This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) ¼ 22.47, p < .05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open-ended, extended inquiry prompts the utilization of science literacy-based thinking and science process skills and leads to increased systems understanding. ß

While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557- 576 2004), an important question remains to be answered-what represents an effective instructional design to support collaborative creative learning? This paper argues for the need to move away from efficiency-oriented instructional design to innovation-oriented instructional design if learning as knowledge creation is to be pursued as an important instructional goal. The rationale in support of this argument is discussed from four different theoretical perspectives and an idea-centered, principle-based design approach as an example is proposed for discussion.

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