Using robot-based practices to develop an activity that incorporated the 6E model to improve elementary school students’ learning performances

Hsiao, Hsien Sheng; Lin, Yi Wei; Lin, Kuen Yi; Lin, Chien Yu; Chen, Jheng Han; Chen, Jyun Chen

doi:10.1080/10494820.2019.1636090

Cited by 37 publications

(31 citation statements)

References 40 publications

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“…Robot-based education facilitates students' development and encourages students to cooperate (Yuen et al, 2014). It can not only help students to learn scientific knowledge and understand the concepts of STEM disciplines, but it can also be of use in cultivating students' interest in learning and improving their computational thinking ability (Hsiao et al, 2022). Affected by the COVID-19 pandemic, traditional offline teaching has shifted towards online teaching, and robot-based teaching has moved from offline to online.…”

Section: Robot-based Educationmentioning

confidence: 99%

The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value

et al. 2022

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As a result of COVID-19, various forms of education and teaching are moving online. However, the notion of an online STEM camp is still in its beginnings, and there is little relevant research and experience in this context. At the beginning of April 2021, the research team launched an online STEM charity camp with the theme of "Shen Nong Tastes Herbs." Participants included 113 third-and fourth-grade primary school students ranging from 8 to 12 years of age from four schools in Karamay, Xinjiang Uygur Autonomous Region with weak educational capabilities. The camp lasted for 3 days and included 7 activities, while remote teaching was accomplished through Dingtalk. Pre-and post-test questionnaires and interviews were used to explore the impact of this camp on students. We found that online STEM camps could improve students' self-efficacy, computational thinking, and task value, and there is a significant improvement in the self-efficacy (p = 0.000) and task value (p = 0.001) dimensions. In addition, students with high self-efficacy had higher scores in the other two dimensions. Finally, we summarized the experiences and gains of students and teachers and proposed suggestions for developing online camps based on this experience. What Is Already Known About this Topic• STEM and robotics education have a positive impact on student development.• Students' self-efficacy, computational thinking, and task value are very important and popular research areas in STEM education.• STEM education camps can promote students' teamwork skills and other abilities. However, due to the influence of the COVID-19 pandemic, there is little research concerning online STEM education. What this Paper Contributes• An online STEM education charity camp was launched for schools with weak educational capabilities.• Against the backdrop of the COVID-19 pandemic, the online camp effectively integrated traditional Chinese herbal medicine culture, LEGO robots, and STEM knowledge. • This paper explored the relationship among students'' self-efficacy, computational thinking and task value. Implications for Practice and/or Policy• This paper developed an online STEM course with multidisciplinary integration to provide ideas for instructional designers.• This paper summarized the experience of online STEM education camps and provided suggestions for the implementation of online camps in the future. • This paper encouraged more educators to pay attention to students living in areas with weak educational capabilities and to actually promote the balanced development of education.

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Section: Robot-based Educationmentioning

confidence: 99%

The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value

et al. 2022

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“…Educational robotics has been signalized in many studies as an instructional strategy to teach fundamentals concepts of programming, to promote the development of computational thinking skills [8,18], to engage students in problem-solving activities [19,20] and to improve students' learning achievements and motivation [21][22][23]. The findings reported in the studies of Berland and Wilensky [18] and Witherspoon, Higashi, Schunn, Baehr, and Shoop [24] underline an improvement in the students' outcomes.…”

Section: Educational Roboticsmentioning

confidence: 99%

Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach

2021

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This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students’ computational thinking skills. The research design was organized into a descriptive and exploratory quantitative approach. The participants were 174 in-service computer science teachers of Portuguese public education. The data was gathered from the participants, through the online application of the Robotics Interest Questionnaire scale (RIQ). Very positive levels of teacher’s knowledge, interest, and self-efficacy to use educational robotics for teaching purposes were reported in the study outcomes. These constructs were underlined in several studies as relevant factors to promote the use of educational robotics and other similar technologies by the teachers. Despite the study limitations and the small context, a set of relevant results was highlighted on computer science in-service teachers’ interest and preparation to use robotics and to support their students in learning activities with these artifacts.

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“…Hsiao used Arduino and Scratch to build a Crab Robot for students to assign tasks. By connecting the conceptual knowledge of electronic components, microcontrollers, and programming design skills, the students were able to understand the subject with a higher level of comprehension [23].…”

Section: Robot Teaching Tools and Environmentmentioning

confidence: 99%

Global Research Trends in Robot Education in 2009-2019: A Bibliometric Analysis

Yang¹,

Liu²,

Chen³

2020

IJIET

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With the continuous development of science and technology and the advent of artificial intelligence era, the practice and application of robot education are becoming more and more common. Educational robots have become an important educational resource in today's society, attracting the interest of teachers and researchers. Today, robot education is not only an important way to enhance students' digital competencies in the information society, but also a valuable tool for cultivating students' cognitive and social skills. This paper uses VOSviewer software to visually analyze the literature of robot education research in Web of Science for the past ten years. The research hotspots mainly focus on the cultivation of students' computational thinking, the teaching practice of robot education, the teaching tools of robots, and the environment.

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Using robot-based practices to develop an activity that incorporated the 6E model to improve elementary school students’ learning performances

Cited by 37 publications

References 40 publications

The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value

The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value

Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach

Global Research Trends in Robot Education in 2009-2019: A Bibliometric Analysis

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