This book offers a synthesis of research, curriculum examples, pedagogy models, and classroom recommendations for the effective use of robotics in STEM teaching and learning. Authors Chauhan and Kapila demonstrate how the use of educational robotics can improve and enhance student learning and understanding within the STEM disciplines.
This book offers a synthesis of research, curriculum examples, pedagogy models, and classroom recommendations for the effective use of robotics in STEM teaching and learning. Authors Chauhan and Kapila demonstrate how the use of educational robotics can catalyze and enhance student learning and understanding within the STEM disciplines.
The book explores the implementation of design-based research (DBR); technological, pedagogical, and content knowledge (TPACK); and the 5E instructional model; among others. Chapters draw on a variety of pedagogical scaffolds to help teachers deploy educational robotics for classroom use, including research-driven case studies, strategies, and standards-aligned lesson plans from real-life settings.
This book will benefit STEM teachers, STEM teacher educators, and STEM education researchers.
Part I: Introduction.
Chapter
1. Transformational Learning with
Educational Robotics. 1.1. Introduction. 1.2. STEM and technology-enhanced
learning environments. 1.3. Educational robotics. 1.4. Exhibiting the role of
robots in supporting student learning. 1.5. Conclusion. 1.6. Key takeaways.
Chapter
2. Applications of Robots in Educational Settings. 2.1. Introduction.
2.2. Constructionism and educational robotics. 2.3. Educational robotics:
Roles and settings. 2.4. Examples of applications of robots as a learning
tool in teaching and learning. 2.5. Conclusion. 2.6. Key takeaways.
Chapter
3. Teaching STEM with Robotics: Synopsis of a Research-guided Program. 3.1.
Introduction. 3.2. Need for authentic STEM learning experiences. 3.3.
Rationale for robotics in STEM education. 3.4. Overview, theoretical
background, and project design. 3.5. Illustrative examples from
implementation. 3.6. Project outcomes and recommendations. 3.7. Conclusion.
3.8. Key takeaways. Part II: Theory, Design, and Implementation.
Chapter
4.
Design-based Research for Robotics-enhanced Learning Environments. 4.1.
Introduction. 4.2. Design-based research. 4.3. Literature review exemplifying
the use of design-based research in robotics-enabled learning. 4.4.
Design-based research implementation examples from robotics-enhanced learning
environments. 4.5. Implementation challenges of design-based research. 4.6.
Conclusion. 4.7. Key takeaways.
Chapter
5. Effective Professional Development
for Robotics-focused Learning Environments. 5.1. Introduction. 5.2. Teacher
professional development. 5.3. Designing for effective professional
development. 5.4. Literature review on teacher professional development for
robotics-based learning. 5.5. Designing a robotics-based professional
development program using situated learning. 5.6. Creating a professional
development program using the social capital theory. 5.7. Challenges in
planning effective professional development programs and incorporating their
lessons. 5.8. Conclusion. 5.9. Key takeaways.
Chapter
6. Applying TPACK to
Design for Robotics-enhanced Learning. 6.1. Introduction. 6.2. Technological,
pedagogical, and content knowledge. 6.3. Literature review on teachers TPACK
development. 6.4. Development of teacher TPACK through professional
development aimed at using robotics as a learning tool. 6.5. Development of
TPACK-guided robotics-based STEM learning units. 6.6. Conclusion. 6.7. Key
takeaways. Part III: Instructional Perspectives and Lesson Designs.
Chapter
7. Prerequisites, Practices, and Perceptions to Design Effective
Robotics-based Lessons. 7.1. Introduction. 7.2. Enabling effective
integration of robotics in classrooms. 7.3. Prerequisites for robotics-based
STEM lessons. 7.4. Instructional practices for effective robotics-based
lessons. 7.5. Factors that influence student perceptions of utilizing robots
as educational tools. 7.6. Conclusion. 7.7. Key takeaways.
Chapter
8.
Applying Cognitive Domain of Blooms Taxonomy to Robotics-based Learning.
8.1. Introduction. 8.2. Blooms taxonomy. 8.3. Literature review on
applications of Blooms taxonomy in robotics. 8.4. Integrating cognitive
domain of Blooms taxonomy with educational robotics to promote higher-order
thinking. 8.5. Conclusion. 8.6. Key takeaways.
Chapter
9. Using the 5E
Instructional Model to Develop Robotics-based Science Units. 9.1.
Introduction. 9.2. The 5E instructional model. 9.3. Literature review on
integrating the 5E model in robotics-based learning. 9.4. Exemplar
robotics-based science unit plans aligned with the 5E model and Next
Generation Science Standards. 9.5. Implementing the 5E instructional model.
9.6. Conclusion. 9.7. Key takeaways. Appendix A. Appendix B. Index
Purvee Chauhan earned a Master's in Education degree from Harvard University, USA, with a focus on Technology and Innovation. She has 10 years of field-experience in the education sector, has held global impact positions in organizations such as New York University (NYU), Teach for India, and The Nalanda Project, and is currently an Instructional Designer at ASCD, one of the largest education non-profits in the United States.
Vikram Kapila is a professor of mechanical and aerospace engineering at the NYU Tandon School of Engineering, USA, where he directs a Mechatronics, Controls, and Robotics Lab. His current research is focused on the convergence of frontier technologies (e.g., robotics, artificial intelligence, augmented/virtual reality, and blockchain) with applications to human-robot interaction, digital health, and STEM education.
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