Beyond Exhibits: Exploring Bio-Inspired Education Robots in Museums for STEM Enrichment

Lydia Ross; Deeksha Seth

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Multidisciplinary Engineering Division (MULTI) Technical Session 3
Tagged Division: Multidisciplinary Engineering Division (MULTI)
Permanent URL: https://peer.asee.org/46646

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Paper Authors

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Lydia Ross Arizona State University

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Lydia Ross (she/her) is an assistant professor for the Division of Educational Leadership in the Mary Lou Fulton Teachers College at Arizona State University. Her research broadly centers on issues of equity, access, and inclusion in K-12 and post-secondary education, focusing on STEM. Specifically, she aims to understand 1) how students access educational systems and opportunities, 2) student experiences within educational systems, and 3) fostering professional development (PD) opportunities for people facilitating educational experiences (i.e., faculty or school counselors). Dr. Ross’ work has been published in national and international journals, including Research in Higher Education, AERA Open, Teachers College Record, Journal of Women and Minorities in Science and Engineering, and the Journal of Higher Education Theory and Practice.

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Deeksha Seth Villanova University

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Deeksha Seth is an Assistant Professor in the Mechanical Engineering department at Villanova University. Her primary research interests include integrative and interdisciplinary engineering education.

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Abstract

In this study, we evaluate the efficacy of a bio-inspired educational robot (BIER) in enhancing biology and engineering learning in informal educational settings. In this study, we examine a snake jaw robot (BIER) that simulated a reticulated python’s jaw to promote integrated science and engineering learning, including the physics concepts of links, joint range of motion, and how snakes can manipulate their jaws to eat.

The setting for this study was a museum of nature and science in the northeastern United States. The snake jaw robot was shared with staff at the museum for use in their educational programs. Multiple sources of qualitative data collection informed this study. First, we observed the museum staff (n= 7) in a focus group session, where they discussed ways they could use the snake jaw robot. A subset of the museum staff (n=5) participated in an interview two weeks after the focus group. The initial training and interviews were recorded and transcribed. Data were then de-identified. Following Creswell’s (2009) steps, I utilized an inductive approach to code the qualitative data to determine themes and subthemes. We present three themes, which will be more fully explored in the final paper.

Tangible Example. First, every staff member discussed the benefit of having a tangible, physical example of the snake jaw robot. The BIER would give kids something to see in the museum. They could visually interact with the snake jaw robot and touch it. Seeing how the snake jaw moves would be a good starting point for the museum staff to use with kids. One staff member thought to name the snake jaw to encourage a more significant connection with the kids.

Potential Instructional Uses. Next, the staff discussed multiple ways to use the snake jaw robot. This was regarding pop-up science presentations, in-depth programs, or to have on display with a staff member for kids to explore and think about the snake jaw robot. During training and interviews, staff demonstrated a solid commitment to thinking about how the snake jaw robot specifically could connect to various Next Generation Science Standards. Interdisciplinary Connections. The museum staff also discussed ways to use the snake jaw robot to span multiple disciplines, such as science, biology, engineering, computer science/programming, and robotics. The staff did not just envision using the snake jaw robot only to demonstrate biology or engineering. For example, one staff member talked about letting kids look at the code to manipulate the robot and then using that as a springboard for a programming camp or robotics club. Another staff member discussed using the snake jaw robot as a starting point to discuss body systems and then moving on to a physics discussion. Ultimately, the snake jaw robot was viewed as a tool to facilitate multiple learning opportunities for kids, ranging from elementary to high school students, across various subjects.

Citation
Format

Ross, L., & Seth, D. (2024, June), Beyond Exhibits: Exploring Bio-Inspired Education Robots in Museums for STEM Enrichment Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46646

TY - CPAPER
AB - In this study, we evaluate the efficacy of a bio-inspired educational robot (BIER) in enhancing biology and engineering learning in informal educational settings. In this study, we examine a snake jaw robot (BIER) that simulated a reticulated python’s jaw to promote integrated science and engineering learning, including the physics concepts of links, joint range of motion, and how snakes can manipulate their jaws to eat.

The setting for this study was a museum of nature and science in the northeastern United States. The snake jaw robot was shared with staff at the museum for use in their educational programs.

Multiple sources of qualitative data collection informed this study. First, we observed the museum staff (n= 7) in a focus group session, where they discussed ways they could use the snake jaw robot. A subset of the museum staff (n=5) participated in an interview two weeks after the focus group. The initial training and interviews were recorded and transcribed. Data were then de-identified. Following Creswell’s (2009) steps, I utilized an inductive approach to code the qualitative data to determine themes and subthemes. We present three themes, which will be more fully explored in the final paper.

Tangible Example. First, every staff member discussed the benefit of having a tangible, physical example of the snake jaw robot. The BIER would give kids something to see in the museum. They could visually interact with the snake jaw robot and touch it. Seeing how the snake jaw moves would be a good starting point for the museum staff to use with kids. One staff member thought to name the snake jaw to encourage a more significant connection with the kids.

Potential Instructional Uses. Next, the staff discussed multiple ways to use the snake jaw robot. This was regarding pop-up science presentations, in-depth programs, or to have on display with a staff member for kids to explore and think about the snake jaw robot. During training and interviews, staff demonstrated a solid commitment to thinking about how the snake jaw robot specifically could connect to various Next Generation Science Standards.

Interdisciplinary Connections. The museum staff also discussed ways to use the snake jaw robot to span multiple disciplines, such as science, biology, engineering, computer science/programming, and robotics. The staff did not just envision using the snake jaw robot only to demonstrate biology or engineering. For example, one staff member talked about letting kids look at the code to manipulate the robot and then using that as a springboard for a programming camp or robotics club. Another staff member discussed using the snake jaw robot as a starting point to discuss body systems and then moving on to a physics discussion. Ultimately, the snake jaw robot was viewed as a tool to facilitate multiple learning opportunities for kids, ranging from elementary to high school students, across various subjects.

AU - Lydia Ross
AU - Deeksha Seth
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Beyond Exhibits: Exploring Bio-Inspired Education Robots in Museums for STEM Enrichment
UR - https://peer.asee.org/46646
ER -