Math and Science Teachers' Use of Design-Based Pedagogy to Integrate LEGO Robotics as Professional Practitioners

• In Event: 77.037 - Dilemmas and Promising Practices for STEM Teaching

Abstract

We embrace the call for classroom teachers to design innovative curricula and instructional practices in preparation for STEM fields by integrating robotics and computer programming into middle school math and science. Providing researcher-designed interventions deprofessionalize and limit teachers from contextualizing relevant expertise for supporting vulnerable students. We advance design-based pedagogy to promote teachers’ professional practices as teacher-designed intervention(s). In our professional development, teachers learned pedagogy, programming, LEGO Robotics, and collaboratively designed lessons for their classrooms. Using a framework for professional practice, we analyzed video of teachers’ stories integrating robotics lessons during the school year. Our framework highlights critical, complex, and dynamic decision-making practices when teachers integrate robotics to support learning in math and science for diverse student populations.

Authors

• Adam Devitt, California State University - Stanislaus

• Catherine E. Milne, New York University

• Jasmine Y. Ma, New York University

• Vikram Kapila, New York University

• Magued Iskander, New York University