Integrating robotics into education has several benefits. It has been proven to have a positive impact on students' and teachers' cognitive skills, as well as creativity and interest in the given topic. These effects are already observable even among very young age groups. A previous study has shown that robotics-supported science education can maintain children's motivation and indirectly affect academic performance. The integrated teaching of robotics further increases the learning willingness of the particular science field and also influences students' future professional orientation. This article will present the implementation of a geography lesson in which a specific topic was processed with the help of micro:bit in a pilot project. The aim of the lesson was to measure, in comparison with a control group, which case was more effective in knowledge transfer. Thus, instead of a traditional classroom lesson, a geography lesson was implemented that could be integrated into both everyday geography and computer science education, while ensuring that the necessary programming knowledge transfer is scalable to the needs of the given age group. Due to this scalability, processing the material in this way is equally accessible to students who are just getting acquainted with programming as to those who already have deeper knowledge. In addition to realizing more effective education, there is a need for science education that adapts to the demands of the modern age and demonstrates in school that computer science and natural sciences together form a complementary, complex system.

Keywords: STEM, micro:bit, education, geography.