Abstract
Given the increasing use of the Arduino platform in the of many school subjects, the question of its didactic and technological value is being raised. Therefore, it has been tested to what extent the Arduino platform enables constructivist, self-regulated, contextual and collaborative learning, and whether its aforementioned forms of learning support its technical design. A sample of 40 STEM teachers with experience in working on the platform examined the didactic and technological elements of the evaluation. In addition, the assessment of the didactic and technological value of the platform was further verified by an interview with educational professionals with years of experience in implementing the platform in teaching.
Overall, the results show that teachers positively assess all the didactic components of learning and the technological features of the platform, and in particular the highly constructivist and contextual learning opportunity of the platform. The interview results further confirmed its educational value and showed that the platform enables active learning in a real-world environment; contextual learning that encourages motivation, collaboration with other students and self-learning supported by a large database of online projects. The contribution of the evaluation presented is to point out the didactic and technological capabilities of the platform in order to make greater use of its educational and scientific potential.
