In this project, we examine the effects of LEGO robotics on learning STEM in elementary schools. As it has been mentioned in the educational guides, the aim of STEM education is not only promoting students’ knowledge in Science, Technology, Engineering and Mathematics (STEM) disciplines and facilitating their learning, but also embracing lifelong learning in STEM education (Department of education, 2009). The main goals of mathematics education include promoting students’ communication skills “in order to learn and express their understanding”, helping students to “develop and apply new mathematical knowledge through problem solving”, developing “mathematical reasoning”, and developing “visualization skills to assist in processing information, making connections and solving problems” (Department of education, 2009, p. 5). Students also are expected to connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines” (p. 5). Furthermore, as it has been mentioned in the Newfoundland (NL) Science curriculum guides, students are expected to learn not only science subjects, but also initiating and planning, performing and recording, analysing and interpreting, communication and teamwork (Department of education, 2002).Another goals and objectives of the STEM education in Canada include developing positive attitudes in students about STEM fields, promoting students interests toward STEM disciplines, and encouraging students to pursue education and careers in STEM related fields (STEM NS, n.d.; Canadian association of science centre, 2010).
Therefore, in this project we examine the effects of using robotics on learning STEM subjects, on promoting students' academic skills (problem solving, team working, reasoning, planning, etc.) and on promoting students' interests toward STEM related fields and careers. The Purpose of this study is to examine teachers’ perceptions of the effects of using robotics as an educational tool and a content organizer on STEM education in elementary schools. A qualitative grounded theory will be employed to address the following research questions:
1. What do elementary teachers believe about the use of robotics in elementary schools?
2. To what extent do they agree that robotics can help elementary students to learn STEM subjects?
3. To what extent do they believe that robotics can help students in lifelong learning process?
4. To what extent do they believe that robotics can develop positive attitude about STEM disciplines in elementary students and can encourage them to pursue their education and career in these fields?
5. To what extent do they agree that elementary schools should use robots as educational tools for teaching STEM disciplines?
6. What do they believe are the barriers of using robotics in elementary schools?
7. What supports do teachers perceive they need?
REFERENCES:
Canadian association of science centre, (2010). Youth STEM guidelines. Retrieved from http://www.canadiansciencecentres.ca/?n=29-161-153&newsId=73
Department of education, (2002). Elementary science curriculum: Grade 5. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/elementary/gr5.pdf
Department of education, (2009). Grade 2 mathematics curriculum guide – interim. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/mathematics/gr2_math_guide.pdf
STEM NS, (n.d.). Growing a better tomorrow with STEM. Retrieved from http://www.stemns.com/index.html