June 14, 2015
June 14, 2015
June 17, 2015
26.557.1 - 26.557.9
Do K12 robotics activities lead to engineering and technology career choices?Integrating robotics activities into teaching strategies for technical subjects provides an excitingand relevant learning platform which “hooks” youth into technical career pathways. Experiential,“hands-on” programs which incorporate robotics can provide practical experiences whichpositively influence a student's academic pursuit of STEM. Student engagement is a necessaryvariable for STEM education, especially when dealing with the technology and engineering (T &E) side of sTEm since there are fewer STEM resources provided to teachers which incorporatethe T & E focus. Robotics curriculum provides students with direct applications for math andscience. Learning about robotics in the classroom and then using the theory in hands-on workwhere robots solve problems in competitions goes one step further in “learning through doing” asstudents work within a team-based learning environment. They are simultaneously introduced to“real” engineering processes using problem based learning approaches. Students exposed tothese types of experiences gain an increased appreciation for the “real life” application of STEMtopics learned in the classroom to the world of work and the challenges and successes thatengineering teams face in their careers every day. This paper and presentation will explore theconnections, indicators, and evidence of linkages between robotics activity and technical careerpathways.
Barger, M., & Boyette, M. A. (2015, June), Do K-12 Robotics Activities Lead to Engineering and Technology Career Choices? Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23895
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