Using a Multifaceted Robotics-Based Intervention to Increase Student Interest in STEM Subjects and Careers

The purpose of this study is to examine the impact of a robotics-based intervention on elementary-aged students’ interest in STEM subjects and careers. Participants were thirty-seven second and third grade students from two classrooms at an elementary school in the Southeastern United States. Action...

Full description

Saved in:
Bibliographic Details
Published inJournal for STEM education research. Vol. 3; no. 3; pp. 295 - 316
Main Authors Hudson, Mary-Alice, Baek, Youngkyun, Ching, Yu-hui, Rice, Kerry
Format Journal Article
LanguageEnglish
Published Cham Springer International Publishing 01.12.2020
Springer Nature B.V
Subjects
Careers
Creativity
Data Analysis
Design
Education
Educational technology
Elementary schools
Engineering/Technology Education
Innovations
Knowledge
Learner Engagement
Learning centers
Mathematics Education
Preschool education
Research Article
Robotics
Science Education
STEM education
STEM professions
Student Attitudes
Student Development
Student Interests
Student participation
Success
Technology education
Workforce
Constructionism
Interdisciplinary projects. Robotics
STEM career
Media in Education
STEM
STEM interest
Online AccessGet full text

Cover

More Information
Summary:The purpose of this study is to examine the impact of a robotics-based intervention on elementary-aged students’ interest in STEM subjects and careers. Participants were thirty-seven second and third grade students from two classrooms at an elementary school in the Southeastern United States. Action research was used to examine a multifaceted, constructionist, and robotics-based intervention that included weekly WeDo Lego Robotics building and coding sessions facilitated by trained STEM-speaking adults to scaffold students’ interest in STEM subjects and careers, a classroom STEM learning center, and student participation in a robotics showcase. The intervention was found to have a positive impact on students’ interest in STEM subjects and careers. This study provides practitioners with a multifaceted robotics-based intervention that can be integrated into elementary classrooms in as little as two hours per week for sixteen weeks and result in student acquisition of positive attitudes toward STEM subjects and careers.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2520-8705
2520-8713
DOI:10.1007/s41979-020-00032-0