Children Using Robotics for Engineering, Science, Technology, and Math (CREST-M): The Development and Evaluation of an Engaging Math Curriculum

Coxon, Steve V.; Dohrman, Rebecca L.; Nadler, Dustin R.

doi:10.1080/02783193.2018.1434711

Cited by 14 publications

(11 citation statements)

References 12 publications

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“…This suggested that LEGO robotics programs resulted in developing overall students' creativity. The results provided support for earlier mentioned studies [2,[7][8][9].…”

Section: Lego Robotics Interventionsupporting

confidence: 88%

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Developing Creativity via LEGO and AI Robotics

Jamali¹

2023

Technology in Learning

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The chapter reports on a longitudinal study, which investigated the impacts of robotics programs on developing creativity among elementary school students. A mixed method of pre-post CAP test and observations was used for the purpose of this study, which was carried out over 2 years. A sample of 60, 10–12 year-old female students from middle socio-economic status participated in the study. They were randomly assigned into two treatment and control groups. In the first year of the study a LEGO robotics program was administered to the treatment group while 30 participants in the control group did not receive any robotics program. In the second year, an Arduino robotics program using AI was administered to the students in the treatment group while the students in the control group did not receive any robotics intervention. The results from pre-post tests indicated that the LEGO robotics intervention was significantly effective in developing creative thinking skills of fluency, flexibility and elaboration while had no significant impact upon developing originality. However, robotics programs using AI had significant impact upon developing all creativity thinking skills of fluency, flexibility, originality and elaboration. The chapter suggests implications for policymakers and educators while provides recommendations for future researchers in the field.

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“…This suggested that LEGO robotics programs resulted in developing overall students' creativity. The results provided support for earlier mentioned studies [2,[7][8][9].…”

Section: Lego Robotics Interventionsupporting

confidence: 88%

“…Coxon, Dohrman and Nadler [8] in their study of 60 students aged 6-12, examined the impact of integrating robotics in curriculum on children's math achievement. The unit included an engineering design loop to help children create and code robots using LEGO WeDo 2.0.…”

Section: Lego Robotics and Creativitymentioning

confidence: 99%

Developing Creativity via LEGO and AI Robotics

Jamali¹

2023

Technology in Learning

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“…Unfortunately, several barriers exist to forming positive STEM identities. Minoritized students are less likely to see themselves as scientists and mathematicians and feel like they do not belong in the STEM community (Coxon et al, 2018;Vincent-Ruz & Schunn, 2018). Therefore, our framework demands learning environments which affirm and encourage students' identities because they are critical in promoting positive STEM identities, particularly for minoritized populations (Jong et al, 2020).…”

Section: Stem Identity Developmentmentioning

confidence: 99%

Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

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“…Creativity as a vital, 21-century skill has attracted increasing attention in recent years [1]. It is now highlighted as a predictor of growth in various fields of science, technology, engineering, art, and math (STEAM) [2,3]. Moreover, creativity predicts leadership development, lifelong accomplishment, and technology advancement [4].…”

Section: Introductionmentioning

confidence: 99%

Developing Creative and Meaningful Learning in the Curriculum

Jamali¹

2022

Creativity

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Creativity as an important skill has attracted increasing attention. The attempt was to provide a framework, which is not costly nor time-consuming while is applicable to all subjects. To do so, it highlights the characteristics of meaningful learning and explains the relevant creativity thinking skills, which should be developed according to each characteristic of meaningful learning. The chapter then provides a summary of a research study carried out in 2021 by the author in this regard. It discusses the results and suggests implications for policymakers and educators while provides recommendations for future researchers in the field.

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Children Using Robotics for Engineering, Science, Technology, and Math (CREST-M): The Development and Evaluation of an Engaging Math Curriculum

Cited by 14 publications

References 12 publications

Developing Creativity via LEGO and AI Robotics

Developing Creativity via LEGO and AI Robotics

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Developing Creative and Meaningful Learning in the Curriculum

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