Development of a course based on BEAM robots to enhance STEM learning in electrical, electronic, and mechanical domains

Abstract

In this work, BEAM robotics is proposed to enhance the STEM knowledge and skills of engineering students in the electrical, electronic, and mechanical domains. To evaluate the proposal, a course is designed and implemented based on a curriculum with objectives and learning activities centered on the design, construction, and operation of the BEAM robots. In addition, the connection between this proposal and computational thinking is explored. Students learn to recognize each part of robots and how they are related, abstract useful information from an electronic scheme and concretize it in a machine by systematizing their behavior. In addition, thanks to an evaluation of the behavior of the robot, identify the faults and apply the solution, as in the debugging process carried out in software programming. It should be added that BEAM robotics has a sustainable and low-cost aspect, which is used in learning activities where Waste Electrical and Electronic Equipment (WEEE) is recycled, and students are taught to value and integrate these parts into the design of the robots. A pre and post survey and a respective statistical analysis and evaluation of curricular activities are presented as evidence of the improvement observed in students’ STEM knowledge and skills. In general, the results show that this new teaching tool can promote the STEM curriculum in engineering students and motivate implementation, as a new educational robot, at other academic levels such as secondary and pre-secondary education.

Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions

“…al. ( 2022 ) underlines the importance of carefully considering different educational dimensions in the design of the educational experience: the emphasis on students’ active learning through their involvement in the conceptualization, design and operation of the robots, the use of multiple modes of knowledge representation to promote student understanding, the fostering of metacognitive skills by having students explain the construction process and capacity to assess possible errors that prevent the robot to work and alternate designs of the robot. Nevertheless, further studies can focus on studying how to promote metacognitive skills in robotics since only some of the students were able to achieve this.…”

“…Robotics have been particularly used to improve learning of concepts and skills development in STEM areas, however it is not the use of robotics per se but the careful consideration of the educational experience what produces the educational outcomes (for a review see Benitti, 2012). The study of Boya-Lara et. al.…”

“…The study, developed by (Boya-Lara et al, 2022 ), evaluates the effects of designing, constructing and operating BEAM (Biology, Electronics, Aesthetics, Mechanics) robots in the development of knowledge and skills in electrical, electronics, and mechanic engineering. The robots were also used to develop computational thinking.…”

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

“…Visual programming learning could develop students’ CT skills ( Chou 2020 ; Tang et al 2020 ). Robot education in STEM education provides a good physical environment for visual programming, which helps to enhance students’ interest in learning; develops their creativity, critical thinking, communication, and collaboration; deepens their comprehension of scientific concepts; and improves their CT skills in practical activities ( Boya-Lara et al 2022 ; Jaipal-Jamani and Angeli 2017 ). However, some studies have found that visual programming learning did not have a positive influence on all higher-order thinking.…”

“…Visual programming is one of the common tools for fostering K-12 students’ CT skills; it is helpful for training students’ mathematical thinking, critical thinking, creativity, and algorithmic thinking ( Liu et al 2021 ; Luo et al 2020 ; Rodríguez-Martínez et al 2019 ; Wong and Cheung 2020 ). Robot programming activities in STEM education are an effective teaching strategy, as they can deepen students’ comprehension of scientific concepts, improve students’ learning interest, and cultivate their creativity, critical thinking, communication, and collaboration skills ( Boya-Lara et al 2022 ; Jaipal-Jamani and Angeli 2017 ; Üçgül and Altıok 2022 ). However, some studies have found that visual programming learning did not have a positive influence on all higher-order thinking (e.g., Chang 2014 ; Falloon 2016 ).…”