Gamification for Maths and Physics in University Degrees through a Transportation Challenge

Our society is immersed in the Fourth Industrial Revolution due to the fast evolution of the new technologies that are modifying the labor market. In the near future, technologies related to Industry 4.0 will produce totally new goods and services. Therefore, the educational systems should adapt their programs to the future needs of an uncertain labor market. In particular, mathematics will play a key role in future jobs and there is a strong need to connect its teaching methodologies to the new technological scene. This work uses the STEAM approach (science, technology, engineering, arts and mathematics) along with active methodologies and educational robotics with the aim of developing a new strategy for the application of mathematics and physics in an engineering degree. In particular, a transportation challenge is posed to tackle the teaching–learning process of the Bézier curves and their applications in physics. A pilot project is developed using a LEGO EV3 robot and an active methodology, where students become the center of the learning process. The experimental results of the pilot study indicate an increase in the motivation due to the use of robots and the realistic context of the challenge

Programming of an educational robot to be applied in STEAM areas

Mestrado de dupla diplomação com a UTFPR - Universidade Tecnológica Federal do ParanáThe world is increasingly digital. Countries around the world strive to attract and prepare future generations to occupy the positions, where, for the most part, they will focus on Science, Technology, Engineering, Arts and Mathematics (STEAM). An approach already consolidated in the literature is the use of robots applied in education to encourage students to develop essential skills such as critical thinking, problem-solving and computational thinking. This work, linked to the RoboSTEAM project, aims to explore educational robots that can be applied in this context, considering that most approaches use LEGO’s platform, which can sometimes be difficult to access due to its high price. The robot used was the mBot in which it uses the mBlock 5 software to program it, from the MakeBlock Co. Ltd. company, being applied in two educational approaches during the execution of the project in which it is based on challenge based-learning methodology. A methodology for adding sensors to the mBot has been also explored. Finally, evaluations were made about the performance of students who participated in this project

EDUCATIONAL ROBOTICS AND COMPUTATIONAL THINKING IN EARLY CHILDHOOD - LINKING THEORY TO PRACTICE WITH ST(R)EAM LEARNING SCENARIOS

STEAM enhances critical and computational thinking, problem-solving, algorithmic thinking, decision-making, through Science, Technology, Engineering and Arts, as well as Mathematics. With the contribution of Reading (Reading) and Writing (wRiting) which include recognition and visualisation, pattern formation as well as skills acquired through the use of tools such as pencil and brush, which are proven to be valuable for children's development, STREAM is now also linked to Thinking and Art in its broadest sense. Therefore, in this paper, STREAM Learning Scenarios are proposed that can be implemented within the kindergarten and primary school classroom using the BeeBot robot, highlighting its added pedagogical value and linking the theoretical framework with the playful practical implementation.  Article visualizations

ESTABLISHING THE PUBLIC LIBRARY AS AN OUT-OF-SCHOOL PARTNER IN STEM/STEAM EDUCATION

The American public library is a unique community presence that positively influences the lives of families as an out-of-school partner in education. By examining the public library through a systems lens using Bronfenbrenner’s Bioecological Theory the impact of these institutions may be seen. A key characteristic of public library service is timely, relevant adaptations that meet the needs of the community served. In this project, a recent public library pilot program is evaluated. This program was created in response to the emerging trend in Science Technology Engineering Art and Math (STEAM) within schools and informal education opportunities. It was found that the program received a positive reception from the community and that the library in question was considered a valued educational resource by the program attendees. Overall, the results of the program evaluation demonstrate the community’s positive perception and appreciation of the library’s program offerings. The limitations and potential areas of further research within the overlapping field of library service and K-12 education are discussed

Systematic review on which analytics and learning methodologies are applied in primary and secondary education in the learning of robotics sensors

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.This research was co-funded by the support of the Secretaria d’Universitats i Recerca of the Department of Business and Knowledge of the Generalitat de Catalunya with the help of 2017 SGR 93

From STEM to STEAM: Students’ Beliefs About the Use of Their Creativity

To be successful in a STEM career, not only STEM knowledge and skills but also creativity is required. Therefore, the arts have been integrated into STEM disciplines and subsequently designated as STEAM education (Sousa & Pilecki, 2013). One example of informal learning environments that STEAM education provided is a summer camp. In this study, middle and highs school students’ use of their creativity in the Project-based Learning (PBL) courses was examined to determine students’ belief about the use of the arts in STEM activities. The results showed that students believed that they used their creativity in eight of the nine classes

The Effects of Online Professional Development on Teacher Behavior and Perceptions of Science, Technology, Engineering, Art and Math Teaching Efficacy

