Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research This paper presents an integrative standards-based STEM curriculum that uses robots to develop students’ computational thinking. The need for the project is rooted in both the overall lack of existing materials as well as the need for materials that directly address specific STEM standards in an integrative fashion. The paper details the first mesocycle of an educational design research project (EDR) in which a robust theoretical framework was created to support the development of a 2-week series of robotics lessons. Analysis of evaluation data from 5 fifth-grade teachers and their students revealed that the integrative curriculum supported student problem solving and teacher practices that supported cognitive demand. Implications for research, design, and instruction are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Formative Design in Learning Springer Journals

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

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Publisher
Springer International Publishing
Copyright
Copyright © 2017 by Association for Educational Communications & Technology
Subject
Education; Educational Technology; Assessment, Testing and Evaluation; Learning and Instruction
eISSN
2509-8039
D.O.I.
10.1007/s41686-017-0005-1
Publisher site
See Article on Publisher Site

Abstract

This paper presents an integrative standards-based STEM curriculum that uses robots to develop students’ computational thinking. The need for the project is rooted in both the overall lack of existing materials as well as the need for materials that directly address specific STEM standards in an integrative fashion. The paper details the first mesocycle of an educational design research project (EDR) in which a robust theoretical framework was created to support the development of a 2-week series of robotics lessons. Analysis of evaluation data from 5 fifth-grade teachers and their students revealed that the integrative curriculum supported student problem solving and teacher practices that supported cognitive demand. Implications for research, design, and instruction are discussed.

Journal

Journal of Formative Design in LearningSpringer Journals

Published: Jun 22, 2017

References

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