Authors:
Bradley S. Barker
;
Gwen Nugent
;
Viacheslav I. Adamchuk
and
Neal Grandgenett
Affiliation:
University of Nebraska-Lincoln, United States
Keyword(s):
Informal Learning, STEM, Robotics, GPS, GIS.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Computer-Supported Education
;
Course/Program Evaluation
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
;
Synchronous and Asynchronous Learning
Abstract:
Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the short-term effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the experiences of 147 youth between the ages of 10 and 15. A pretest-posttest quasi-experimental design was used in the study. Instrumentation consisted of a 37-question multiple-choice assessment targeting various STEM topics, and a 38-question attitude questionnaire assessing STEM interests and attitudes. Results suggest that the 4-H robotics and geospatial summer camp program is a promising approach
for supporting STEM-related learning and enhancing attitudes towards STEM.
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