The Effect of Using Micro:
bit on Lower Secondary School Student Critical Thinking
Authors:
Kastriot
Dermaku
Public University “Kadri Zeka”, Gjilan, Kosovo
Selami
Klaiqi
“St. Cyril and St. Methodius” University of Veliko Tarnovo, Bulgaria
Liridon
Hati
University of Library Studies and Information Technologies, Sofia, Bulgaria
Hiflobina
Dermaku
University of Library Studies and Information Technologies, Sofia, Bulgaria
Pages:
32-
47
DOI: https://doi.org/10.54664/JTLK5523
Abstract:
The concept of critical thinking dates back to the time of Socrates. According to research, most critical thinking programs have achieved modest results despite the importance of high-level thinking skills. It is essential to understand when to use critical thinking strategies and how to do this successfully. This study included lower secondary schools in the Municipality of Kamenica in Kosovo, such as Rexhep Mala ShFMU, Fan S. Noli ShFMU and Abdulla Krashnica–Presheva ShFMU. It traced the impact of IT Teachers using micro:bit boards on the development of student critical thinking. Participants in the research were students, teachers and headmasters. The data providing the research results were obtained through questionnaires and interviews. The study intentionally sampled grade 6‒9 students from the schools mentioned above, including students who were involved in the micro:bit use project and those who have not had the opportunity to work with these boards. The use of micro:bit boards in school increased the possibility of creating school programmer groups which in turn increased competition in programming and the level of student critical thinking. The research findings stressed the need to provide more favorable conditions for having special classes of young programmers in school. The findings from the study also showed that the use of micro:bit in the process of education has a positive effect on the creativity of problem solving and critical thinking.
Keywords:
teachers; students; parents; micro:bit; critical thinking; problem solving
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