Abstract
Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the short-term effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the experiences of 147 youth between the ages of 10 and 15. A pretest-posttest quasi-experimental design was used in the study. Instrumentation consisted of a 37-question multiple-choice assessment targeting various STEM topics and a 38-question attitude questionnaire assessing STEM interests and attitudes. Results suggest that the 4-H robotics and geospatial summer camp program is a promising approach for supporting STEM-related learning and enhancing attitudes towards STEM.
Highlights
The results of the repeat measures t-test support the conclusion that the robotics and Global Positioning System (GPS)/geographical information systems (GIS) summer program supports SET learning as measured by the content test
One plausible explanation for the lack of improvement at the Omaha North site is that chronologically it was the first camp run by the project staff
Past results suggest that youth have a difficult time in making the connection between STEM concepts and Robotics and GPS/GIS activities
Summary
The widespread availability of education robotic platforms such as the LEGO NXT Mindstrom kit, handheld Global Positioning System (GPS) receivers, and geographical information systems (GIS) software like. The curriculum was developed by Nebraska 4-H and faculty from University of Nebraska’s Biological Systems Engineering Department, in cooperation with Carnegie Mellon University’s Robotics Academy which involves 40 hours of instruction. The 40-hour summer camp activities include the building and programming of robots, exploring handheld GPS receivers while collecting georeferenced information and navigating outdoors, and the development of GIS maps. The camp activities were led by project staff and in some cases faculty from the University of Nebraska. The participating youth shared their general perceptions of the activities using a short feedback survey
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