The instructional design of integrative STEM curriculum: A pilot study in a robotics summer camp

Transcription

1 The instructional design of integrative STEM curriculum: A pilot study in a robotics summer camp Yu-Kai Chen 1, Chi-Cheng Chang 2 post doctoral fellow 1, professor 2 Department of Technology Application and Human Resource Development, National Taiwan Normal University Taipei, Taiwan frank.kai6812@gmail.com; samchang@ntnu.edu.tw Kuo-Hung Tseng professor Graduate Institute of Business and Management, Meiho University Pingtung, Taiwan gohome8515@gmail.com Abstract The purpose of this study is to present an instructional design framework based on project-based learning and is further to apply the framework to a 4-days robotics summer camp curriculum where teams of students carry out a mini-project that requires the design and construct of a robot. Data was collected by means of semi-structured interviews with the teacher, the students, by observations in the classroom, and by analyzing students open-ended questionnaires. A 4-stages framework with corresponding instructional mechanisms is reported in this study. We further propose threefold revisions for the present instructional design framework. In sum, applying PBL with specific instructional mechanisms is suitable to design an integrative STEM curriculum. The present study proposes suggestions on task-oriented context for knowledge integration, evaluations of students understanding, and constructions of communication platform in the classroom. Keywords integrative STEM curriculum; instructional design; project-based learning; robotics I. INTRODUCTION Recently, integrative STEM education has been getting more attention in Taiwan due to the benefits of developing students knowledge, skills, and attitudes [1]. However, few studies in Taiwan have explored the instructional design of integrative STEM education, especially focusing on the mechanisms of how particular strategies that are embedded in the learning process. The purpose of this study is thus to present an instructional design framework based on projectbased learning (P j BL) and is further to apply the framework to a 4-days robotics summer camp where teams of students carry out a mini-project that requires the design and construct of a robot. In addition, we analyze the perceptions of students to be the revisions for the framework. The two research questions are what s the instructional design framework based on P j BL for a STEM robotics summer camp? and what are the perceptions of students after involving in the STEM robotic summer camp? II. THEORECTICAL PERSPECTIVE P j BL typically involves areas of constructivism, situated learning theory, cognitive psychology, and concept of integrative curriculum. P j BL which origins from inquiry-based activities encourages learners to contextualized the project with respect to their existing knowledge and experience, and to produce an artifact by applying the integrative knowledge and skills [2]. Empirical studies have showed that P j BL has been successfully applied in classrooms to introduce the engineering and the design processes to students who do not have detailed engineering experiences [3]. This study adopted several particular definitions of P j BL as the fundamentals of instructional design principles, which include knowledge integration, non-linear learning processes, cooperative learning, and productive evaluations. III. MOTHODOLOGY A. Instructional Design of the STEM Robotic Summer Camp A focus group meeting method that invites five experts including an engineering education professor, an engineering doctoral student, a science education post doctoral fellow, and two high school teachers was adopted in this study to draw the outline of instructional design of the STEM robotics summer camp. Five times of focus group meetings were held and the discussing cycle was as follows. Fig. 1. The focus group meeting discussing cycle B. Evaluation of the STEM robotic summer camp A senior high school located in Taipei, Taiwan was purposely selected to be the research context. In addition to this, a volunteer teacher and th graders which were divided into 20 groups participated in this study. This study followed a case study method using a qualitative approach in exploring the perceptions of the students after involving in the STEM robotics summer camp. Data resources included interviews of the teacher and selected students, open-ended questionnaires, and research notes by participating in the classroom.

