Designing Evaluations for K-12 Robotics Education Programs

While a large number of robotics programs for K-12 students have been developed and deployed in the past twenty years, the effect that these programs have on students' motivations to enter science, technology, engineering, and mathematics (STEM) careers has yet to be fully determined. In order to demonstrate the value of these programs, researchers must make a concerted effort to measure their impact. Based on prior work in the evaluation of educational robotics programs, the authors of this chapter present frequently-utilized evaluation and measurement methods as well as guidelines for selecting these methods based on factors such as a program's duration, size, and maturity. This chapter is intended for use as a reference guide for designing evaluations of K-12 educational robotics programs.

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Technologies for an inclusive robotics education

Open Research Europe ◽

10.12688/openreseurope.13321.2 ◽

2021 ◽

Vol 1 ◽

pp. 40

Author(s):

Dimitris ALIMISIS

Keyword(s):

Paradigm Shift ◽

Educational Robotics ◽

Maker Movement ◽

New Paradigm ◽

Education Programs ◽

Learning Tool ◽

Professional Orientation ◽

Robotics Education ◽

Multidisciplinary Education ◽

The Maker Movement

The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.

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Extending Educational Robot Sensing Capabilities Through Equipping an External Microcontroller

Volume 9: 15th IEEE/ASME International Conference on Mechatronic and Embedded Systems and Applications ◽

10.1115/detc2019-98470 ◽

2019 ◽

Author(s):

Binsen Qian ◽

Harry H. Cheng

Keyword(s):

The Past ◽

Science Technology ◽

Educational Robot ◽

Robotics Concepts ◽

And Mathematics ◽

Advanced Robotics ◽

K 12 ◽

Senior Students ◽

Educational Robots ◽

Line Following

Abstract The popularity of the educational robot in K-12 classroom has dramatically increased in the past decades to engage students studying not only Science, Technology, Engineering and Mathematics (STEM), but also 21st-century skills. Most educational robots tend to be as simple as possible such that the lower grades can benefit from the robotics technologies safely. However, such design consideration makes most educational robots with none or minimal sensing capabilities. However, it is very important for senior students to learn more advanced robotics concepts and applications. This paper presents a concept of extending educational robots’ sensing capabilities through quipping an external microcontroller. The paper also demonstrates how the framework can be easily used in sensor-based applications through a line-following example.

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Authentic Science with Dissemination Increases Self-Efficacy of Middle School Students

Integrative and Comparative Biology ◽

10.1093/icb/icz140 ◽

2019 ◽

Vol 59 (6) ◽

pp. 1497-1508

Author(s):

E Dale Broder ◽

Katie E Guilbert ◽

Robin M Tinghitella ◽

Shannon M Murphy ◽

Cameron K Ghalambor ◽

...

Keyword(s):

Middle School ◽

Middle School Students ◽

Self Efficacy ◽

After School ◽

Stem Careers ◽

School Students ◽

Homogeneous Groups ◽

And Gender ◽

And Mathematics ◽

K 12

Abstract Ethnically and gender diverse groups are more efficient, creative, and productive than homogeneous groups, yet women and minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce. One contributor is unequal access to high-quality STEM education based on socioeconomic status and race, which we may be able to address through inquiry-based out-of-school time programs. Here we describe a 6-month after-school program that allows an underrepresented community of middle school students to conduct original scientific research that they present at a conference each year. Through qualitative assessments and interviews, we found a trend for increased interest in STEM careers and self-efficacy in participants. Self-efficacy, or belief in one’s ability to succeed, predicts performance and persistence in STEM. Both self-efficacy and interest in STEM careers increased after students presented their research at a conference, highlighting the unexplored importance of dissemination for shaping self-efficacy in K-12 students. Small after-school programs like ours can be easily accomplished as broader impacts by scientists, and well-designed programs have the potential to positively affect change by increasing access and participation in STEM for diverse students.

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Robotics and Problem-Based Learning in STEM Formal Educational Environments

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch028 ◽

2013 ◽

pp. 463-488 ◽

Cited By ~ 1

Author(s):

Neal Grandgenett ◽

Elliott Ostler ◽

Neal Topp ◽

Robert Goeman

Keyword(s):

Learning Strategies ◽

Teaching And Learning ◽

National Curriculum ◽

Real Life ◽

Problem Based Learning ◽

National Standards ◽

Educational Robotics ◽

Educational Environments ◽

And Mathematics ◽

K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

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Robotics and Problem-Based Learning in STEM Formal Educational Environments

Advances in Early Childhood and K-12 Education - Robots in K-12 Education ◽

10.4018/978-1-4666-0182-6.ch005 ◽

2012 ◽

pp. 94-119 ◽

Cited By ~ 3

Author(s):

Neal Grandgenett ◽

Elliott Ostler ◽

Neal Topp ◽

Robert Goeman

Keyword(s):

Learning Strategies ◽

Teaching And Learning ◽

National Curriculum ◽

Real Life ◽

Problem Based Learning ◽

National Standards ◽

Educational Robotics ◽

Educational Environments ◽

And Mathematics ◽

K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

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Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time

Journal of Advanced Academics ◽

10.1177/1932202x19864116 ◽

2019 ◽

Vol 30 (4) ◽

pp. 383-415

Author(s):

Karen E. Rambo-Hernandez ◽

Scott J. Peters ◽

Jonathan A. Plucker

Keyword(s):

Academic Progress ◽

Socioeconomic Disparities ◽

Fifth Grade ◽

Achievement Data ◽

The Past ◽

School Year ◽

Higher Achieving Schools ◽

And Mathematics ◽

K 12 ◽

Measure Of Academic Progress

Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.

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Technologies for an inclusive robotics education

Open Research Europe ◽

10.12688/openreseurope.13321.1 ◽

2021 ◽

Vol 1 ◽

pp. 40

Author(s):

Dimitris ALIMISIS

Keyword(s):

Paradigm Shift ◽

Educational Robotics ◽

Maker Movement ◽

New Paradigm ◽

Education Programs ◽

Learning Tool ◽

Professional Orientation ◽

Robotics Education ◽

Multidisciplinary Education ◽

The Maker Movement

The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.

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Fenny Roshayanti: A Biography of Science Educator for Our Time

10.31237/osf.io/37une ◽

2019 ◽

Author(s):

Adib Rifqi Setiawan

Keyword(s):

Sampling Technique ◽

Science Educator ◽

Data Sources ◽

Negative Consequences ◽

Academic Advisor ◽

External Audit ◽

Narrative Approaches ◽

The Past ◽

Science Technology ◽

And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

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SPREADING THE WORD: A COLLABORATIVE EFFORT OF INDUSTRY, ACADEMIA AND GOVERNMENT TO MAKE K-12 STUDENTS AWARE OF GEOSCIENCE STEM CAREERS

10.1130/abs/2016am-276395 ◽

2016 ◽

Author(s):

William Slattery ◽

◽

Kurtz K. Miller ◽

Douglas Brown ◽

D. Mark Jones ◽

...

Keyword(s):

Collaborative Effort ◽

Stem Careers ◽

K 12

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