June 24, 2017
June 24, 2017
June 28, 2017
Pre-College Engineering Education Division
Fifth grade students in a school district in the southeastern United States used robots in their study of mathematics and science. The study required students to find an optimal path to a volcano and other locations of interest on a grid. The integrative approach offered a unique opportunity to use the engineering design process to solve problems. Learning activities led students to define and understand the problem at hand, research ways to access selected locations on the grid, develop a list of requirements and constraints, converge to an optimal path, and share results. Students worked in teams to find solutions to the problems presented. The activities allowed students to build, program, and actuate robots using them as vehicles to access locations of interest, retrieve information, and return to their headquarters in a given time frame. Results demonstrated increased student engagement in learning mathematics and science and a positive impact on learning climate. The paper will present a mixed methods research approach that includes interviews with students and teachers and analysis of data based on students’ solutions.
Mativo, J. M., & Hill, R. B., & Kopcha, T. J., & McGregor, J., & Shin, S., & Choi, I. (2017, June), Lessons Learned in Teaching Science using an Integrative Approach that used the Engineering Design Process Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28623
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