New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
This work in progress seeks to determine the role of demographics in student inclination to choose science, technology, engineering, and mathematics (STEM) electives in high school. A Ph.D. student fellow and teacher will teach robotics and engineering principles through open-ended projects that address several of the NEA grand challenges. These projects are structured using constructivist pedagogy that ties into five core values: inquiry, research, collaboration, presentation, and reflection. We will introduce this study into an ethnically diverse robotics class comprised of sophomore, junior, and senior students. The predisposition of students to study topics relating to robotics will be assessed at the start of the study and then after each project has been completed. Initially, predisposition will be determined by which students selected this class as their first choice elective option and which were placed into the class based on scheduling. As the year continues, pre- and post-project surveys will be used to evaluate student interest and attitude towards robotics and engineering. This information will be broken down by demographics including, gender, age, and ethnicity to see if specific projects increase interest among certain groups. Although the sample size will be small, the goal is to establish a methodology and a preliminary outcome set that could be used in further research with larger populations.
Bellingham, A., & Kamal, J., & Ward, J. S., & Fontecchio, A. K. (2016, June), The Impact of Project-based Learning on Engagement as a Function of Student Demographics Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26177
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