Document Type
Article
Publication Date
9-2019
Abstract
Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of learning were identified, including STEM content learning and connection, engagement and perseverance, and development and challenge in teamwork. The findings also identified the opportunities and challenges in designing a STEM integrated robotics afterschool curriculum for upper elementary school students. Implications for future research studies and curriculum design are discussed.
Copyright Statement
This is a post-peer-review, pre-copyedit version of an article published in TechTrends. The final authenticated version is available online at doi: 10.1007/s11528-019-00388-0
Publication Information
Ching, Yu-Hui; Yang, Dazhi; Wang, Sasha; Baek, Youngkyun; Swanson, Steve; and Chittoori, Bhaskar. (2019). "Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum". TechTrends, 63(5), 590-601. https://dx.doi.org/10.1007/s11528-019-00388-0
Included in
Elementary Education and Teaching Commons, Engineering Education Commons, Instructional Media Design Commons, Science and Mathematics Education Commons