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본 연구는 STEAM(과학, 기술, 공학, 예술, 수학) 활동을 통해 프로그래밍의 순차 구조를 가르치는 효과적인 교수 전략으로서 마이크로티칭의 적용을 탐구한다. Micro:bit 플랫폼을 활용하여, 본 연구는 초등학생들의 개념적 이해를 높이기 위해 실습 학습과 학제 간 문제 해결을 통합한다. 본 연구는 구조화된 실천 연구 방법론을 적용하여, 6학년 학생 2명이 LED와 Micro:bit 환경을 활용해 크리스마스 트리 모형을 제작하고 프로그래밍하는 과정을 진행했다. 연구 결과는 학생들이 스크래치(Scratch)의 기초 프로그래밍 지식에서 하드웨어가 포함된 보다 고급 응용 단계로 전환하는 과정에서, 마이크로티칭이 참여도와 이해도를 높이는 데 중요한 역할을 했다는 점을 강조한다. 시간 제약 및 지식 전달의 어려움과 같은 과제에도 불구하고, 이 접근 방식은 학생들의 순서 이해도에 측정 가능한 개선을 보여주었다. 이러한 결과는 마이크로티칭과 STEAM 방법론을 결합하여 추상적인 프로그래밍 개념을 어린 학습자들에게 접근하기 쉽고, 흥미로우며, 실용적으로 만들 수 있는 잠재력을 강조한다. 향후 적용을 위한 권고 사항으로는, 확인된 과제를 해결하고 성과를 최적화하기 위해 스캐폴딩 강화, 반복적 학습 기회 제공, 수업 시간 연장 등이 포함됩니다.
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Author Contributions
Margarita Rafti: Resources, Methodology, Investigation, Writing – Original Draft. Emmanouil D. Milakis: Methodology, Writing – Original Draft, Supervision. Constantina Corazon Argyrakou: Formal Analysis, Data Curation. Dimitra G. Vangeli: Writing – Review & Editing, Validation. Maria Christina Katsarou: Writing – Review & Editing, Validation. All authors have read and approved the final version of this manuscript.
Acknowledgments
We would like to sincerely thank the students and their families who participated in this study for their enthusiasm, dedication, and valuable contributions. Their engagement was instrumental in exploring the application of microteaching within the STEAM framework.
View statement in PDF · PDF page 13Ethics Approval
All participants in this study provided informed consent prior to their involvement, ensuring that they were fully aware of the research objectives, procedures, and their rights as participants. Given that the study involved educational activities with minimal risk, explicit parental consent was obtained for all student participants. The research was conducted in strict compliance with the General Data Protection Regulation (GDPR, Regulation (EU) 2016/679), a European Union regulation that governs data protection and privacy for all individuals within the EU and the European Economic Area. This regulation sets high standards for the processing of personal data, ensuring confidentiality, anonymity, and secure data handling. No personally identifiable information was recorded, and all data were securely stored and used solely for research purposes. As this study was conducted independently, without direct involvement of a medical or psychological intervention, and within the framework of standard educational practices, no additional ethical approval from a university ethics committee was required. However, all ethical considerations, including voluntary participation and the right to withdraw at any time, were strictly adhered to throughout the study.
View statement in PDF · PDF page 13Data Availability
The data supporting the findings of this study are available upon reasonable request from the corresponding author. Due to privacy restrictions, the data are not publicly available.
View statement in PDF · PDF page 14Funding
This work was not supported by any funding agency or grant.
View statement in PDF · PDF page 14Competing Interests
The authors declare that they have no competing interests.
View statement in PDF · PDF page 14Generative AI Disclosure
During the preparation of this work, the authors used ChatGPT4o to assist in improving the readability, language, and overall structure of the manuscript. Following the use of this tool, the authors thoroughly reviewed and edited the content, ensuring its accuracy and integrity. The authors take full responsibility for the content and conclusions presented in the published article.
View statement in PDF · PDF page 14References
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Margarita Rafti, Emmanouil D. Milakis, Constantina Corazon Argyrakou, Dimitra G. Vangeli, Maria Christina Katsarou