ERIC Number: EJ1248806
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: N/A
Informal STEM: Learning with Robotics and Game Design in an Urban Context
Newton, Kristie J.; Leonard, Jacqueline; Buss, Alan; Wright, Christopher G.; Barnes-Johnson, Joy
Journal of Research on Technology in Education, v52 n2 p129-147 2020
This mixed methods study examined how engagement in robotics and game design influenced students' self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students' self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that computer programing was challenging, but students enjoyed the tasks, added elements of culture in some cases, and valued the agency the tasks provided. Focal students were also able to make connections to STEM-related careers. Observational data demonstrated that focal students exhibited substantive CT during robotics and moderate CT during game design. Results support the idea that robotics and game design may be used to broaden underrepresented students' participation in STEM.
Descriptors: Robotics, STEM Education, Self Efficacy, Student Attitudes, African American Students, Informal Education, Programming, Educational Games, Design, Culturally Relevant Education, Computation, Thinking Skills, Problem Solving, Grade 3, Grade 4, Grade 5, Grade 6, Elementary School Students, Urban Schools, Summer Programs, After School Programs
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1311810