2020 Research in the Capitol
Exploring the effectiveness of robotics curriculum on teaching STEM related concepts
Presentation Type
Poster Presentation (Electronic Copy Not Available)
Abstract
The purpose of this experiment was to determine the effectiveness of a robotics course in teaching about the surrounding STEM related concepts. The concepts that we focused on during the class were mathematics, physics, robotics, coding, and electronics. This study happened over the course of 5 weeks using pre-tests and post-tests. The tests consisted of 15 multiple-choice questions, 3 questions per concept area and ranged from simple rote memorization questions to minor problem solving. We found that low order concepts, such as simple memorization, were retained better than harder concepts, such as problem solving. Nearly all students had significant improvement in their ability to read the programming language provided as well as change existing code to take on a new task presented to them. A key factor in these findings may have been student interest in the class. Student interest varied greatly as this was a required course.
Start Date
24-3-2020 11:00 AM
End Date
24-3-2020 2:30 PM
Event Host
University Honors Programs, Iowa Regent Universities
Faculty Advisor
Tim Kidd
Department
Department of Physics
Copyright
©2020 Tyler Brown
File Format
application/pdf
Recommended Citation
Brown, Tyler, "Exploring the effectiveness of robotics curriculum on teaching STEM related concepts" (2020). Research in the Capitol. 4.
https://scholarworks.uni.edu/rcapitol/2020/all/4
Exploring the effectiveness of robotics curriculum on teaching STEM related concepts
The purpose of this experiment was to determine the effectiveness of a robotics course in teaching about the surrounding STEM related concepts. The concepts that we focused on during the class were mathematics, physics, robotics, coding, and electronics. This study happened over the course of 5 weeks using pre-tests and post-tests. The tests consisted of 15 multiple-choice questions, 3 questions per concept area and ranged from simple rote memorization questions to minor problem solving. We found that low order concepts, such as simple memorization, were retained better than harder concepts, such as problem solving. Nearly all students had significant improvement in their ability to read the programming language provided as well as change existing code to take on a new task presented to them. A key factor in these findings may have been student interest in the class. Student interest varied greatly as this was a required course.