A Case Study: Motivational Attributes of 4-H participants engaged in Robotics

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement

A Case Study: Teaching Engineering Concepts in Science

This study was conducted to describe a teacher developed high school engineering course, to identify teaching strategies used in the process of delivering math and science literacy through this course, to identify challenges and constraints that occurred during its development and delivery, and to describe the strategies that were used to overcome those obstacles. A case study was conducted using semi-structured interviews with the engineering instructor at Benilde-St. Margaret\u27s in St. Louis Park, Minnesota. In addition, the researcher conducted classroom observations and reviewed instructional materials, teacher lesson plans, and teacher journals. Themes that developed regarding the strategies used to deliver this particular course identified that concepts created its platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, project based learning and teaching were employed, there was a clear emphasis on creative thought and work, and the teacher served as a guide rather than the sole ―sage‖. Themes developed regarding the identification of challenges and constraints that occurred during the development and delivery of this engineering course were assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedagogy. Lastly, themes developed regarding the strategies used to overcome these obstacles identified financial and instructional support through business partnership and administrative support as being critical

The programmable LEGO brick : ubiquitous computing for kids

Thesis (M.S.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1995.Includes bibliographical references (p. 87-88).by James Randal Sargent.M.S

5th Grade Space-Enriched Science Curriculum Unit Development Project

This project was to develop a six-week long 5th grade hands-on curriculum unit. It brought aerospace back into the curriculum using a lunar base theme. This project was sponsored by the AIAA New England. The initiative was hosted by Elm Park Elementary school in Worcester, MA, in the classroom of a science-oriented teacher. There, we tested ideas that would become 7 science-concept review stations at an AIAA NE outreach event (at WPI), for 375 fifth graders from 7 schools, called Fifth Grade MCAS Review - on the Moon . This event evolved out of a request for a field trip. Part of the project was to do a cost-benefit analysis of bringing in a guest speaker, going on a field trip, or creating your own event. The Worcester Public Schools liked our event the best, and want it repeated

Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning

How do educators engage students in the curriculum? State and Common Core Standards determine what to teach; how those standards are taught varies. This research examined a group of at-risk elementary and secondary students using underwater Remotely Operated Vehicles (ROVs) as part of an experiential education program in a rural Michigan school district. With a foundation of grounded theory, qualitative methods are used in this case study of the experience of at-risk learners whose mission is to solve a problem. In particular, the story evolves from nine emergent themes identified in the experiences of students and adults: attendance, communication, confidence, engagement, fun, problem-solving, responsibility, teamwork, and time. Common across the nine themes is the conclusion that student motivation strongly impacts learning that is perceived to be hands-on and relevant

BUILDING A COMMUNITY: Refining the Robotics Innovation Competition and Conference

This is an investigation to identify the necessary steps that need to be taken in the development of the Robotics Innovations Competition and Conference. These steps are those that will ensure that the RICC achieves its stated goal of building a strong community in the field of robotics, featuring a lasting connection between academia and industry. Ensuring this will be accomplished by identifying and anticipating the needs of the parties involved in the RICC- university professors, members of industry, and student participants. This project aims to identify those needs through interview and survey techniques, and then design ways to meet the needs of these groups. It is believed that doing so is necessary to fostering the community that the RICC aims to build

Children’s digital skills acquisition in non-formal educational contexts: Pedagogical practices, learning, and inclusion opportunities in coding and robotics workshops.

Coding and robotics education has drawn a lot of interest in recent years to get children ready for the future labour market and advance their digital skills. This paper focuses on coding and robotics workshops in non-formal educational settings in Belgium, Denmark, and Italy. Building on data from a comparative/cross-national study, we will present findings from 16 observations of such workshops followed by 11 interviews with the organisers and moderators with the purpose of investigating their pedagogical practices, learning and inclusion opportunities. Findings of this study suggest that while digital skills workshops in non-formal learning contexts are designed and implemented with the goal of encouraging children's collaboration and active participation, the structure of the learning activities, the organization of the learning environment, and the choices made by children themselves may promote individualistic practices. Furthermore, despite attempts to encourage diversity and inclusion, such as choosing a "free" and "open-door" approach, these workshops may fail to attract participants from diverse backgrounds. We argue that an active dialogue between organisers and moderators, researchers, parents, and, of course, children from various backgrounds is required to promote child-centered approaches that move beyond individualistic accounts of learning and toward the creation of more collaborative and inclusive digital skill activities through a systemic and holistic approach

Lilly Endowment, Inc. - 2008 Annual Report

Contains board chair and president's message; program information; education and religion grantee profiles; grants list; grant guidelines; financial statements; and lists of board members and officers