NRI-Small: Co-Robots for STEM Education in the 21st Century

NRI-Small：21 世纪 STEM 教育协作机器人

• 批准号: 1208690
• 负责人: Harry Cheng
• 金额: $ 95.1万
• 依托单位: University of California-Davis
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1208690&HistoricalAwards=false
• 关键词: NRI; Small; Co; Robots; STEM

This project studies how to use co-robot systems and math-oriented co-robotics competitions to enhance student engagement, increase student motivation in learning Algebra and subsequent STEM subjects, and interest in pursuing STEM related careers and post-secondary study. The project leverages a unique robotics platform called Mobot (an intelligent modular system designed for K-12 education) to prepare a cohort of teachers to engage their students with relevant pedagogy that illustrates abstract math concepts with concrete applications using computing and robotics. As such, there are four basic research questions that guide project: (1) To what extent do fellows' students exhibit (a) increased interest in STEM coursework and careers, and (b) increased knowledge of computing and robotics? (2) How do fellows' students compare to similar students in non-participating teachers' classes in indicators of academic achievement and engagement? (3) How does students' participation in robotics dance and math robotics competitions contribute to their interest in pursuing computing and STEM careers and coursework? (4) To what extent do after school programs integrate the curriculum developed by this project?Each year, the project recruits 15 mathematics, computer science, and technology teachers to participate as Robotics Fellows. These fellows experience an intensive week long summer professional development with follow up throughout the academic year. For implementation in formal and informal settings, the project team works with curriculum experts and teachers in creating teaching plans, instructional materials and evaluations for a co-robot curriculum. The project is integrated with the annual UC Davis Center for Computing and STEM Education Day, where teachers and students participating in the project showcase their accomplishments.A mixed methods approach is used to determine the effects of the professional development and to measure student outcomes. Both formative and summative evaluation strategies inform the development and implementation of the project. As such, the project will advance theory, design, and practice in middle and high school mathematics, technology and design-based classrooms through the use of a field tested co-robotics curriculum.

本项目研究如何利用合作机器人系统和以数学为导向的合作机器人竞赛来提高学生的参与度，增加学生学习代数和后续STEM科目的动机，以及对从事STEM相关职业和大专学习的兴趣。该项目利用一个名为Mobot(一种为K-12教育设计的智能模块系统)的独特机器人平台来培养一批教师，让他们的学生参与相关的教学，利用计算和机器人技术说明抽象的数学概念和具体应用。因此，有四个指导项目的基本研究问题：(1)研究员的学生在多大程度上表现出(A)对STEM课程和职业的兴趣增加，以及(B)计算和机器人知识的增加？(2)研究员的学生在学业成绩和参与度方面与未参加教师课程的类似学生相比如何？(3)学生参加机器人舞蹈和数学机器人比赛如何促进他们对从事计算和STEM职业和课程工作的兴趣？(4)课外项目在多大程度上整合了该项目开发的课程？每年，该项目招募了15名数学、计算机科学和技术教师作为机器人研究员参与其中。这些研究员经历了为期一周的密集暑期职业发展，并在整个学年进行了跟踪。为了在正式和非正式的环境中实施，项目团队与课程专家和教师合作，为协作机器人课程创建教学计划、教学材料和评估。该项目与一年一度的加州大学戴维斯计算中心和STEM教育日相结合，参与该项目的教师和学生展示了他们的成就。采用混合方法方法来确定专业发展的影响和衡量学生的结果。形成性和总结性评价战略都为项目的发展和实施提供信息。因此，该项目将通过使用经过现场测试的联合机器人课程来促进初中和高中数学、技术和基于设计的课堂的理论、设计和实践。