Start Date
9-5-2019 10:30 AM
End Date
9-5-2019 11:45 AM
Document Type
Event
Keywords
Robotics, STEM education, K-16, learning outcomes, outcome evaluation, benchmarking
Description
This paper attempts to develop the metrics and methods for evaluating the learning outcomes in robot-based STEM education. A survey was conducted with 20 middle school math and science teachers who received training on how to design, develop and implement robotics-based STEM lessons. Each teacher had also experience of implementing robot-based STEM lessons in actual classroom environment. The participating teachers responded the survey based on their training, classroom experience and observations, and self-brainstorming. The survey responses were then analyzed and the appropriate and comprehensive assessment metrics and methods for the learning outcomes were determined. The results showed that the expected learning outcomes were not only related to the educational gains, but also to the improvements in the behavioral, social, scientific, cognitive and intellectual aptitudes of the participating students. Then, the validation and generalization procedures of the developed assessment metrics and methods were discussed. The proposed evaluation scheme can significantly justify the beneFlorida Institute of Technologys and advantages of robot-based STEM education, benchmark the outcomes, help improve preparations of instructors and teaching institutions, motivate education decision-makers to confer on robot-based STEM education and curricula development, and thus can promote the overall robot-based STEM education practices in K-16 education.
DOI
https://doi.org/10.5038/ZBPC9049
Metrics and Methods of Evaluating Teaching and Learning Outcomes in Robot-Based STEM Education
This paper attempts to develop the metrics and methods for evaluating the learning outcomes in robot-based STEM education. A survey was conducted with 20 middle school math and science teachers who received training on how to design, develop and implement robotics-based STEM lessons. Each teacher had also experience of implementing robot-based STEM lessons in actual classroom environment. The participating teachers responded the survey based on their training, classroom experience and observations, and self-brainstorming. The survey responses were then analyzed and the appropriate and comprehensive assessment metrics and methods for the learning outcomes were determined. The results showed that the expected learning outcomes were not only related to the educational gains, but also to the improvements in the behavioral, social, scientific, cognitive and intellectual aptitudes of the participating students. Then, the validation and generalization procedures of the developed assessment metrics and methods were discussed. The proposed evaluation scheme can significantly justify the beneFlorida Institute of Technologys and advantages of robot-based STEM education, benchmark the outcomes, help improve preparations of instructors and teaching institutions, motivate education decision-makers to confer on robot-based STEM education and curricula development, and thus can promote the overall robot-based STEM education practices in K-16 education.