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A multi-case study of student interactions with educational robots and impact on science, technology, engineering, and math (stem) learning and attitudes.

机译：学生与教育型机器人互动以及对科学，技术，工程和数学（词干）学习及态度的影响的多案例研究。

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摘要

The demand for STEM trained workers continues to increase not only in the United States, but globally. Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM oriented degrees. In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage student career exploration as they continue their education. Educational robots represent a unique alternative to traditional methods, especially at the elementary level. Considering the use of educational robots have largely been ignored at this level, the purpose of this study was to describe the interactive process and outcomes using educational robots to facilitate elementary school students understanding of STEM concepts. A multi-case approach was used for the design as it is in line with the underlying conceptual framework for the study. Independent T-tests were utilized to determine student's interaction with educational robots, impact of STEM understanding, as well as their impact regarding the understanding of STEM attitudes. The study was conducted as an extracurricular program involving fourth grade students at a rural elementary school in Florida. The sample size consisted of 20 randomly selected participants assigned to either the group working with robots, or the groups without the robots, for a total of 10 participants in each group. The associated activity utilized in this study was selected due to the high level of STEM integration. Data results indicated high levels of interactivity within both groups. The group working with the robot demonstrated a significant difference in the level of substantive talk. Considering the understanding of STEM concepts, both groups demonstrated a high level regarding depth of knowledge as well as understanding. There were significant gains within groups regarding pre and post test STEM scores. When considering participants impact on STEM attitudes, the study suggested a practical significance in math attitudes for the group working with the robots. This study is significant as it yielded valuable information concerning the use of educational robots in the elementary environment. In particular, this study supports the idea that STEM concepts can be promoted utilizing authentic instructional strategies. This study suggests there is a potential impact regarding the use of educational robots in the elementary setting. This study also supported the use of authentic assessment strategies for this type of activity. Overall, both groups were actively involved and engaged, with the group working with the robot demonstrating a slightly higher depth of knowledge, substantive, conversation, as well as a slight boost in efficacy in math, science, and engineering and technology attitudes. The results of the study align with the underlying conceptual framework as well as the use of authentic assessment. This study aligns to the movement to promote STEM education at an elementary level. In addition, the type of activity associated with this study can potentially help students make sense of career oriented experiences, thus promoting career awareness within an interdisciplinary approach.
机译：不仅在美国，而且在全球范围内，对接受STEM培训的工人的需求也在持续增长。报告表明，美国在鼓励学生攻读STEM学位方面做得不好。特别是，在早期阶段强调STEM连接以鼓励学生在继续学业时进行职业探索变得越来越重要。教育机器人代表了传统方法的独特替代方法，尤其是在基础方面。考虑到在此级别上很大程度上已经忽略了教育机器人的使用，因此本研究的目的是描述使用教育机器人来促进小学生对STEM概念理解的交互过程和结果。设计采用了多案例方法，因为它符合研究的基础概念框架。利用独立的T检验来确定学生与教育机器人的互动，对STEM理解的影响以及他们对STEM态度的理解所产生的影响。这项研究是一项课外计划，涉及佛罗里达州农村小学四年级的学生。样本大小包括20个随机选择的参与者，这些参与者分配给使用机器人的组或不使用机器人的组，每组总共10名参与者。由于STEM整合水平高，因此选择了本研究中使用的相关活性。数据结果表明两组之间的交互性很高。与机器人合作的小组展示了实质性谈话水平的显着差异。考虑到对STEM概念的理解，两个小组在知识深度和理解方面都表现出很高的水准。在组内，关于测试前和测试后STEM得分都有显着提高。在考虑参与者对STEM态度的影响时，该研究提出了数学态度对于与机器人合作的小组的实际意义。这项研究意义重大，因为它产生了有关在基本环境中使用教育机器人的有价值的信息。特别地，这项研究支持可以利用真实的教学策略促进STEM概念的想法。这项研究表明，在基本环境中使用教育机器人可能会产生潜在影响。这项研究还支持针对此类活动使用真实的评估策略。总体而言，这两个小组都积极参与并参与其中，与机器人一起工作的小组展示出更高的知识深度，实质性，对话性，以及在数学，科学以及工程和技术态度上的功效略有提高。研究结果与基本概念框架以及使用真实评估相一致。这项研究与在基础上促进STEM教育的运动相吻合。此外，与这项研究相关的活动类型可以潜在地帮助学生理解以职业为导向的经历，从而以跨学科的方式提高职业意识。

著录项

  • 作者

    Holmquist, Stephanie Kaye.;

  • 作者单位

    University of South Florida.;

  • 授予单位 University of South Florida.;
  • 学科 Engineering Robotics.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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