Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype

Abstract

The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game. The key element of the activities is the utilization of a robotic prototype as the main component in increasing the students' interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers' perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas, which were interaction, engagement, challenge, competency, and interest. The results show that developed module and robotic prototype based n teacher's perception received positive response from the respondents. It can efficiently raise students' interest in STEM that meets the Malaysia Education Blueprint 2013-2025.

The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education

“…According to Smith and Rayfield (2017), sequenced instruction with the foundation of experiential learning theory may help educators to more effectively integrate STEM concepts for students. A study by Zainal et al (2018) showed that the STEM module and robotic prototype based on Kolb's experiential learning increased the learning efficiency of students. Using experiential learning in STEM studies also allowed students to work on meaningful hands-on activities (Pappas et al, 2018).…”

Reliability and Validity of Online Individualized Multimedia Instruction Instrument for Engineering Communication Skills

“…Multimedia has remarkable impact on learning (Zainal et al, 2018;Gabarre et al 2018;Ahmad et al 2016;Azizul & Din, 2016). It has emerged in various form of recourses and equipment which can be use to aid the instructor and learner effort in ensuring effective learning environment (Ahmad et al, 2016).…”

Robot Arm Analysis based on Master Device Pneumatic Actuators

“…2) The present bending direction angle α, the bending angle β and the length L is determined using equations (5) and (6). The current arm end's coordinates X c , Y c , Z c are obtained using these calculated values.…”

“…Such population differences have become more apparent every year, raising the concerns of various professional community from aspects of engineering, healthcare and social sciences. Today, many studies have shown a wide adoption of robot technology used in manufacturing [1], agriculture [2], communication [3], and education [4,5]. In the line of 4IR, there is demand for one system that can control, communicate and integrate different robots regardless of their types and specifications.…”