Background: Research shows that STEAM (science, technology, engineering, arts, and mathematics) curriculum improves student abilities to create relevant products and services. However, teacher support is critical when implementing a new, school-wide curriculum model and learning tools as teachers need easy access to online resources. Yet, online resources currently used in many schools do not inform the processes or the ideology of STEAM curricula through collaboration among all teachers in a private school setting. Purpose: The focus of this quasi-experimental quantitative research study was to examine the impact of a 1-week online STEAM professional development course on teacher behavior and their perceptions of their self-efficacy regarding integrating STEAM concepts in their classroom instruction, lesson plans, and extracurricular activities. The setting was a private school (preschool through Grade 8) with a focus on science and math education in a large Midwestern city. Methods: A quasi-experimental design was selected for this study because of the necessity for data that determine the relationship between the independent variable, which was the STEAM online course developed for the present study, and the dependent variable, which was the teachers\u27 self-reported behavior and perceptions of their STEAM teaching self-efficacy before and after taking the online course. It was also necessary to generate data regarding the relationship between teachers participating in a 1-week online STEAM professional development course and their behavior and perceptions of their self-efficacy regarding STEAM teaching. The participants included elementary and preschool art, math, science, computer, language arts, and social studies teachers at a private school with a focus on science and math education in a large Midwestern city. Results: It was hypothesized that the initiation of a 1-week online STEAM course for teachers would be effective, and pretest/posttest results supported this hypothesis. This is because the intervention combines easy online access to STEAM curricula with the understanding of the importance of the STEAM education model and concepts to all teachers in the private school setting. Conclusion: Study results showed that online professional development participants had an overall positive perception of the effects of the course on their beliefs and perceptions regarding their STEAM curricula teaching self-efficacy. Differences in the pretest and posttest survey results showed that the STEAM online professional development impacted teachers\u27 STEAM teaching self-efficacy

A ROS-Based Open Tool for Controlling an Educational Mobile Robot

Commercial educational robots provide an accessible entry point into the world of robotics. However, their programming is often limited to specific platforms, which can make it challenging to acquire the skills necessary for industry and research. In this study, we introduce an open-access tool developed using C++ and Arduino IDE that enables us to manage a commercial mobile robot through the Robot Operating System (ROS) middleware. This provides programmers with the ability to work in a powerful programming environment, such as Python. The robot used is the CrowBot BOLT, a kit based on ESP32 that enables wireless communication and includes various peripherals for application development. The mobile robot topics include robot velocities, RGB LEDs, a buzzer, a programmable button, and proximity, light, and line sensors. The proposal is assessed using two controllers: one for proximity and the other for tracking angular light. Both controllers are developed using Visual Studio Code. The experimental results demonstrated the proper functioning of the tool. Additionally, the response time was evaluated, and it was found that optimal performance is achieved at a frequency of 10 Hz. In summary, this proposal provides an accessible option for students and developers seeking to gain skills in robotics using ROS. The project’s repository is located at https://github.com/joseVarelaAldas/ROS-Crowbot

STEAM Education in Ontario, Canada: A Case Study on the Curriculum and Instructional Models of Four K-8 STEAM Programs

STEM (Science, Technology, Engineering, and Mathematics) learning and project-based learning are important educational initiatives in North America. However, it is important to consider whether current STEM educational practices are sufficient to prepare students for the world they are to live and work in. This prompts discussions about STEAM (Science, Technology, Engineering, Arts and Mathematics) which is shifting educational paradigms towards art integration in STEM subjects. This study investigates the STEAM education reform movement in Canada to better understand the STEAM curriculum and instructional programs offered by non-profit organizations and publicly funded schools. This research study addresses the following major questions: 1) what curriculum and instruction models of STEAM education are implemented in non-profit and in-school contexts in Ontario, Canada? 2) What do students learn through different models of STEAM education? 3) What types of assessment of student learning is happening in STEAM education? 4) How do classroom teachers view such models of STEAM education in meeting their curriculum and instruction goals? To explore these questions, I took a small sample of four different STEAM programs in Ontario, Canada. I conducted interviews, observations, content analysis of curriculum documents and a focus group interview. At the four research sites, the main pedagogies used are design-based and inquiry-based models which focused on the students’ interests and encourages students to construct their own knowledge. Students learn character-building skills that empower them to solve real-world problems, develop perseverance and grit, engage in their community and develop a global perspective. The instructors/teachers describe the STEAM tasks at each site as rich and authentic experiences. The findings also suggest that sharing the learning in the STEAM program with the community extends the learning experiences to a wider community and contributes to the collective knowledge about how students learn. This study can inform teaching practices for teachers who seek to engage and motivate students by integrating the arts in STEM subjects. This study also promises to deepen the field’s understanding of STEAM education in Canada and to provide new insights into the practicality, affordances, and tensions of designing and implementing a STEAM program

RoboSTEAM project the pilot phases

Digital society demands very qualified professionals ready to this environment challenges. This makes necessary to foster the development of competences related to such context such as Computational Thinking or STEAM related skills. However, this is not an easy task, especially because integrating subjects that covers the necessary topics and competences. New active pedagogical approaches are required and this what RoboSTEAM project provides. The application of Challenge Based Learning and Physical Devices and Robotics facilitate the so named twenty first century skills. The project has been developed by several universities and schools and one of most critical parts was testing the methodology and tools, this was done into pilot phases that are described in the present work. The results show that there are important differences between partners socioeconomical context, but that the outcomes of the project are flexible enough to be applied successfully in any of them.This paper is supported by ROBOSTEAM Erasmus+ KA201 Project with reference 2018-1-ES01-KA201-050939.info:eu-repo/semantics/publishedVersio