It is not a secret that many students turn their face in other directions when you mention math, programming, physics, or engineering. The case wasn't different when I first met my G8 students beginning the school year. The plan was to teach them how to start coding using Python as part of the Computer Science (CS) curriculum, and I wanted to create an environment where they find coding fun and valuable, as I believe it is. During the first semester, I taught them the basics of the programming language using games that they can create, guiding them through the experience of thinking logically and sequentially, and helped them to realize bugs in their programs. Also, I used activities such as the hour of code (part of the Computer Science Education Week[1]) to show them how CS can be a tool for social justice (which was this year's topic); in the figure below, we can see the introduction of the activity to session 1. They learned that creating a program or an app isn't constrained to business ideas, and they could use CS to solve community problems.
At the end of the semester, they were writing more complex and more extended programs (which usually brings more bugs), and some students felt it was so hard to keep it up. We started thinking about finding something where the students who want to apply the coding skills they learned can do so while the others get a chance of learning the same using a different path. An this was when we decided to teach robotics (using VEX IQ) in the second semester.
Educational Robotics has emerged as a unique learning tool that can offer hands-on, fun activities in an attractive learning environment feeding students interest and curiosity (Eguchi, 2010). The main theories behind Educational Robotics are constructivism and constructionism.
Studies in the field report that robotics has a potential impact on student's learning in different subject areas such as:
Physics
Mathematics
Engineering
Informatics
In addition, on personal development, including but not limited to cognitive, meta-cognitive, and social skills, such as:
Research skills
Creative thinking
Decision making
Problem-solving
Communication
Team working
all of them being essential skills necessary in the workplace of the 21st century (Alimisis, 2013).
Our attempt to implement educational robotics and students' first attempts to combine engineering, math, programming, and teamwork was easier than expected. I introduced VEX robotics to my students by showing them Clawbot, the robot I built during the winter holidays. After letting them see what it does and answering their questions about the new class member, I explained to them that in no time they could be able to have their robot, which brought a lot of excitement to the class period. We started by assembling several VEX IQ Super Kits and learning the basics about the pieces involved. Then they build towers and earthquake simulators to have our The Tallest Tower Challenge, and by the time midterm arrived, they already have made a couple of robots by themselves; see the pictures below.
Currently, in our classes, we are following the STEM Labs created by VEX Education which, in their words (VEX Robotics, n.d.), are
"STEM Labs function as "plugin" lessons that can fit into your existing curriculum. Multiple labs can be utilized in sequential order to create a unique, extended learning experience. STEM Labs promote collaboration and exploratory learning. Students enjoy hands-on learning activities that allow them to apply technology, science, math, and engineering skills as they enjoy a 21st-century learning experience. STEM Labs have something to offer for everyone."
The impact of this robotics goes beyond the students. Being a teacher/parent, you know what the parents' meetings are about, presenting their kids' learned and knowing. Their progress may provide a general view of your class's impact on the students' education and life, but the individual meeting could improve.
"What if the students present to their parents what they have learned and done in a fun way?" This idea came from brainstorming with colleagues about making parents meeting a more exciting and family connection activity.
The following figures show how a grade 8 student explains to his father what the robot his team built in the Computer Science class can do and how to operate it. Gary (the student in the picture) first introduced each of the robots[2] and infrastructures in the classroom (Ike, Vrex, Clawbot, Armbot, The tallest tower) to his parents. Then he quickly taught his father how to control IKE and its functionalities, and his father started playing with the robot, as you can see in the figure. He was so amazed when he discovered how to makes Ike stand up after falling backward.
At the same time, Nick, who had taken his mother by the hand and brought her to my classroom, went into details about the reasons begin building an earthquake simulator platform and a tower. His tower should be taller than the other teams', looks nice, and resist more time on the simulator. After that, he showed her Clawbot, the robot he built together with his friend, and showed off his driving skills.
Our journey with Robotics is just starting, and already the students, parents, teachers, and staff are getting involved. We have discussed cross-curricular activities with others teachers (you will know more about it later in my post on my blog https://www.johnhv.com/blog), and we even filmed a short video of Ike going to the gym.
"All sorts of things can happen when you're open to new ideas and playing around with things." – Stephanie Kwolek: Chemist who invented Kevlar
[1] If you want to see these robots, watch the short video VEX IQ Meet the Bots - Starter Kit Robots.
[2]Computer Science Education Week (CSEdWeek) is an annual call to action to inspire K-12 students to learn computer science, advocate for equity in computer science education, and celebrate the contributions of students, teachers, and partners to the field.
References
Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science & Technology Education, 63-71. Retrieved from https://files.eric.ed.gov/fulltext/EJ1130924.pdf
Eguchi, A. (2010). What is Educational Robotics? Theories behind it and practical implementation. Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 4006-4014). Chesapeake. Retrieved from https://www.researchgate.net/publication/279642720_What_is_Educational_Robotics_Theories_behind_it_and_practical_implementation
VEX Robotics. (n.d.). What are STEM Labs? Retrieved from VEX Education: education.vex.com
johnhernandez@sannewschool.com
San New School Mathematics and Science department, China
Hi John, congratulations to you and your students for the impressive, high caliber job done with that STEM project. Clearly high level thinking, responsability and love for teaching and learning is very apparent. your school is lucky to have a fun, smart and dedicated teacher like you in this important disciplline. Kudos!👏👏