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本研究探讨了微型教学作为一种有效的教学策略，通过STEAM（科学、技术、工程、艺术和数学）活动教授编程中的序列结构。该研究利用Micro:bit平台，将动手实践与跨学科问题解决相结合，以增强小学生的概念理解。 本研究采用结构化行动研究方法，引导两名六年级学生使用LED和Micro:bit环境构建并编程圣诞树模型。研究结果表明，在学生从Scratch的基础编程知识过渡到涉及硬件的更高级应用过程中，微型教学在促进参与度和理解力方面发挥了重要作用。 尽管面临时间限制和知识转移困难等挑战，该方法仍显著提升了学生对程序顺序的理解。这些结果凸显了将微型教学与STEAM方法相结合的潜力，能够使抽象的编程概念对年轻学习者而言更易理解、更具吸引力且更具实用性。 针对未来实施的建议包括：加强支架式教学、提供迭代学习机会以及延长课程时长，以应对已识别的挑战并优化教学效果。
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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 14参考
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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