3,945 research outputs found

    A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom

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    To address the need to improve student achievement in STEM disciplines, effort has been made to develop a new of tools for STEM education (Bybee, 2013). The Robotics and Engineering Design Curriculum (REDC) provides students an opportunity to develop systems thinking abilities while integrating science and mathematics concepts. Using an exploratory case study approach within a situated cognition framework, this study examines the effects of using REDC on 54 eighth grade students’ performance and engagement during 5-week integrative STEM instruction in the mathematics and science class. Situational factors that contribute to students’ success in learning STEM concepts are also examined. This study employed mixed-methods techniques. The quantitative data collected included pre/post achievement tests and pre/post motivation and engagement scale (MES) surveys. Quantitative data analysis included reliability analyses and paired sample t-tests. The results of the reliability analyses for the achievement test and MES survey report acceptable Cronbach’s alpha (.843 and .787, respectively). Qualitative data collected included semi-structured interviews, field notes and student artifacts (engineering notebook and printed prototypes). Qualitative data analysis used coding procedures suggested by Saldana (2012) where patterns were identified and grouped to allow the emergence of themes. Collectively, the data was triangulated to support six emerging themes. The emerging themes regarding the effect of using the curriculum are as follows: (1) the developing anthropomorphic relationship with the robot enhances engagement, (2) engagement is impacted by purposeful and intentional physical action, and (3) purposeful collaboration promotes engagement through the construction of meaning and interaction. Three themes emerged identifying factors that contribute to success: (1) learning environment must have transformative learning potential, (2) learning experiences underpinned by design thinking contribute to success and (3) contextual relevance is enhanced when students have the freedom to their design learning journey. This study addresses the need for research into the implementation of 3-D design and manufacturing in the middle school classroom. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association. Saldaña, J. (2012). The coding manual for qualitative researchers (No. 14). Los Angeles, Ca: Sage

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

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    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

    Using Project Based Learning to Engage Third -Fifth Grade Students in Robotics Education

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    Includes bibliographical references (pages 36-40)The purpose of this graduate project was to examine the engagement of third through fifth grade students using Lego?? robotics as the catalyst in project based learning. Robotics educations has been on the rise in the last 10 years, but in the elementary schools it has been the driving force for many teachers on how to engage students in todays??? technological advances. Using project based learning and Lego?? robotics creates an engaging environment for students and teachers to cover Common Core States Standards along with the Next Generation Science Standards. This project was created to help guide teachers, administrators and after school counselors with the materials and resources needed in order to start a robotics program at their own location

    USING ROBOTICS AND ENGINEERING DESIGN INQUIRIES TO OPTIMIZE MATHEMATICS LEARNING FOR MIDDLE LEVEL TEACHERS: A CASE STUDY

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    This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking

    A review of researches on STEM in preservice teacher education

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    As the research on STEM education has begun to gain momentum in literature, the need for STEM education in the field of teacher training has been emphasized. Considering that STEM education plays an increasingly important role in teacher education both in our country and in the world, it is necessary to investigate the literature review that will guide these studies. According to the criteria determined in this study, 76 studies published between January 2001 and December 2018 were examined by using systematic review. These 76 studies are summarized under the categories of research, type of research, method research group, validity-reliability report, data collection tools, educational material, country of publication. The results of the research indicate that applied qualitative research methods are used mostly in preservice teacher education, the studies have increased significantly in the last three years, simple tools as education material are used mainly, and interview forms were preferred as the data collection tool. In the light of these findings, some suggestions are put forward to the teacher educators and researchers.As the research on STEM education has begun to gain momentum in literature, the need for STEM education in the field of teacher training has been emphasized. Considering that STEM education plays an increasingly important role in teacher education both in our country and in the world, it is necessary to investigate the literature review that will guide these studies. According to the criteria determined in this study, 76 studies published between January 2001 and December 2018 were examined by using systematic review. These 76 studies are summarized under the categories of research, type of research, method research group, validity-reliability report, data collection tools, educational material, country of publication. The results of the research indicate that applied qualitative research methods are used mostly in preservice teacher education, the studies have increased significantly in the last three years, simple tools as education material are used mainly, and interview forms were preferred as the data collection tool. In the light of these findings, some suggestions are put forward to the teacher educators and researchers

