The Rubik’s Cube in STEM Education: Developing Logical Thinking and Algorithmic Skills
Fragment książki (Rozdział monografii pokonferencyjnej)
MNiSW
5
spoza wykazu
| Status: | |
| Autorzy: | Rybak Karolina, Tokarski Piotr, Miłosz Marek, Łazaruk Karol, Nguyen Huu Quy, Plechawska-Wójcik Małgorzata, Dzieńkowski Mariusz |
| Dyscypliny: | |
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| Wersja dokumentu: | Elektroniczna |
| Język: | angielski |
| Strony: | 1 - 8 |
| Efekt badań statutowych | NIE |
| Materiał konferencyjny: | TAK |
| Nazwa konferencji: | 18th International Conference on Education and New Learning Technologies |
| Skrócona nazwa konferencji: | EDULEARN 26 |
| URL serii konferencji: | LINK |
| Termin konferencji: | 29 czerwca 2026 do 1 lipca 2026 |
| Miasto konferencji: | Palma |
| Państwo konferencji: | HISZPANIA |
| Publikacja OA: | NIE |
| Abstrakty: | angielski |
| The Rubik's Cube, one of the most recognizable and popular puzzles in the world, has been very popular among both children and adults for decades. Its specificity, based on sequential problem-solving, the use of algorithms and the analysis of spatial relationships, means that it can be perceived as a tool supporting the development of key competences in STEM education, in particular logical and algorithmic thinking. To empirically verify these assumptions, a survey was conducted among active speedcubers and their parents, aimed at identifying the cognitive processes involved in solving the cube and the potential for transferring these acquired skills to the educational context. The data indicate that regular speedcubing fosters the development of the ability to analyze sequences of actions, predict the consequences of decisions, and evaluate the effectiveness of strategies. Respondents also declare that they frequently analyze errors made and search for alternative solutions to the same problem, which is consistent with the assumptions of algorithmic and iterative thinking. The study results also confirm a high level of confidence in the potential application of skills acquired through solving the cube in other areas of life, including mathematics and computer science. The perception of speedcubing as a factor in increasing motivation to learn science is particularly significant, especially among students experiencing learning difficulties. Analysis of the responses also indicates the significant potential for using the Rubik's Cube in formal education, both within interest groups and classroom activities, as well as extracurricular activities and cross-curricular projects. The study's conclusions suggest that the Rubik's Cube can be an effective, low-cost and engaging teaching tool supporting the development of STEM competencies. Its use in the teaching process promotes not only the development of analytical skills but also the development of cognitive independence and a reflective approach to problem-solving. |
