CAREER: Integrating Robotics and Socio-emotional Learning for Incarcerated Middle School Students

美国有数十万青少年被卷入少年司法系统。该项目旨在通过在少年司法替代教育计划中开发和调查机器人学习活动，为受限青年提供新的选择。此外，教师需要做好准备，与参与少年司法系统的青年一起工作，因此该项目还请职前教师指导青年参与者。机器人活动将包括社会情感学习的元素，包括学习负责任的决策，自我意识，社会意识以及与他人合作。该课程将激励这些学生重新接受教育，并有兴趣将STEM作为未来的职业。总的来说，该项目将为其他努力提供信息，为职前教师设计机器人学习体验和发展教学实践的机会。该项目的目标是：1）开发一个基于社会情感学习原则的学期机器人课程，并将该课程提供给青少年司法系统的中学生; 2）培训本科职前教师，在少年司法系统中指导中学生，在机器人教学中使用社会情感学习。该研究将研究参与这种社会情感学习机器人中学计划与参与学生的STEM身份之间的关系，并比较三所中学人群中参与学生的STEM身份，其中两所是青少年司法系统的一部分。关于整合机器人技术和社会情感学习的学期计划的研究问题如下。参与少年司法系统的学生的STEM身份如何变化？参与少年司法系统的学生的职业和教育兴趣如何？与参与该方案的更广泛的学生相比，参与少年司法系统的学生对教育需求的看法如何？参与拟议的方案是否与JJAEP学生作为受限青年返回少年司法系统的比率降低有关？收集的数据包括对学生STEM职业兴趣和态度的调查，焦点小组，以及对他们在机器人活动中的工作的观察。该项目的教育整合部分包括调查职前教师如何改变他们对青少年司法替代教育计划中学生的看法，以及这种指导经验如何影响他们作为教师的工作。该项目由学生和教师创新技术经验（ITEST）计划资助，该计划支持建立对实践，计划要素，该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Hundreds of thousands of youth in the United States are involved in the juvenile justice system. This project seeks to provide new choices to confined youth by developing and investigating a robotics learning activities within a juvenile justice alternative education program. In addition, teachers need to be prepared to work with youth who have been involved in the juvenile justice system, so the project also engages pre-service teachers in mentoring the youth participants. The robotics activities will include elements of socio-emotional learning that includes learning about responsible decision-making, self-awareness, social awareness, and collaborating with other people. The curriculum will inspire these students to re-enter their education with an interest in pursuing STEM as a future career. Overall, the project will inform other efforts to design both robotics learning experiences and opportunities for pre-service teachers to develop their teaching practice.The goals of this project are to 1) develop a semester-long robotics program built on the principles of socio-emotional learning and deliver this program to middle school students in the juvenile justice system; 2) train undergraduate pre-service teachers to mentor middle school students in the juvenile justice system using socio-emotional learning in the instruction of robotics. The research will examine the relationship of participating in this socio-emotional learning robotics middle school program with the STEM-identity of participating students and compare the STEM-identity of participating students among three middle school populations, two of which are part of the juvenile justice system. The research questions about the semester-long program for integrating robotics and socio-emotional learning are as follows. How does the STEM-Identity of students involved in the juvenile justice system change? How do the career and educational interests of students who are involved in the juvenile justice system? How do the perceptions of students involved in the juvenile justice system with respect to the need for an education compare to a broader population of students following participation in this program? Is participation in the proposed program related to reduced rates of JJAEP students returning to the juvenile justice system as confined youth? Data gathered include surveys of students’ STEM career interests and attitudes, focus groups, and observation of their work on the robotics activities. The educational integration component of this CAREER project includes investigating how pre-service teachers change their perceptions of students in the juvenile justice alternative education program and how this mentoring experience influences their work as teachers.This CAREER project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.