    Through the Lens of Latinas: The Influences of an Out-of-School Time STEM Program

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    Science, Technology, Engineering, and Mathematics (STEM) have been the foundation for discovery and technological innovation in the United States. The United States considers STEM education as a national priority to compete in the global economy and protect the nation’s innovation ecosystem. The high demand for careers in STEM fields promotes the importance of STEM education. However, Latinos, as the fastest-growing ethnic group in the United States, face many challenges in STEM education relating to a lack of progress, degree attainment, and participation in STEM professions. This research aimed to explore the learning experience in an out-of-school (OST) STEM program, called “Girls in STEM”, and how it influenced Latinas’ self-efficacy, interest, and career development. The research focused on a single-case study of a STEM OST program in South Texas and utilized eight embedded cases to explore three research questions. The sample for this study consisted of 41 middle school and high school girls (grades 7 to 12) who had long-term participation experiences in the STEM program. The data for this qualitative study consisted of in-depth interviews, presentations from art-based activities, and visual arts. Followed by the case study design, the researcher purposefully sought in-depth information from embedded “unit of analysis,” which represented eight participants in the study (Yin, 2013, p. 23). Each case presented different aspects to answer research questions. The researcher analyzed interviews and art-based activities from participants through the lens of social cognitive theory and social cognitive career theory (Bandura, 2001; Lent et al., 1994). The findings explored Latinas’ learning experiences in an OST STEM program. Participants expressed the program created a beneficial learning environment for them, where they engaged in various activities and interacted with adults in the program. The learning experience, as the starting point of SCCT model, had influences on the development of self-efficacy and the formation of interests. In this study, the integration of different subjects, opportunities for collaborative work and conversational interactions with professionals, are three characteristics of cultivating Latinas’ interest in STEM. Additionally, many girls in this study noticed the stereotypes of women in STEM, and gender bias exists in many STEM fields. Socioeconomic status may limit Latina’s options and affected their career development

    Teaching Elementary Mathematics with Educational Robotics

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    Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, we followed them into their classrooms to support and document implementation of the CALC approach. Data for this case consisted of video recordings of two lessons, a Pre-interview, and Post-interview after each lesson. Research questions included: How does an elementary teacher use the CALC approach (integrative STEM approach) to teach mathematics concepts with ER? What are the teacher’s perspectives towards teaching mathematics with ER using an integrative STEM approach? Results from this critical case provide evidence that teachers can successfully integrate ER into the mathematics curriculum without losing coherence of mathematics topics and while remaining sensitive to students’ needs

    MiniCERNBot Educational Platform: Antimatter Factory Mock-up Missions for Problem-Solving STEM Learning

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    Mechatronics and robotics appeared particularly effective in students’ education, allowing them to create non-traditional solutions in STEM disciplines, which have a direct impact and interaction with the world surrounding them. This paper presents the current state of the MiniCERNBot Educational Robotic platform for high-school and university students. The robot provides a comprehensive educative system with tutorials and tasks tuned for different ages on 3D design, mechanical assembly, control, programming, planning, and operation. The system is inspired to existing robotic systems and typical robotic interventions performed at CERN, and includes an education mock-up that follows the example of a previous real operation performed in CERN’s Antimatter Factory. The paper describes the learning paths where the MiniCERNBot platform can be used by students, at different ages and disciplines. In addition, it describes the software and hardware architecture, presenting results on modularity and network performance during education exercises. In summary, the objective of the study is improving the way STEM educational and dissemination activities at CERN Robotics Lab are performed, as well as their possible synergies with other education institutions, such as High-Schools and Universities, improving the learning collaborative process and inspiring students interested in technical studies. To this end, a new educational robotic platform has been designed, inspired on real scientific operations, which allows the students practice multidisciplinary STEM skills in a collaborative problem-solving way, while increasing their motivation and comprehension of the research activities
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