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Middle School Students' Metacognition in the Arduino-Based Speed-Measuring Algorithm Development Process
New Physics: Sae Mulli 2017; 67: 1115~1123
Published online September 29, 2017;
© 2017 New Physics: Sae Mulli.

Sungwoo LEE1, Wonkun OH*2

1 Korea Educational Development Institute, Jincheon 27873, Korea
2 Department Physics Education, Chungbuk National University, Cheongju 28644, Korea
Correspondence to:
Received April 13, 2017; Revised August 8, 2017; Accepted August 9, 2017.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study was to investigate the relationship between the types of metacognition and the conceptual changes in speed of middle-school gifted students in the algorithm development and speed measurement activities using Arduino. Fifteen students of the 7th grade were asked to construct the algorithm for the Arduino and infrared sensor to measure the motion of the lab cart. The conversations of the students were recorded during the experiment activities and analyzed. The result shows that various types of metacognition appeared in the development stage of the algorithm for speed measurement. The types of conceptual change in speed were found as follows: elaboration of new concepts and acquisition of new concepts. The algorithm development activities for the Arduino-based speed measurement can be concluded to play a positive role in enhancing the students' metacognition and in changing preconceptions into physical concepts.
PACS numbers: 01.40.Fk
Keywords: Arduino, Metacognition, Gifted education

September 2017, 67 (9)