Designing biomimetic robots: iterative development of an integrated technology design curriculum

Abstract

In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking, support problem solving, and develop interest while supporting knowledge gains (NAE & NRC in STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press, Washington, 2014). The Designing Biomimetic Robots project emphasizes problem-based learning to integrate engineering, science, and computational thinking (CT). During a 3 to 4-week unit, students study the natural world to learn how animals accomplish different tasks, then design a robot inspired by what they learned. The project engages students in science, engineering, and CT practices. Over the course of a 3-year project, we used a design-based research approach to: (1) identify and describe strategies and challenges that emerge from integrated curriculum design, (2) explicate how a balance of integrated disciplines can provide opportunities for student participation in science, engineering, and CT practices, and (3) explore how a technology design task can support students’ participation in integrated learning. Data from three focal groups (one from each year of the project) suggest that a focused design task, supported by explicit and targeted supports for science, CT, and engineering practices, led to a student technology design process that was driven by disciplinary understanding. This work highlights the importance of drawing out and prioritizing alignments between disciplines (Barber in Educ Des, 2(8), 2015), to enable integrated learning. Additionally, this work demonstrates how a technology design task can support student learning across disciplines, and how engaging in CT practices can further help students draw these connections.

Biomimicry: How the environment serves as a guide for technological advancements

“…This paper emphasizes the significance of detecting the vital alignments between various learning outcomes in order to aid integrated learning. The complexity of the early design hypotheses is depicted in Exhibit 7 (Bernstein et al, 2021).…”

“…This study also pointed out certain drawbacks of the present biological biomimetics strate-gies. A comparison of contemporaneous problem-solving strategies was depicted in Exhibit 5 (Bernstein et al, 2021).…”

“…The complexity of the early design hypotheses is depicted in Exhibit 7 (Bernstein et al, 2021). Servomotor and soft control systems are largely shaped by the animal kingdom in order to develop revolutionary and super-efficient robots.…”

The Benefits of ICT Application on the Successful Implementation of Formal Education

“…Advanced mechanics and robots can be accustomed to carrying understudies into the study hall that, in any case, probably will not have the option to join in. Instructive robots permit understudies to get abilities in the scope of Science, Innovation, Designing, and Math (STEM) disciplines, which are progressively significant in a world where innovation is progressing quickly (Bernstein et al, 2022). The robots work with learning and acquaint understudies with mechanical technology very early in life.…”

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

“…Interdisciplinary approaches can foster students’ interest in learning, which can in turn cultivate their creativity and problem-solving skills ( Bernstein et al 2022 ). Reverse engineering pedagogy (REP), which was developed for engineering courses, involves knowledge in the field of engineering, mathematics, science, and computers.…”