K-12 Robotics Programming Curriculum Development And Assessment

Grace Brueggman

School Name

Governor's School for Science and Math

Grade Level

12th Grade

Presentation Topic

Math and Computer Science

Presentation Type

Mentored

Mentor

Mentor: Dr. Kantor; Robotics Institute, Carnegie Mellon University

Written Paper Award

2nd Place

Abstract

Due to the growing fields in Science, Technology, Engineering, and Mathematics, (STEM) it is ever more important to educate youth in these subjects to prepare them for the workforce. However, teaching the subject of robotics is difficult because of the depth and breadth of knowledge required to comprehend it. Previous research has shown that hands-on experience is effective, but when used in conjunction with lectures and written instructions, three learning styles (auditory, visual, and experience) are utilized and maximum efficiency of learning can be reached. If the ultimate goal of educating youth in robotics is to encourage them to pursue a career in STEM, then not only does a robotics education need to increase student’s competence in robotics, but increase their confidence in their understanding and maintain or improve their feelings towards STEM as well. The purpose of this study was to determine the effects of lectures, hands-on experience, and written instructions on the three categories of knowledge, confidence, and attitude towards STEM. In order to conduct this experiment, a two week long camp for Chinese high school students, was held in which a survey was taken at the beginning and end of the camp, assessing the students in the three categories. The hypothesis was that students who attended the camp would improve in all three categories after two weeks of instruction, regardless of any prior robotics experience. It was found that 100% of the 17 students in the camp improved or remained the same in each of the categories.

Location

Owens 207

Start Date

4-16-2016 9:00 AM

COinS
 
Apr 16th, 9:00 AM

K-12 Robotics Programming Curriculum Development And Assessment

Owens 207

Due to the growing fields in Science, Technology, Engineering, and Mathematics, (STEM) it is ever more important to educate youth in these subjects to prepare them for the workforce. However, teaching the subject of robotics is difficult because of the depth and breadth of knowledge required to comprehend it. Previous research has shown that hands-on experience is effective, but when used in conjunction with lectures and written instructions, three learning styles (auditory, visual, and experience) are utilized and maximum efficiency of learning can be reached. If the ultimate goal of educating youth in robotics is to encourage them to pursue a career in STEM, then not only does a robotics education need to increase student’s competence in robotics, but increase their confidence in their understanding and maintain or improve their feelings towards STEM as well. The purpose of this study was to determine the effects of lectures, hands-on experience, and written instructions on the three categories of knowledge, confidence, and attitude towards STEM. In order to conduct this experiment, a two week long camp for Chinese high school students, was held in which a survey was taken at the beginning and end of the camp, assessing the students in the three categories. The hypothesis was that students who attended the camp would improve in all three categories after two weeks of instruction, regardless of any prior robotics experience. It was found that 100% of the 17 students in the camp improved or remained the same in each of the categories.