Despite the growivtgpopularity of robotics competitions such as FIRST LEGO League, robotics activities are typically not found in regular K-12 classrooms. We speculate that, among other reasons, limited t!.doption is due to the lack of empirical evid~nce demonstrating the effect of robotics activitie: on curricular goals. This paper presents a mixed methods study exploring the impact cf a s-..mzmer robotics camp on middle school students' physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students' physics content knowledge but fai!ed to improve their skills in conducting scientific inquiry. Qualitative data provided an explanation of the findings. (

This study examined the effectiveness of three methods of teaching social studies concepts to fourth-grade students (Merrill & Tennyson's model, Gagne's model, and a reading-recitation method), tested two aptitude-treatment interactions, and tested three propositions concerning instructional designs for teaching concepts. Student achievement for the Merrill and Tennyson model was significantly (p < .001) greater than achievement reported for Gagne's model and the reading-recitation method. No significant aptitudetreatment interactions were reported. Evidence supported the claim that students need to be allowed practice in identifying examples and nonexamples. Additional support was given to the claim that definitions and both examples and nonexamples facilitate concept acquisition.

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