Effects of Robotics-Based, STEM-Integrated Curricular Unit on Elementary School Students' STEM Interest and Curiosity

• In Event: Cognitive and Motivational Processes in Project-Based Learning Environments

Abstract

Advancing student interest and curiosity about science, technology, engineering, and mathematics (STEM), particularly among diverse populations, have been a consistent and long-term goals among researchers and educators. The current study examined how a STEM-integrated, in-class robotics learning intervention impacted STEM curiosity and STEM interest among young (grade 3) learners and also assessed how gender, ethnicity, and linguistic diversity among children might be related to the effectiveness of such an intervention. Results showed no statistically significant main effects of the robotics intervention on students’ STEM interest and curiosity. However, limited interactive effects were observed, where students from non-majority ethnic backgrounds showed enhanced response to the intervention, while students from linguistically diverse backgrounds showed lessened response compare to their peers.

Authors

• Thomas J. Smith, Northern Illinois University
  Presenting Author

• Ying Xie, Northern Illinois University
  Presenting Author

• Michael Tscholl, Northern Illinois University
  Presenting Author

• Wei-Chen Hung, Northern Illinois University
  Presenting Author

• Angela Cheng, Northern Illinois University
  Presenting Author