FACTORS AFFECTING STUDENTS’ INTEREST IN ROBOTICS AT SOME SECONDARY SCHOOLS – HO CHI MINH CITY
Main Article Content
Abstract
Robotics education is considered as an environment to facilitate STEM education in junior high schools. This research focuses on the perspectives and interests of junior high school students in robotics at some schools in Ho Chi Minh City. The questionnaire for the students was developing from the RAAS tool (Robotics Activity Attitudes Scale) by Cross (2016). The questionnaire had been piloted before an official survey was carried out. The results show that gender and programming background knowledge are factors that affect students' confidence and curiosity about robotics. In particular, male students have more confidence and curiosity than female do. Besides the perspective about the importance of robotics has a positive impact on children's attitudes towards this field, including confidence and curiosity. The research results contribute to the foundation of orientation for the deployment of robot science activities for students in school.
Keywords
STEM education, robotics, interest, perspective, secondary school
Article Details
References
Angel-Fernandez, J. M., & Vincze, M. (2018). Towards a Definition of Educational Robotics. Austrian Robotics Workshop 2018, (37).
Arís, N., & Orcos, L. (2019). Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills, 9.
Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661-670. https://doi.org/10.1016/j.robot.2015.10.008
Benitti, F. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988.
Blanchard, S., Freiman, V., & Lirrete-Pitre, N. (2010). Strategies used by elementary schoolchildren solving robotics-based complex tasks: Innovative potential of technology. Procedia - Social and Behavioral Sciences, 2(2), 2851-2857. https://doi.org/10.1016/j.sbspro.2010.03.427
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (2004). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139
Khine, M. S. (2017). Robotics in STEM Education. In Robotics in STEM Education. Springer. https://doi.org/10.1007/978-3-319-57786-9
Luce, M. R., & Hsi, S. (2015). Science-Relevant Curiosity Expression and Interest in Science: An Exploratory Study. Science Education, 99(1), 70-97. https://doi.org/10.1002/sce.21144
Melchior, A., Cohen, F., Cutter, T., & Leavitt, T. (2005). An evaluation of the FIRST Robotics Competition participant and institutional impacts. Center for Youth and Communities, Brandeis University, April, 83.
Ministry of Education and Training (2018). Chuong trinh giao duc pho thong tong the [General Education Curriculum]. Hanoi.
Mohr-Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., Schooler, W., & Schroeder, D. C. (2014). Developing Middle School Students’ Interests in STEM via Summer Learning Experiences: See Blue STEM Camp. School Science and Mathematics, 114(6), 291-301. https://doi.org/10.1111/ssm.12079
Mohr‐Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., Schooler, W., & Schroeder, D. C. (2014). Developing Middle School Students’ Interests in STEM via Summer Learning Experiences: S ee B lue STEM C amp. School Science and Mathematics, 114(6), 291-301.
National Science Board. (2016). Science & Engineering Indicators, 533-540. https://www.nsf.gov/statistics/2016/nsb20161/uploads/1/nsb20161.pdf
Nourbakhsh, I. R., Hamner, E., Crowley, K., & Wilkinson, K. (2002). Why so few? In Index on Censorship, 31(2). https://doi.org/10.1080/03064220208537057
Petre, M., & Price, B. (2004). Using Robotics to Motivate ‘Back Door’ Learning. Education and Information Technologies, 9(2), 147-158. https://doi.org/10.1023/b:eait.0000027927.78380.60
Robinson, M. (2005). Robotics-driven activities: Can they improve middle school science learning? Bulletin of Science, Technology and Society, 25(1), 73-84. https://doi.org/10.1177/0270467604271244
Romine, W., Sadler, T. D., Presley, M., & Klosterman, M. L. (2014). Student Interest in Technology and Science (Sits) Survey: Development, Validation, and Use of a New Instrument. International Journal of Science and Mathematics Education, 12(2), 261-283. https://doi.org/10.1007/s10763-013-9410-3
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. The Role of Interest in Learning and Development, 183-212. http://opus.kobv.de/ubp/volltexte/2009/3352/pdf/schiefele1992_8.pdf
Taylor, H. A., Rapp, D. N., & Brunye, T. A. D. T. (2007). Repetition and Dual Coding in Procedural Multimedia Presentations. Applied Cognitive Psychology, 22(September 2007), 877-895. https://doi.org/10.1002/acp
Witherspoon, E. B., Schunn, C. D., Higashi, R. M., & Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3(1), 1-12. https://doi.org/10.1186/s40594-016-0052-1
Xia, L., & Zhong, B. (2018). A systematic review on teaching and learning robotics content knowledge in K-12. Computers and Education, 127, 267-282. https://doi.org/10.1016/j.compedu.2018.09.007
Yanik, H. B., Kurz, T. L., & Memis, Y. (2016). Exploring Graphing Through Programmable Robots. The Eurasia Proceedings of Educational & Social Sciences, 5, 273-278.