Robotics and science literacy: Thinking skills, science process skills and systems understanding

Sullivan, Florence R.

doi:10.1002/tea.20238

Cited by 238 publications

(156 citation statements)

References 20 publications

Supporting

Mentioning

111

Contrasting

Unclassified

Order By: Relevance

“…Robots appear to have human-like features; at the same time, robots' animated behaviors are controlled by engineering and mechanical rules-based systems [9,62]. While noticing the robots' distinct features-the tangible hardware and invisible software (a rule-based autonomous system)-some studies assumed that reasoning about robots' behaviors and systems are significant aspects of technological literacy [63]. For this reason, by zooming in on young children's encounters with robots, these studies started with questions about what kinds of perspectives young children had for reasoning about the robots' systems or in what ways young children conceptualized robots' rules-based systems.…”

Section: Young Children's Conceptualization Of Robots and Systems Of mentioning

confidence: 99%

Systematic Review of Research Trends in Robotics Education for Young Children

2018

View full text Add to dashboard Cite

This study conducted a systematic and thematic review on existing literature in robotics education using robotics kits (not social robots) for young children (Pre-K and kindergarten through 5th grade). This study investigated: (1) the definition of robotics education; (2) thematic patterns of key findings; and (3) theoretical and methodological traits. The results of the review present a limitation of previous research in that it has focused on robotics education only as an instrumental means to support other subjects or STEM education. This study identifies that the findings of the existing research are weighted toward outcome-focused research. Lastly, this study addresses the fact that most of the existing studies used constructivist and constructionist frameworks not only to design and implement robotics curricula but also to analyze young children's engagement in robotics education. Relying on the findings of the review, this study suggests clarifying and specifying robotics-intensified knowledge, skills, and attitudes in defining robotics education in connection to computer science education. In addition, this study concludes that research agendas need to be diversified and the diversity of research participants needs to be broadened. To do this, this study suggests employing social and cultural theoretical frameworks and critical analytical lenses by considering children's historical, cultural, social, and institutional contexts in understanding young children's engagement in robotics education.

show abstract

Section: Young Children's Conceptualization Of Robots and Systems Of mentioning

confidence: 99%

Systematic Review of Research Trends in Robotics Education for Young Children

2018

View full text Add to dashboard Cite

show abstract

“…In recent years, educational robotics such as Lego robots have been integrated into curriculum instruction in after-school programs and clubs (Barak & Zadok, 2009;Sullivan, 2008). In addition, because of the rapid development of robot technologies, particularly programming tools and low-cost electronic kits, educational robotics products constitute more accessible tools for school students (Horizon Report, 2016) and are more compatible with the concept of maker education (Alimisis, 2013).…”

Section: Arduino-based Educational Robotics Approachmentioning

confidence: 99%

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

Chou

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study investigated elementary school students' learning performances and behaviors in a maker education program. An informal after-school learning environment entitled Robot MakerSpace was created at a public elementary school in Taiwan and 30 grade 5 students voluntarily participated in a 16-week educational experiment. The student participants were randomly divided into two experimental groups. Students in the maker group received weekly educational robotics lessons, whereas those in the nonmaker group only engaged in other after-school learning activities such as homework practice in traditional classrooms. Mixed methods research was used for data collection. An experiment with a pretest-posttest and control group design was employed to measure the students' electrical engineering and computer programming content knowledge and problem-solving skills. In addition, a qualitative approach with an emphasis on filed observation was adopted to evaluate the instructional implementation of the maker education program. The quantitative findings revealed that maker education training significantly improved the electrical engineering and computer programming content knowledge of the students and improved their problem-solving skills. The qualitative findings showed the students required considerable learning support from the instructor such as strategies for software and hardware debugging.

show abstract

“…A rubric (Appendix E) was devised prior to the start of the camps on how to score responses on a scale of 1 to 5, with 5 being an excellent answer, and was based on rubrics used for similar studies [17]. The same criteria for administering and assessing the multiple choice questions was also used for this tool.…”

Section: Assessment Methodsmentioning

confidence: 99%

An Analysis of Engineering Educational Standards and Outcomes Achieved by a Robotics Summer Camp Experience

Campbell¹,

Voelker²,

Kremer³

2015

Int. J. Eng. Ped.

View full text Add to dashboard Cite

Abstract-Summer camps can be an effective method of encouraging children and teenagers to learn about technology and stimulate interest in engineering careers. These camps can provide opportunities beyond what a normal school can offer, and achieve specific educational goals that would be difficult to realize in a traditional classroom setting. A robotics summer camp curriculum was developed in accordance with the age specific standards from the National Council of Teachers of Mathematics (NCTM) and the National Science Education Standards (NSES). To link this to the engineering skills that are developed in college, the resultant student experience was evaluated in the context of the engineering outcomes for a four year engineering degree defined by the Accreditation Board of Engineering and Technology (ABET). The robotics summer camp was evaluated for its effectiveness building a foundation and supporting the skills that a student should develop in a college engineering program. Pre-and post-tests were given and scored with a standard rubric. The questions were mapped to the specific ABET outcomes which best align with the goals of the summer camp. The test scores show the degree of improvement in various areas of engineering and problem solving. The resulting data shows the strengths of the summer camp and identifies areas that can be targeted for improvement, to make a larger impact on the attendees. Index Terms-assessment, ABET, outcomes, robotics, camp I. BACKGROUNDThe development of curriculum for educational programs can be influenced by a number of sources. The goals of the program could be defined based on the funding source, the community, government departments of education (state and federal level), or by the educator who is designing the activity. Many educational organizations have published guidelines to help educators frame their curriculum in the context of skills and outcomes that a particular lesson or program would hope to achieve based on the subject matter. The recommendations take the form of state and national education standards. Three sources that provide pertinent standards for a robotics summer camp are the National Council of Teachers of Mathematics (NCTM), the National Science Education Standards (NSES), and the Accreditation Board of Engineering and Technology (ABET).The NCTM is an organization that promotes mathematics education through support to teachers and pedagogical research [1]. They have developed mathematical standards for K-12 education. The NSES was drafted in 1996 by the National Committee on Science Education Standards and Assessment which was commissioned by the National Research Council and provides a set of standards inclusive of K-12 science [2].ABET is an international nonprofit organization that certifies the quality of educational programs in applied science, computing, engineering, and engineering technology at colleges and universities. ABET developed a list of eleven engineering outcomes that a student should achieve in the course of a four year engineering ...

show abstract

Robotics and science literacy: Thinking skills, science process skills and systems understanding

Cited by 238 publications

References 20 publications

Systematic Review of Research Trends in Robotics Education for Young Children

Systematic Review of Research Trends in Robotics Education for Young Children

Skill Development and Knowledge Acquisition Cultivated by Maker Education: Evidence from Arduino-based Educational Robotics

An Analysis of Engineering Educational Standards and Outcomes Achieved by a Robotics Summer Camp Experience

Contact Info

Product

Resources

About