scholarly journals Designing biomimetic robots: iterative development of an integrated technology design curriculum

2021 ◽  
Author(s):  
Debra Bernstein ◽  
Gillian Puttick ◽  
Kristen Wendell ◽  
Fayette Shaw ◽  
Ethan Danahy ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Creative Thinking ◽  
Natural World ◽  
Research Approach ◽  
Integrated Learning ◽  
Technology Design ◽  
Design Task ◽  
Biomimetic Robots ◽  
Interdisciplinary Approaches ◽  
K 12

AbstractIn most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking, support problem solving, and develop interest while supporting knowledge gains (NAE & NRC in STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press, Washington, 2014). The Designing Biomimetic Robots project emphasizes problem-based learning to integrate engineering, science, and computational thinking (CT). During a 3 to 4-week unit, students study the natural world to learn how animals accomplish different tasks, then design a robot inspired by what they learned. The project engages students in science, engineering, and CT practices. Over the course of a 3-year project, we used a design-based research approach to: (1) identify and describe strategies and challenges that emerge from integrated curriculum design, (2) explicate how a balance of integrated disciplines can provide opportunities for student participation in science, engineering, and CT practices, and (3) explore how a technology design task can support students’ participation in integrated learning. Data from three focal groups (one from each year of the project) suggest that a focused design task, supported by explicit and targeted supports for science, CT, and engineering practices, led to a student technology design process that was driven by disciplinary understanding. This work highlights the importance of drawing out and prioritizing alignments between disciplines (Barber in Educ Des, 2(8), 2015), to enable integrated learning. Additionally, this work demonstrates how a technology design task can support student learning across disciplines, and how engaging in CT practices can further help students draw these connections.

scholarly journals Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

2020 ◽  
Vol 12 (14) ◽  
pp. 5568 ◽  
Author(s):  
Thomas K.F. Chiu ◽  
Ching-sing Chai
Keyword(s):  
Artificial Intelligence ◽  
Curriculum Design ◽  
Teaching Experience ◽  
Self Determination Theory ◽  
Curriculum Planning ◽  
Self Determination ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Intelligence Education ◽  
K 12

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

scholarly journals The development of being a professional teacher in the 21st -century model based on the ethics of profession with Buddhism integration

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Chananporn Areekul
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Creative Thinking ◽  
Goodness Of Fit ◽  
Thinking Skills ◽  
Learning Activity ◽  
Century Model ◽  
Thinking Skill ◽  
Model Based ◽  
Professional Teacher

The purpose is to develop being a professional teacher in the 21st century model based on the ethics of profession with Buddhism integration. The data were collected from 265 teachers and 20 experts. The instruments were questionnaires and data were analysed by confirmatory factor analysis. The model consisted of (1) the instruction: the 21st century educational philosophy, the curriculum design skill, the educational innovation skill in the classroom, the learning activity management skill, the learning evaluation skill and the classroom action research skill; (2) the ethics of profession for: a person, profession, clients, co-professionals and society; (3) the thinking skills: analytical thinking skill, synthesis thinking skill, critical thinking skill, comparative thinking skill, problem-solving thinking skill and creative thinking skill; and (4) the Buddhist principles: Desana 2, Patisambhida 4, Pamana 4, Desanavidhi 4, Dhammadesaka-dhamma 5, Bahussutanga 5, Anupubbikatha 5 and Kalyanamitta-dhamma 7. The model’s goodness-of-fit indexes were satisfactory, right and coherent. Keywords: Buddhism, ethics, profession, teacher, the 21st century.

Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications

2015 ◽  
pp. 46-62
Author(s):  
Gregory Shepherd
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Mobile Technology ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Web Based ◽  
World Languages ◽  
Technology Applications ◽  
Entire Career ◽  
K 12

Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2018 ◽  
pp. 201-229
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Robots Underwater! Learning Science, Engineering and 21st Century Skills

2012 ◽  
pp. 141-167 ◽  
Author(s):  
Elisabeth McGrath ◽  
Susan Lowes ◽  
Mercedes McKay ◽  
Jason Sayres ◽  
Peiyi Lin
Keyword(s):  
High School Students ◽  
Curriculum Design ◽  
Scale Up ◽  
Lessons Learned ◽  
Learning Goals ◽  
Underwater Robotics ◽  
School Students ◽  
Curriculum Redesign ◽  
Core Elements ◽  
K 12

The underwater environment presents novel challenges that can facilitate unique learning experiences for students engaged in robotics programs. Although the number of underwater educational robotics programs is small by comparison to other forms of K-12 robotics initiatives, several do exist, which have varying learning goals, implementation approaches, and tools. This chapter describes an underwater robotics program using LEGO® MINDSTORMS® components and related materials for middle and high school students. The program, known as WaterBotics™, has undergone an extensive, four-year research and development phase and curriculum redesign effort. This chapter describes the theoretical framework of the curriculum design, the components and resources available in the challenge-based curriculum, and lessons learned about teacher practices and their relationship to student learning outcomes in physical science, Information Technology skills, engineering design, and engineering career interest. “Core elements of success” of the program and curricular adaptations are described in the context of a scale-up initiative that is adapting the curriculum for use in informal education settings.

Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications

2019 ◽  
pp. 295-312
Author(s):  
Gregory Shepherd
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Mobile Technology ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Web Based ◽  
World Languages ◽  
Technology Applications ◽  
Entire Career ◽  
K 12

Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2022 ◽  
pp. 648-676
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

scholarly journals Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience

2019 ◽  
Vol 11 (15) ◽  
pp. 4212 ◽  
Author(s):  
Julie Ernst ◽  
Firdevs Burcak
Keyword(s):  
Executive Function ◽  
Creative Thinking ◽  
Natural World ◽  
Education For Sustainability ◽  
Potential Contribution ◽  
Positive Contribution ◽  
Pilot Studies ◽  
Transformative Power ◽  
Nature Play ◽  
Nature Preschool

Environmental education for young children has great potential for fostering the skills, values, and dispositions that support sustainability. While North American guidelines emphasize the importance of using the natural world for open-ended exploration, discovery, and play, this approach has been criticized for lacking the transformative power necessary for meaningfully contributing to sustainability issues. Four pilot studies were conducted exploring the influence of nature play in the context of nature preschools on children’s curiosity, executive function skills, creative thinking, and resilience. These studies used established quantitative instruments to measure growth in these constructs among nature preschool participants, comparing this growth with participants in high quality, play-based, non-nature preschools. The results suggest a positive contribution of nature play, with greater levels of curiosity, creative thinking, and resilience than what was observed in the non-nature preschool participants, and executive function skills similar to the non-nature preschool participants and exceeding national norms. Collectively, these pilot studies suggest the potential contribution of nature play in the context of education for sustainability.

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