2 IV. RESULTS A. The four stages framework of instructional design for STEM robotic summer camp 1) Project goal of the STEM robotic summer camp This study sets the project goal in light of the culture situation in Taiwan. Due to the sea-surrounding of Taiwan s location, we combine the boat concept into our robotic project. Thus, a boat robotic is the final artifact of this project. 2) Activities of the STEM robotic summer camp Three mainly types of activities were planned in the robotic summer camp (as shown in Fig. 2.). The introduction activity aims to introduce the rules, equipments, and the project goal and limitations for students. The four basic activities aim to supply the students prior knowledge and skills for finishing the project. In addition to this, each basic activity consists of a hands-on unit which provides the opportunities for students to apply what they learned. The three advanced activities aim to support the students plan, design, fabricate, and modify their boat robotic. Fig. 3. PjBL strategies for the STEM robotic summer camp Nine particular strategies were adopted in this study. These strategies emphasize not only student-centered, but also occurring during the whole learning process between different activities. 4) Implementation of the STEM robotic summer camp with PjBL strategies We planned a four-days STEM robotic summer camp according to the instructional design. The implementation details are shown as the table 1. Fig. 2. Activities of the STEM robotic summer camp 3) Planning PjBL strategies for the STEM robotic summer camp Figure 3 shows the particular definitions of PjBL and corresponding strategies in the STEM robotic summer camp. B. The perceptions of students According to the data analysis, we found 90% of students (N=36) gained from our STEM robotic summer camp, including the basic knowledge of robotics, the principles of the boat structure and the navigation, the skills of using related tools. In addition, 75% of students (N=30) mentioned the positive hands-on experiences during the implementation of the camp. However, 65% of students (N=26) felt difficult to learn in this camp. We found that the 19 of the 26 students mentioned above felt difficult due to the frequent hands-on activities. The result also revealed that some Taiwan students used to receive traditional lecturing from teacher. V. CONCLUSIONS AND SUGGESTIONS The results revealed a positive effect of the STEM robotic summer camp based on PjBL instructional design. According to the interviews from the teacher, we propose threefold revisions for the instructional design. First, simplifying the project and putting more emphasis on robotic task. The teacher thought more concepts (e.g. the boat) cause the cognitive loading for learners. Second, more concrete evaluation index should be adopted for students. By doing so, the learners are clear understanding what have to do during the project. Third, Developing the tutor system between learners. It is efficient to help learners solving the general problems by other learners and thus to save the time for

3 teacher to put more attention in monitoring the whole learning process. ACKNOWLEDGMENT The authors greatly appreciate the financial support provided by Taiwan s National Science Council, the Republic of China. REFERENCES [1] Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning International Journal of Technology and Design Education, 23(1), [2] Kanter, D. E. (2010). Doing the project and learning the content: project-based science curricula for meaningful understanding. Science Education, 94(3), [3] Mohr-Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L.,... Schroeder, D. C. (2014). Developing middle school students' interests in STEM via summer learning experiences: See Blue STEM camp. School Science and Mathematics, 114(6),

4 Day 1 Day 2 Day 3 TABLE I: The implementation details of four-days STEM robotic summer camp Activities/Duration Descriptions of the activities P j BL phases P j BL strategies Introduction activity 1. Teacher made a lecture to clear the project goals, important (30 minutes) concepts, project artifact and limitations Basic activity 1 Angle and force (3 hours) Basic activity 2 Buoyancy and center of gravity (3 hours) Basic activity 3 Electronic components (2 hours) Basic activity 4 Automatic control and the program (4 hours) Advanced activity 1 Design the automatic controlling boat robotic (2 hours) 1. Teacher made a lecture to clear the natures of different forces and further to demonstrate it by using the software 2. Teacher made a lecture to clear how to calculate the components of force 3. Each group tested the navigating in different conditions by using the pulley and fans and further to measure the components of force 4. Teacher demonstrated how to drawing the graphics and asked the students to draw the graphics in different conditions 1. Teacher made a lecture to clear the relationships between buoyancy, center of gravity, and the boat 2. Teacher made a lecture to clear the relationships between the angle and the navigations of the boat 3. The groups started to design a simple sailboat and further to calculate the buoyancy and the center of gravity 4. The groups started to fabricate and test the sailboat 1. Teacher made a lecture to clear the electronic components 2. Teacher demonstrated how to measure the potential by using a electric meter 3. The groups experienced how to measure the potential by using a electric meter 1. Teacher made a lecture to clear the concepts of the Arduino board and the program 2. Teacher made a lecture to clear the concepts of automatic controlling and the server 3. Teacher demonstrated how to write the automatic controlling program 4. The groups discussed, designed, and tested the automatic controlling structure with program 1. The groups planned the components of the boat robotic and further to measure the weights and to calculate the buoyancy and center of gravity 2. The groups designed the structure of the boat robotic and planned the detailed components 3. The groups fabricated the whole structure of boat robotic 4. Teacher maintained a classroom discussion /15/$31.00 Advanced 2015 IEEE activity 2 1. The groups started to fabricate the detailed components of the boat, September 2015, a1florence, Italy a1 a1

5 Day 4 Fabricate the automatic controlling boat robotic (4 hours) Advanced activity 3 Test and modify the automatic controlling boat robotic (6 hours) including the electronic components, program and server 2. The groups initially tested the boat robotic and the navigations on the water 3. The groups planned the water-repellent for their boat robotic 4. Teacher shifted the role as a tutor and helped individual group solving their problems 1. The groups modified their boat robotics in details 2. Teacher shifted the role as a tutor and helped individual group solving their problems 3. Teacher maintained a mini-competition 4. Teacher maintained a classroom discussion