The Impact of Using LEGO Duplo in STEM Education on 8–9 Year Old Students' Conceptual Knowledge of Water
Pilot Study
DOI:
https://doi.org/10.17165/tp.2025.1.71-84Keywords:
LEGO Duplo, STEM education, impact measurement, word associationAbstract
Introducing STEM education from early childhood is of paramount importance, as this is a sensitive period in establishing children’s interest in science and problem-solving skills. The use of LEGO Duplo in STEM education offers an opportunity to acquire scientific knowledge through experiential learning. The aim of our study was to develop and find a reliable method for detecting changes in students’ complex knowledge about water. In the experiment, a group of students also use a LEGO Duplo set in the process of acquiring knowledge. We chose the word association method as the method of the study. The measurement took place in two steps. After the pre-test, the experimental group participated in LEGO classes, and the control group participated in drawing classes on the role of water in the living and non-living world. After the classes, we measured the change in students' knowledge about water (post-test) in a similar way to the pre-test. According to the results, the conceptual knowledge and knowledge structure of students with LEGO Duplo about water showed a more complex structure compared to the drawing students.
References
Atkinson, R. L., Atkinson, R. C., Smith, E. E., & Bem, D. J. (1997). Pszichológia. Osiris.
Albrecht, B., & Gomez, A. (2014). Building Blocks for STEM Success. ASQ Education Brief: STEM Edition.
Bahar, M., Johnstone, A. H., & Sutclife, R. G. (1999), Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33(3), 134–141. https://doi.org/10.1080/00219266.1999.9655653
Bacskai, K., Hegedűs, G., Pallay, K., Zoller, K., & Ceglédi, T. (2024). Bevezetés a nemzetközi intervenciók, programok fejezethez. In G. Pusztai, T. Ceglédi, K. Bacskai, K. Pallay (Eds.), Az iskola-szülő kapcsolattartás gyakorlatai. Intervenciók, programok, gyakorlatok pedagógusoktól pedagógusoknak (pp. 16–17). Debreceni Egyetem Felsőoktatási Kutató és Fejlesztő Központ.
Bakó, Cs. (2022). A társadalmi hatásmérésről. A civil-nonprofit szervezetek körében végzett hatásmérési projektek alapján. Önkéntes Szemle, 2(3), 30–57. https://doi.org/10.53585/OnkSzem.2022.3.30-57
Banks, F., & Barlex, D. (2014). Teaching STEM in the secondary school: Helping teachers meet the challenge. Routledge.
Brenneman, K., Lange, A., & Nayfeld, I. (2019). Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings. Day Care Early Educ, 47, 15–28. https://doi.org/10.1007/s10643-018-0912-z
Bertram, T., & Pascal, C. (2016). Early Childhood Policies and Systems in Eight Countries: Findings from IEA’s Early Childhood Education Study. Springer.
Brey, A. (2017). The effect of „6 Bricks” guided play on grade two learners visual perception and reasoning abilities. Nelson Mandela University.
Cardellini, L., & Bahar, M. (2000). Monitoring the learning of chemistry through word association tests. Australian Chemistry Resource Book, 19. 59–69.
Jung, C. G. (1998). Lélekgyógyászat. Öt előadás. Európa.
Chachapuz, A. F. C., & Maskill, R. (1987). Detecting changes with learning in the organization of knowledge: Use of word association test to follow the learning of collision theory. International Journal of Science Education, 9(1), 491–504. https://doi.org/10.1080/0950069870090407
Czékmán Z., Kiss J., & Tóth Z. (2017). Tudásszerkezet-vizsgálat online szóasszociációs teszttel. Iskolakultúra, 27(1–12), 56–65. https://doi.org/10.17543/ISKKULT.2017.1-12.56
Daugherty, M. K. (2013). The Prospect of an "A" in STEM Education. Journal of STEM Education: Innovations and Research, 14(2), 10–15.
Davis, J. ESD (2012). Starts Where STEM Stops: Integrating the Social Sciences into STEM. In S. Yu (Ed.) Proceedings of the 2nd International STEM in Education Conference, Beijing, China, 24–27 November, 2012;. Beijing Normal University.
Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale, J. B. (2011). Forest Grove School District v. T.A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29(2), 103–113. https://doi.org/10.1177/0734282910388598
Gold, Z. S. (2017). Engineering play: Exploring associations with executive function, mathematicalability, and spatial ability in preschool [Doctoral dissertation]. Purdue University.
Hutcheson, B. Frank, N., & Smith, L. (2014). Back to basics with 6 bricks. Care for Education.
Isa, A. M., & Maskill, R. (1982). A comparison of science word meaning in the classrooms of two diferent countries: Scottish integrated science in Scotland and in Malaysia. British Journal of Educational Psychology, 52(2), 188–198. https://doi.org/10.1111/j.2044-8279.1982.tb00825.x
Jamutai, S. (2019). The effect of using a Six Brick Duplo Bolck guided play approch on preschool learners visual perceptual abilities. Nelson Mandela University.
