Assessing the Impact of a Project-Based Learning Robotics Course with Integrating of STEM Education Using Content Analysis Method

Abstract

The National Science Foundation (NSF) proposed in 1996 “Shaping the Future” report that “STEM” (Science, Technology, Engineering, Mathematics) is a set of education methods that focus on learners. The STEM education actively cultivates students’ independent thinking and creativity in the learning process. In recent years, the use of STEM education methods in teaching has become a trend in Taiwan’s education system. In this study, a content analysis method is used to analyze and observe the knowledge learned and the attitude toward STEM education for a total of 30 junior students, who have no background in robotics-related professional knowledge, after taking a semester of project-based learning (PBL) robotics general course from National Chiayi University, Taiwan. From the study results, it is found that by integrating STEM into the acquisition of robotics, students can use logical thinking, compile different programs, increase their understanding of technical operations, and finally create more methods to complete the project. On the other hand, through PBL, students can stimulate thinking in discussions with their peers, and achieve the effect of problem-solving and stress-less learning. The findings of the study also show that the PBL robotics course provides the learning aids which is beneficial in exercising STEM education learned by learners.