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首页> 外文会议>IEEE Frontiers in Education Conference >Utilizing engineering to teach non-technical disciplines: Case studies of robotics within middle school English and health classes
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Utilizing engineering to teach non-technical disciplines: Case studies of robotics within middle school English and health classes

机译：利用工程学教授非技术学科：中学英语和健康课程中的机器人技术案例研究

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When engineering and computing activities are solely electives, extra curriculars, or informal learning activities, student participation is limited by self-selection. By integrating technological projects into required coursework, all students gain exposure. The Arts & Bots Math and Science Partnership integrates creative robotics into middle school classes such as English and history as transdisciplinary, creative robotics projects. We discuss two case studies of such projects, describing how teachers developed projects through sequential implementations; and how project instruction focuses on developing student technological fluency, collaboration, and understanding of class content. One case study describes the integration of Arts & Bots into 7th and 8th grade English Language Arts in which students build robotic sculptures that represent a poem or scene in a play. The second case study describes a 7th grade Health and Physical Education project in which students build models of human joints and limbs in order to understand muscle pairs. We discuss differences, themes, and best practices for integration of creative robotics into non-technical classes through a comparison of projects implemented to date. The case studies are supplemented by data from student (N=195) and teacher (N=6) evaluations.
机译：当工程和计算机活动仅是选修课，课外活动或非正式学习活动时，学生的参与受到自我选择的限制。通过将技术项目集成到必修课程中，所有学生都可以接触。 “艺术与机器人数学与科学合作计划”将创意机器人技术整合到中学课程中，例如英语和历史课程，以及跨学科的创意机器人项目。我们讨论了此类项目的两个案例研究，描述了教师如何通过顺序实施来开发项目。以及项目指导如何着重于培养学生的技术流利度，协作能力和对课堂内容的理解。一项案例研究描述了将“艺术与机器人”整合到7年级和8年级英语语言艺术中的过程，学生可以在其中建造机器人雕塑，以代表戏剧中的诗歌或场景。第二个案例研究描述了一个7年级的健康与体育教育项目，在该项目中，学生建立了人体关节和四肢的模型以了解肌肉对。通过比较迄今为止实施的项目，我们讨论了将创意机器人技术集成到非技术课程中的差异，主题和最佳实践。案例研究由来自学生（N = 195）和老师（N = 6）评估的数据补充。

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