Katehi, L., Pearson, G., & Feder, M. (2009). K-12 engineering education has significant implications for the future of STEM education. The Bridge, 39(3), 5–10.
Kazez, H., & Zülfü, Genç. (2016b). Research trends in Lego and Robotic Usage in Education: A Document Analysis. Journal of Instructional Technologies & Teacher Education, 5(1), 19–31. https://dergipark.org.tr/en/pub/jitte/issue/25089/264784
Kormos, D. (2017). Hogyan mérhető pontosan és torzítatlanul a társadalmi hatás? Módszertani ajánlások és azok gyakorlati megvalósítása a magyar nonprofit szektorban. [Szakdolgozat] Corvinus Egyetem.
Kovács L. (2012). Asszociációs vizsgálatok alkalmazási lehetőségei márkák kutatásában. In K. Horváthné Molnár, & A. D. Sciacovelli (Eds.), XXI. Magyar Alkalmazott Nyelvészeti Kongresszus (pp. 231–236.). Nyugat-magyarországi Egyetem, Savaria Egyetemi Központ. https://www.kjf.hu/manye/2011_szombathely/kotet/27_kovacs_laszlo.pdf
Lantz, Jr., B. H. (2009). Science, Technology, Engineering, and Mathematics (STEM) Education. What form? What function? https://www.uastem.com/wp-content/uploads/2012/08/STEMEducationArticle.pdf
Lippard, C.N., Lamm, M.H., & Riley, K.L. (2017). Engineering Thinking in Prekindergarten Children: A Systematic Literature Review. Journal of Engineering Education, 106(3), 454–474. https://doi.org/10.1002/jee.20174
Major, K. (2013). Hatásvizsgálati kézikönyv, I. kötet: Hatásvizsgálat elemzőknek. Hétfa Kutatóintézet.
Marcus, M., Haden, C.A., & Uttal, D.H. (2018). Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences. Journal of Experimental Child Psychology, 175, 80–95. https://doi.org/10.1016/j.jecp.2018.06.003
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. STEM (2013). Country Comparisons International Comparisons of Science, Technology, Engineering and Mathematics (STEM) Education; Final Report. The Australian Council of Learned Academie. https://dro.deakin.edu.au/articles/book/STEM_country_comparisons_ international_compa-risons_of_science_technology_engineering_and_ mathematics_STEM_education_Final_report_/20951737/1/files/37236583.pdf
Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
McClure, E., Clements, D. Guernsey, L., Levine, M., Bales, S., Kendall-Taylor, N., & Nichols, J. (2017) STEM Starts Early: Grounding Science, Technology, Engineering and Math Education in Early Childhood. Joan Ganz Cooney Center.
Revák, I. M., Csernoch, M., Szilágyi, K. C., Dávid, Á., Tóth, B. K., Malmos, E., Sütő, É., & Kurucz, D. (2024). A systematic review of STEM teaching-learning methods and activities in early childhood. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2481. https://doi.org/10.29333/ejmste/14779
Revákné Markóczi, I., Malmos, E., Jász, E., Csákberényi Nagy, M., Kovács, E. & Ütőné Visi, J. (2016). Investigation of concepts related to energy culture using the word association method at primary level. In Tools and Aims in Environmental Education: International Environmental Education Conference IEEC 2016, 26–29th April 2016. Eszterházy Károly University.
Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42–53. https://doi.org/10.1016/j.ijedudev.2015.08.002
Paylling H. (2019). The Effectiveness of Playful Positive Psychology Interventions with Six Bricks and DUPLO® Play Box for Taiwan Children on Emotional Adaptation. World Journal of Research and Review, 9(5), 5–8. https://doi.org/10.31871/WJRR.9.5.4
Sági, M., & Széll, K. (2015). Hatásvizsgálatok alapszintű kézikönyve. Módszertani segédkönyv oktatáspolitikusok számára. Oktatáskutató és Fejlesztő Intézet.
Soylu, Ş. (2016). STEM education in early childhood in Turkey. Journal of Educational and Instructional Studies in the World, 6(1), 38–47.
Szabó, Gy., Fazekas I., Patkós Csa., Radics, Zs., Csorba, P., Tóth, T., Kovács. E., Mester, T., & Szabó, L. (2018). Investigation of public attitude towards renewable energy sources using word association method in Hungarian settlements. Journal of Applied Technical and Educational Sciences, 8(1), 6–25. https://doi.org/10.24368/jates.v8i1.25
Sendur, G., Özbayrak, Ö., & Uyulgan, M. A. (2011). A study of determination of preservice chemistry teachers’ understanding about acids and bases. Procedia Computer Science, 3. 52–56. https://doi.org/10.1016/j.procs.2010.12.010
Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What is the long run impact of learning mathematics during preschool? Child Development, 89(2), 539–555. https://doi.org/10.1111/cdev.12713
Weiner, I. B. & Greene, R. L. (2011). Handbook of Personality Assessment. John Wiley & Sons Inc.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Sütő Éva, Revákné Markóczi Ibolya
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
