Natural sciences are now inconceivable without the integration of information technology. However, we cannot really see the emergence of this integration in Hungarian education, and students get acquainted with the world of information technology as a separate subject, often through tasks that they cannot connect with other disciplines. For create this connection between the two subjects, a teacher's resource has already been developed with a pedagogical process, where science education is supported by micro:bits. By creating a bridge between the two subjects, the developed curricula showed examples for students through which they could see how diverse the two subjects can be connected, creating the environment for the interdisciplinary education. In this article, we will review the analysis of the widespread application of these developed learning materials. The implementation of the sessions was presented to several different types of schools and students of all ages throughout Hungary. During these lessons, students participated in a variety of unconventional science lessons where the topic (Phases of the Moon, Fire, Temperature and Global Warming) was presented using micro:bits. In addition to their science knowledge, they also acquired age-appropriate programming skills. Before analysing the data, a brief presentation of these topics is given, together with example codes, thus providing the necessary access for teachers who wish to implement these sessions.

The aim of this study is to support the previous research and examine whether students are really interested and open and motivated to this kind of science education in wider range, which is especially important because it allows them to develop digital competences in many areas, while learning with the joy of creation.

Through a wide-ranging questionnaire survey (N=380), the sessions provided feedback on students' motivation for this type of education, which implements knowledge transfer in an interdisciplinary way. The research can be a basis for implementing these educational processes in the future curriculum development process, as motivation is one of the key elements for effective learning. The research has shown that the developed lesson plans do not only work in a small group of students to stimulate motivation, but also create a broader environment that encourages students' motivation for science and programming, regardless of their age.

Keywords: STEM, micro:bit, science education.