scholarly journals Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 73 ◽  
Author(s):  
Nuria Arís ◽  
Lara Orcos
Keyword(s):  
Secondary Education ◽  
Empirical Study ◽  
Research Study ◽  
Educational Robotics ◽  
Objective Data ◽  
Scientific Curiosity ◽  
Mathematics Skills ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST® LEGO® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork.

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

scholarly journals Ten years of Educational Robotics in a Primary School

2021 ◽  
pp. 283-289
Author(s):  
Mariantonietta Valzano ◽  
Cinzia Vergine ◽  
Lorenzo Cesaretti ◽  
Laura Screpanti ◽  
David Scaradozzi
Keyword(s):  
Primary School ◽  
Educational Robotics ◽  
Learning Abilities ◽  
Science Technology ◽  
Strong Motivation ◽  
The Subject ◽  
And Mathematics ◽  
Teaching Problem ◽  
And Robotics ◽  
Complete Program

AbstractMany researchers and teachers agree that the inclusion of science, technology, engineering, and mathematics in early education provides strong motivation and greatly improves the speed of learning. Most primary school curricula include a number of concepts that cover science and mathematics, but less effort is placed in teaching problem-solving, computer science, technology and robotics. The use of robotic systems and the introduction of robotics as a curriculum subject educates children in the basics of technology, and gives them additional human and organizational values. This paper presents a new program introduced in an Italian primary school, thanks to a collaboration with National Instruments and Università Politecnica delle Marche. Specifically, the project’s curricular aim was to improve logic, creativity, and the ability to focus, all of which are lacking in today’s generation of students. The subject of robotics will be part of the primary school’s curriculum for all five years. The program has delivered training to the teachers, and a complete program in which children have demonstrated great learning abilities, not only in technology, but also in collaboration and teamwork.

scholarly journals Skills combinations and firm performance

2019 ◽  
Author(s):  
Josh Siepel ◽  
Roberto Camerani ◽  
Monica Masucci
Keyword(s):  
Firm Performance ◽  
Regional Growth ◽  
Fixed Effect ◽  
Management Skills ◽  
Mathematics Skills ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact ◽  
Longitudinal Dataset

Abstract Creative skills, STEM (science, technology, engineering and mathematics) skills and management skills have all been positively associated with firm performance as well as regional growth. But do firms that combine these types of skills in their workforce grow more quickly than those that do not? We compare the impact of STEM, creative and management skills on their own, and in various combinations, on turnover growth. We use a longitudinal dataset of UK firms over the period 2008–2014 with lagged turnover data to explore whether the combination of skills used by a firm impacts its future turnover growth. Using fixed-effect panel and pooled OLS models, we find that the performance benefits associated with both STEM and creative skills materialize when they are combined with each other or with management skills rather than when they are deployed on their own.

scholarly journals Educational STEM Project Based on Programming

Proceedings ◽  
2019 ◽  
Vol 21 (1) ◽  
pp. 41
Author(s):  
Segade ◽  
Balsa ◽  
Balsa
Keyword(s):  
Secondary Education ◽  
Science Technology ◽  
Complex Program ◽  
And Mathematics

We propose a sequence of activities to be programmed to improve the learning of Science, Technology, Engineering and Mathematics in Secondary Education. This proposal consists on generate and transform images and figures programming in Octave. This enables the students to use basic and iterative instructions to construct a complex program, understand and structure problems, logic reformulation of problems, design of systematic processes for the resolution, generalization and comparison of solutions. Initial analyses of the implementation of the activities will be presented.

ER4STEM Educational Robotics for Science, Technology, Engineering and Mathematics

2016 ◽  
pp. 95-101 ◽  
Author(s):  
Lara Lammer ◽  
Wilfried Lepuschitz ◽  
Chronis Kynigos ◽  
Angele Giuliano ◽  
Carina Girvan
Keyword(s):  
Educational Robotics ◽  
Science Technology ◽  
And Mathematics

scholarly journals Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 98-106
Author(s):  
Hardani Hardani
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Engineering Design Process ◽  
Science Technology ◽  
Scientific Disciplines ◽  
Teachers And Students ◽  
The Difference ◽  
And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

scholarly journals A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

2020 ◽  
Vol 31 (3) ◽  
pp. 367-406 ◽  
Author(s):  
Randy Pease ◽  
Mary Vuke ◽  
C. June Maker ◽  
Omar M. Muammar
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
State Standards ◽  
Classroom Teachers ◽  
Science Technology ◽  
Strength Based ◽  
Teachers And Students ◽  
And Mathematics ◽  
Real World Problems ◽  
Assessment Results

Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

C-STEM Studio: A Solution for Learning Computing and STEM Topics With Robotics and Embedded Systems

2017 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Embedded Systems ◽  
Raspberry Pi ◽  
Teaching Resources ◽  
Robot Controller ◽  
Science Technology ◽  
Hands On ◽  
Teachers And Students ◽  
And Mathematics ◽  
K 12 ◽  
Mathematics And Science

In this article, C-STEM Studio, a platform for hands-on integrated learning of Computing, Science, Technology, Engineering and Mathematics (STEM) with robotics, is presented. C-STEM Studio integrates many technologies, software, and curriculum that K-12 educators can use in their classroom. Ch, a C/C++ interpreter, provides an environment for computing. Linkbot Labs, Ch Linkbot Controller, and Ch Robot Controller allow teachers to utilize the robotics, such as Linkbots and Lego Mindstorms NXT and EV3, to help teach concepts in mathematics and science. RoboSim and RoboBlockly are simulation environments that allow students without physical robots to learn with virtual robots. Teachers can also teach embedded systems with Ch Arduino package, designed atop Ch. Also, easy-to-use resources explorers are built in the C-STEM Studio so that teachers and students can access teaching resources, students homework and materials come with those software. Finally, we provided a solution for Chromebook users to run C-STEM Studio through Raspberry Pi.

scholarly journals A Physics and Engineering Lab for Primary Teachers at CERN

2021 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Tina P. Nantsou ◽  
Efstratios C. Kapotis ◽  
George S. Tombras
Keyword(s):  
Professional Development ◽  
Classroom Environment ◽  
Primary Teachers ◽  
Research Culture ◽  
Science Technology ◽  
Hands On ◽  
Basic Understanding ◽  
Teachers And Students ◽  
And Mathematics ◽  
Teaching Physics

<p class="0abstract"><span lang="EN-US">Major international Research Centers run Continuous Professional Development Courses for Primary Teachers on Science, Technology, Engineering, and Mathematics activities and experiments. The projects and the hands-on workshops inspire teachers through cutting-edge science and technology to influence and spread the research culture to their students in return. The STEM lab in this paper was presented in a CERN program for Greek primary educators teaching Physics and IT. The research focuses on the teachers' electromagnetic lab and was tested by students in the classroom environment for two subsequent years. The results of both labs, of teachers and students, are examined regarding their basic understanding of Physics Laws and scientific research.</span><span lang="EN-US">  </span><strong><span lang="EN-US">  </span></strong></p>

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