Examining fidelity of program implementation in a STEM-oriented out-of-school setting

Barker, Bradley S.; Nugent, Gwen; Grandgenett, Neal

doi:10.1007/s10798-013-9245-9

Cited by 35 publications

(15 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Separate analyses of the research data were conducted for each year of the camps, clubs, and competitions and many of these annual results have been published elsewhere [3,13,14,16,17,18,19,20,21,22,23,24]. This paper provides a synthesis of the research results, identifying data trends, and which reflect consistent and stable effects of the robotics experiences.…”

Section: Data Analysis Collection and Proceduresmentioning

confidence: 99%

Robotics camps, clubs, and competitions: Results from a US robotics project

Nugent

Barker

Grandgenett

et al. 2016

Robotics and Autonomous Systems

Self Cite

View full text Add to dashboard Cite

Lincoln has spent the last eight years developing and implementing a comprehensive educational robotics program for youth ages 9-14. The program was delivered in informal (out-of-school) learning environments through robotics camps, clubs, and competitions and provided robotics experiences to over 5,000 youth and 400 educators. The goal of the project was to positively impact the youths' science, technology, engineering, and mathematics (STEM) knowledge and attitudes-and to foster an interest in STEM careers. Results of extensive research and evaluation showed that youth participation in the robotics activities increased their STEM content knowledge (particularly engineering and computer programming), their perceived problem solving skills and their interest in engineering careers. Youth also perceived that the robotics activities were different from those in school, reporting that the robotics camp was more interesting and involved more hands-on activities.

show abstract

Section: Data Analysis Collection and Proceduresmentioning

confidence: 99%

Robotics camps, clubs, and competitions: Results from a US robotics project

Nugent

Barker

Grandgenett

et al. 2016

Robotics and Autonomous Systems

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is growing worldwide interest in developing student knowledge, skills and attitudes toward science, technology, engineering, and mathematics (STEM) education in formal and informal learning environments (National Science Board, ; National Research Council [NRC], ). The number of programs providing opportunities for student engagement in STEM education has extended to various contexts among countries during the last decade (Barker, Nugent, & Grandgenett, ). Usually, STEM activities are implemented in separate courses that have a greater emphasis on science and mathematics (Guzey, Harwell, & Moore, ).…”

Section: Introductionmentioning

confidence: 99%

“…In short‐term STEM education programs, time can be a limiting factor for in‐depth exploration of concepts (Nugent et al, ). Another noted challenge is the lack of an encompassing evaluation and assessment framework for learning outcomes that could be useful in a wide range of out‐of‐school programs (Barker et al, ). Given the limitations of out‐of‐school programs, it is necessary to provide evidence of efficacy to decision makers, policymakers, and funding agencies about the impact of out‐of‐school education programs on student outcomes, such as knowledge, skill, and attitudes (Jensen & Sjaastad, ).…”

Section: Introductionmentioning

confidence: 99%

The impact of an out‐of‐school STEM education program on students’ attitudes toward STEM and STEM careers

Baran

Bilici

Mesutoğlu

et al. 2019

School Sci & Mathematics

View full text Add to dashboard Cite

There is an increasing awareness of out-of-school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out-of-school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at a public research university was designed to integrate STEM disciplines with hands-on problem-based activities. Design features included authentic learning contexts, engineering design processes, and content integration. Data sources included an attitude survey and interviews conducted with forty sixth grade middle school student participants. The analysis revealed significant differences between pre and posttests on student attitudes toward personal and social implications of STEM, science and engineering learning, and their relationship to STEM. Findings showed that the program contributed to students' developing interest in STEM fields, and helped them make connections between schoolwork and daily lives. Recommendations for future research on out-of-school STEM education programs were discussed. K E Y W O R D Sattitudes, mixed methods, out-of-school, STEM careers, STEM education 224 | BARAN et Al.

show abstract

“…In the recent years, robots have been used to teach STEM concepts (Altin & Pedaste, ; Barker, Nugent, & Grandgenett, ). Educational robotics (ER) differs from the other types of educational technologies as it provides a “technological fluency or literacy,” meaning to be aware of mastering knowledge and abilities (Papert, ) rather than simply “technical competence,” or specialized knowledge (Alimisis, ).…”

Section: Introductionmentioning

confidence: 99%

Can educational robotics introduce young children to robotics and how can we measure it?

Castro

Cecchi

Valente

et al. 2018

Computer Assisted Learning

View full text Add to dashboard Cite

Studies have shown that educational robotics (ER) may impact student learning, especially in relation to STEM (science, technology, engineering, and mathematics) areas.In the STEM framework, particularly for younger children, the "E" and the "T" are considered to be missing letters, because few studies have concentrated on teaching and evaluating technology and engineering through ER activities. This study aimed to develop and test the efficacy of an ER protocol to teach robotics in a sample of 389 students, hypothesizing that girls would be as successful as boys. A Robotics Questionnaire assessing the basics of robotics was developed for this study. A Wilcoxon nonparametric test was performed in order to evaluate improvements (p < 0.05). A Mann-Whitney nonparametric test was performed in order to test the presence of gender differences (p < 0.05). Data indicated significant improvements for all the age ranges considered. No gender differences were found. In order to evaluate the efficacy of a didactic intervention utilizing ER, it is important to assess the impact on children's technological and engineering (robotics, in particular) knowledge.

show abstract

Examining fidelity of program implementation in a STEM-oriented out-of-school setting

Cited by 35 publications

References 12 publications

Robotics camps, clubs, and competitions: Results from a US robotics project

Robotics camps, clubs, and competitions: Results from a US robotics project

The impact of an out‐of‐school STEM education program on students’ attitudes toward STEM and STEM careers

Can educational robotics introduce young children to robotics and how can we measure it?

Contact Info

Product

Resources

About