Unplugged Robotics to Increase K-12 Students’ Engineering Interest and Attitudes

Miller, Blanca; Kirn, Adam; Anderson, Mercedes; Major, Justin Charles; Feil-Seifer, David; Jurkiewicz, Melissa A.

doi:10.1109/fie.2018.8658959

Cited by 19 publications

(24 citation statements)

References 14 publications

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“…We should point out that not all studies described specify this level, so they are included in the category “Not Specified.” From the table, it is possible to see more contributions at the Middle school level and fewer in Elementary school. There are some studies that explore their possible applications in the three K–12 levels [81] and some linked to more than one, such as [57] for Elementary and Middle school levels [52,79] or for Middle and High School. In the “Not Specified” category, we also have some special cases such as Taylor [105], who analyzes the students with special needs, or Burbaitè et al [22], who consider the application in formal and nonformal learning environments.…”

Section: Data Results and Data Analysismentioning

confidence: 99%

“…Some examples of this type of papers are References [14,16,20,22,30,31,42,57,58,63,64,66,70,84,92,96,97,102] • Benefits related to access to new contexts: One of the most relevant benefits of the changes in technology and methodology in STEAM Education is the possibility of carrying out activities in contexts, which previously were really complex. As commented above, the reduction in the price of robotics and physical devices has facilitated the application of such technology in preuniversity education, with different advantages related to an early acquisition of STEAM-related competencies [2,50], examples of papers that describe this as one of the main goals are References [12,42,58,79,81,103]. In addition, price reduction and the advantages related to the application of PD&R in STEAM Education also facilitate access to STEAM Education in new contexts such as in developing countries such as India [85].…”

Section: F I G U R E 5 Distribution Of Authors By Country Of Originmentioning

confidence: 99%

“…Distribution of selected studies for MQ2, MQ3, MQ4, and MQ5 ,24,31,35-37,48,49,52,56-58,61,63,70,73,76,78,81,84,86,87,93,97,103,109,112] Physical devices [10,14,21,38,42,44,51,65,74,90,92,96,102,107] Both [11,20,22,26,30,64,66,79,85,104,105,111] Section C-Methodology PBL[11,14,42,48,51,52,57,76,79,92,93,105,107,112] PrBL[10,11,22,24,30,31,35,36,38,44,56,58,61,64,65,73,74,78,81,84,85,87,90,102,103,107,109,111,112] 29…”

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confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”

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Section: Data Results and Data Analysismentioning

confidence: 99%

Section: F I G U R E 5 Distribution Of Authors By Country Of Originmentioning

confidence: 99%

mentioning

confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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“…al. [1] teve o intuito de aumentar o interesse dos alunos do ensino fundamental em atividades de ciência, tecnologia, engenharia e matemática. Para isso os autores utilizaram robótica desplugada com interface de usuário magnética tangível, isto é, blocos conectáveis de movimentos cortados em uma máquina a laser.…”

Section: Trabalhos Relacionadosunclassified

“…al. [1] um fator que também influencia na carência do ensino de computação nas escolas é a falta de interesse de alunos, principalmente aqueles com baixo nível socioeconômico pois, de acordo com a pesquisa dos autores, para medir o interesse de 148 educandos de 6ª série ao terceiro ano do ensino médio, os alunos de baixa renda tiveram desempenhos inferiores a seus pares de alta renda durante uma lição apresentada sobre robótica computacional em duas escolas públicas. Ao final da pesquisa, após análise dos resultados, os autores sugerem que a integração de aulas introdutórias de computação e robótica em sala de aula com alunos de baixo nível socioeconômico pode ajudá-los a alcançar níveis semelhantes de interesses e atitudes de engenharias em relação a alunos com maior renda familiar.…”

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UpRobotics: Robótica Educacional Utilizando Linguagem Visual Baseada em Blocos

Marinho¹,

Monteiro²,

Barreto³

2020

Anais Estendidos Do X Simpósio Brasileiro De Engenharia De Sistemas Computacionais (SBESC Estendido 2020)

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A tecnologia é um recurso fundamental que traz impacto em todos os setores da vida cotidiana. Dessa forma, há hipóteses que apontam para uma demanda crescente por profissionais com habilidades e competências na área de computação, tanto no setor industrial quanto científico. No entanto, ainda há uma carência latente no que tange ao desenvolvimento do pensamento computacional no ensino básico, particularmente em sociedades com baixo nível socioeconômico. Existem diversas razões que vão muito além de recursos limitados, ou falta de interesse dos alunos, que inclui a dificuldade de entendimento e abstração dessas tecnologias, tanto por parte dos educadores, quanto dos alunos. Desta forma, este artigo propõe um método para exercitar o pensamento computacional utilizando a Matemática de maneira conjunta com duas estratégias bem sucedidas: a robótica educacional e a utilização de linguagem visual baseada em blocos gráficos arrastáveis. O UpRobotics é o artefato principal desta pesquisa, uma ferramenta voltada ao público escolar infantil, capaz de explorar conhecimentos científicos dos alunos, tanto matemáticos quanto computacionais, capacitando-os para manipular um braço robótico usando uma linguagem visual baseada em blocos.

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A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

et al. 2020

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Integrating computer science (CS) into school curricula has become a worldwide preoccupation. Therefore, we present a CS and Robotics integration model and its validation through a large-scale pilot study in the administrative region of the Canton Vaud in Switzerland. Approximately 350 primary school teachers followed a mandatory CS continuing professional development program (CPD) of adapted format with a curriculum scaffolded by instruction modality. This included CS Unplugged activities that aim to teach CS concepts without the use of screens, and Robotics Unplugged activities that employed physical robots, without screens, to learn about robotics and CS concepts. Teachers evaluated positively the CPD and their representation of CS improved. Voluntary adoption rates reached 97% during the CPD and 80% the following year. These results combined with the underpinning literature support the generalisability of the model to other contexts.

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Unplugged Robotics to Increase K-12 Students’ Engineering Interest and Attitudes

Cited by 19 publications

References 14 publications

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

UpRobotics: Robótica Educacional Utilizando Linguagem Visual Baseada em Blocos

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

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