The Next Chapter in the STEM Education Narrative: Using Robotics to Support Programming and Coding

Abstract

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more effectively in the classroom. It demonstrates both the struggles involved and the positive impact of making texts more visible, and reveals the benefits of a focus on explicit teaching of writing. It also raises some implications for future in-and pre-service teacher education.

Robotics in Education: A Scientific Mapping of the Literature in Web of Science

“…As analyzed in other studies, robotics has not yet been implemented in a concrete way in education systems. However, due to the potential it offers for the academic development of students, it will probably be included in the not-too-distant future as a specific subject in various education systems [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][47][48][49][50].…”

“…In addition, the application of robotics in the educational field involves other associated factors in the education of students [25], including contributing to the development of logical thinking, psychomotor skills, and spatial perception of students [26], promoting student autonomy through the development of their own projects [27] and the active involvement of students in the teaching and learning process [28], promoting creativity, research, and understanding oriented toward the computer world [29], generating students' problem-solving skills [30], encouraging the development of students' digital competence [31], associating it with other pedagogical methods, such as project learning, collaborative learning, or cooperative learning [32], and encouraging functional learning given that it generates resources that can be applied in the social environment [33]. Therefore, it can be said that robotics in education generates a series of advantages [34], including learning to work in a team [35], increasing self-confidence [36], promoting entrepreneurship [37], developing skills [38], identifying and taking an interest in other disciplines [39], increasing concentration [40], increasing creativity [41], and promoting curiosity and increasing interest in mathematics [42].…”

Stem in Childhood Education: A Literature Review

“…In the study by McClure et al [11] the authors explain concretely a sequence of teaching-learning experiences, highlighting, for example, the potential of exploring children's height in a preschool classroom. Likewise, Blackley and Howell in a study supported by the implementation of a project in different schools in Australia, aiming to understand how technologies support teachers and how they use the STEM approach to teaching, highlight that the use of a digital tool used in the project has brought them numerous advantages [18]. They mention that it allowed them to plan and map STEM activities in a purposeful way across all levels of education, as well as to acquire digital skills and recognise that the focus should be on the learning process.…”

İlköğretim Fen Bilimleri Öğretim Programlarının Karşılaştırmalı Olarak İncelenmesi: Türkiye, Singapur, Estonya Örneği

“…Bütünleşik STEM eğitiminin, onu oluşturan fen (bilim), teknoloji ve matematik disiplinleri ile bir bütün olarak algılanması gerekir. Bütünleşik STEM eğitimi ile öğrenciler karşılaştıkları problemleri, diğer disiplinlerden edindikleri bilgilerden ürünler oluşturmak veya çözmek için uygulayabilecekleri bir alan olan mühendislik prensiplerini kullanarak çözülebileceklerdir (Blackley ve Howell, 2019).…”