A Systems Approach to Analyzing Design-Based Research in Robotics-Focused Middle School STEM Lessons through Cognitive Apprenticeship

Fundamental: Determining Prerequisites for Middle School Students to Participate in Robotics-based STEM Lessons: A Computational Thinking Approach

“…Instructors taught the PD program participants (teachers) to develop and use the base robot of Figure 1 [26] for implementing numerous roboticsbased middle school STEM lessons [9][10][11][12]. The robotics system included (i) a programmable brick, serving as the control unit-with user-interface push buttons and LCD screen-and power station for the robotic system, that can be programmed through a graphical-user interface (GUI); (ii) two large electric motors to provide powerful and precise action and motion of the robotic vehicle under through appropriate program and control; (iii) several useful sensors such as ultrasonic, touch, color, temperature, wheel rotation, gyroscope, etc.…”

“…Moreover, applications of robotics in K-12 STEM learning offer productive opportunities to examine, refine, and validate varied educational research paradigms, such as: cognitive apprenticeship [6], situated cognition [7], and collaborative and inquiry-based learning [8], among others. Considering these benefits of robotics-based K-12 STEM education, robotics-based lessons are being implemented in many K-12 schools on pilot basis [9][10][11][12]. Nonetheless, despite its tremendous potential, robotics remains to be widely incorporated in K-12 STEM curricula.…”

“…Based on our prior experiences, we have come to realize that a plethora of activities need to be performed beforehand to incorporate robotics-based lessons into K-12 STEM curricula. For example, to select, develop, and implement effective robotics-based lessons we suggest: (i) identifying appropriate illustrative scenarios, informed by situated cognition [7,9], for teaching STEM topics using robotics kits so that the robot plays a central role in the teaching and learning [10][11][12]; (ii) carefully examining the developed lessons, robotic behaviors, and adopted scenarios to ensure that (a) they do not generate misconceptions among learners, (b) they are safe and do not harm students in any manner, and (c) they do not require excessive time for implementation, etc. ; (iii) developing robotics-based lessons with necessary materials such as lesson descriptions, activity sheets, etc.…”

“…; (iii) developing robotics-based lessons with necessary materials such as lesson descriptions, activity sheets, etc. [10][11][12]; and (iv) considering the potential effect of robotics-based lessons on student performance evaluation and annual evaluation of teacher performance [10,12]. Next, regarding teachers, we recommend: (i) providing necessary professional development (PD) so that they successfully teach robotics-based lessons [9,11] and (ii) considering instructional supports such as classroom allocation, class time allocation, troubleshooting supports of robotics kits, etc., [11,12].…”

“…[10][11][12]; and (iv) considering the potential effect of robotics-based lessons on student performance evaluation and annual evaluation of teacher performance [10,12]. Next, regarding teachers, we recommend: (i) providing necessary professional development (PD) so that they successfully teach robotics-based lessons [9,11] and (ii) considering instructional supports such as classroom allocation, class time allocation, troubleshooting supports of robotics kits, etc., [11,12]. Finally, concerning the material resources, we recommend that the robotics kits should consist of appropriate hardware and software to illustrate the identified scenarios [9][10][11][12].…”