Assessing the Efficacy of Integrating Computer Science, Math, and Science in a Middle School Sphero Robotics Summer Program

Simley, Talese; Mack, Naja A.; Pittman, Tristian; Cook, Chassidy; Cummings, Robert; Moon, Dekita; Gosha, Kinnis

doi:10.1109/respect49803.2020.9272479

Cited by 5 publications

(3 citation statements)

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“…This situation also resulted in the need to continue experimenting with children using these different robots to understand their difficulties and to design alternative intervention strategies that make the activity and learning successful, looking at its significance for learning, as pointed out by Y. H. Ching et al [6]; as well as the need to give continuity to learning situations of this nature, but also to bring robotics and programming closer to the educational context, seeking its progressive introduction in the classroom context, seeing these tools as enhancers of diverse and rich learning, in particular, by the active and constructive way of learning that they promote [7], [8], [11], [13], [14].…”

Section: Discussionmentioning

confidence: 99%

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Robotics for Young People in AZORESminiBOT

Santos¹,

Pereira²,

Botelho³

et al. 2023

IJIET

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This paper intends to analyze the implementation of the Festival de Robótica - AZORESminiBOT, a robotics festival for the young which purpose was to create learning experiences that lead to the utilization of robots, promoting coding skills and computational thinking, as well as cooperative problem solving and with the mobilization of knowledge from specific curricular areas. At the same time, we intended to sensitize teachers to the relevance and comprehensiveness that robotic and coding activities can have in an educational environment. The festival took place in a school located at São Miguel Island, Azores. The proposed activities and the participation of the children in the four stations available were evaluated using direct observation and surveys by questionnaire. From the observations made by the researchers and the answers to the questionnaires of the 155 children who participated, 11 teachers, and 22 collaborators who facilitated the activities, it was concluded that the activities implemented were of interest to the children and were considered relevant by the teachers, but some aspects concerning the operation of the robots and the scenarios created should be taken care of in the future so that the pedagogical component is effective and of quality.

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Section: Discussionmentioning

confidence: 99%

“…Second, as a tool that enhances skills and knowledge in STEM areas (Science, Technology, Engineering and Mathematics), with direct impact on students' attitudes towards learning in these areas [6]- [8].…”

Section: Programming and Robotics In Childhoodmentioning

confidence: 99%

Robotics for Young People in AZORESminiBOT

Santos¹,

Pereira²,

Botelho³

et al. 2023

IJIET

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“…The Bureau of Labor Statistics Employment Projections reports 67% of new jobs in STEM are in computing, with only 11% of STEM graduates studying computer science reported by the National Center for Education Statistics IPEDS Completion Surveys. [3]- [5] Literature indicates programs that include programmable devices and involve inquiry and design-based practices early in education have positively affected math and science performance during the school year [6]- [8].…”

Section: Introductionmentioning

confidence: 99%

Board 165: Evaluation of an Introductory Computational Thinking Summer Program for Middle School to Identify the Effects of Authentic Engineering Experiences (Work in Progress)

Chisholm,

Lancaster,

Ruzycki

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Experiences and opportunities in computer science allow students to build positive associations with STEM and STEM careers. There is a need to provide students with opportunities in computational and design thinking at a young age to increase interest and engagement in the computer science field. The Goldberg Gator Engineering Explorers (GGEE) is a donor-funded summer program designed to provide no-cost computer science-based experiences to underrepresented middle school students to support the K-12 pipeline. The 2022 GGEE program was held in six school districts across Florida and hosted over 110 students in 8 program sessions. The programs were four full-day or eight half-day sessions, depending on the district's summer schedule. The program engaged students in computer science through computational thinking, programming, design thinking, and real-world engineering experiences using micro:bit microcontrollers. K-12 lead teachers and undergraduate student mentors were trained and upskilled in the program materials to facilitate sessions and broaden their programming experience.During the program, students completed activities to understand computational thinking, how computers work, the micro:bit, and the MakeCode programming environment. [1], [2] These activities introduced basic programming skills through simple projects that grew to students designing a rock paper scissors game and a light intensity meter to explore the relationship between distance and light intensity. Students then participated in two design-based challenges. A creative challenge: designing a micro:bit pet for a partner, and a technical challenge: creating a solution to an industry problem to expand and apply programming skills and engineering design.The program assessment was designed to study the motivation and identity of students toward science and engineering. Assessment for technology has challenges, as some attributes of science and engineering may demotivate students. The GGEE program collected qualitative and quantitative data from student interviews, observations, surveys, and school district student data, and IRBs were obtained at the university and district levels. Students completed surveys before the camp started, at the end of each day, and at the end of the program. Students rated feelings about activities they completed -confidence, enjoyment, interest, and difficulty, identity as an engineer or scientist, application of the activities in school and future careers, and rating their coding ability. Students were interviewed to describe their camp experience, what they found challenging, what they learned, and why they decided to attend the camp. A longitudinal assessment will study the influence of the student's demographic data, summer program experience, motivation for computational thinking and design thinking on grades and course enrollment. Multiple regression analysis was used to determine the significant predictors of grades and course enrollment and if the summer program experience moderates the effect as predictors ...

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