Projects:2016s1-128 Evaluating Programming Languages for Educational Robotics Kits
Project Title
Evaluating Programming Languages for Educational Robotics Kits.
Project Members
- Patrick Cobiac
- Elizabeth Tait
Supervisor
- Braden Phillips
Aim
The project aims to determine the effectiveness of teaching programming language concepts to students with and without the use of robotics. In particular the project aims to compare robotic and non-robotic tools in terms of students ability to learn computer programming concepts, the speed at which they learn these skills, the effective on they have STEM and problems students have with these tools. The project aims to show that teachers do have the appropriate skills to successfully teach programming skills and find their preferred tool.
Students have the ability to learn robotics and computer programming Robotics relates to Science, Technology, Engineering and Mathematics (STEM) The workshops stimulate students learning A distinct difference between learning with hardware or software Teachers have the appropriate capabilities to successfully teach students programming skills
Motivation
It is estimated that 75% of Australia’s fastest growing occupations will require STEM skills [2]. However, recent studies have shown that there has been a decrease in the number of secondary school students studying STEM related studies [3]. Research has suggested that the increased use of robotics and programming languages in school curriculums can improve student participation in STEM [4]. Therefore, further research is needed to better understand the potential role that robotics can play.
References
1] A. Khanlari, "Effects of educational robots on learning STEM and on students’ attitude toward STEM," in 2013 IEEE 5th Conference on Engineering Education (ICEED), Institute of Electrical and Electronics Engineers (IEEE), 2013, pp. 62–66.
[3] K. Becker and K. Park, "Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis," Journal of STEM Education: Innovations & Research, vol. 12, no. 5 & 6, pp. 23–37, 2011.
[2] J. Kennedy, T. Lyons, and F. Quinn, "The Continuous Decline of Science and Mathematics Enrolments in Australian High Schools," Teaching Science: The Journal of the Australian Science Teachers Association, vol. 60, no. 2, pp. 34–46, Jun. 2014.
[4] R. Ronald, D. S. Bloom, J. Carpinelli, L. Burr-Alexander, L. S. Hirsch, and H. Kimmel, "Advancing the ‘E’ in K-12 STEM education," The Journal of Technology Studies, vol. 36, no. 1, pp. 53–64, 2010.
