. Over two consecutive years, a group of actual 9th grader Hungarian and 8th grader German students collaborated to build an Arduino-controlled electric car. Pre- and post-tests were conducted to measure knowledge gains across Bloom's taxonomy, along with attitude surveys. Results showed significant improvements in students' knowledge regardless of nationality, with a large effect size, indicating the program's effectiveness. While Hungarian students initially lagged behind their German counterparts, the gap closed after targeted preparatory sessions were introduced in the second year. This collaborative learning environment fostered equity in knowledge acquisition. The findings suggest that student exchange programs with a focus on STEM subjects can be effective in improving knowledge and attitudes towards science and technology. These findings encourage us to develop a "STEM-AI-IoT-based cross-cultural project learning" model. |
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| ISSN: | 2468-1954 2468-4368 |
