Mbot Robot as Part of Project-Based Learning In STEM
DOI:
https://doi.org/10.14571/brajets.v16.n4.862-872Keywords:
Education, mBot, Project-based Learning, robot, Sistematização, STEMAbstract
Students of modern times are learning fast and passionately. They love the interactivity and are very interested in science. Robotics can be safely assigned as engineering for students. This is the first step toward disciplines such as programming, mathematics, science, and algorithms. Thus, the objective of the study is to investigate the feasibility of implementing robotics in our educational system to develop learning in STEM subjects. Therefore, the main purpose of this study was to investigate the effect of mBot robot activities in STEM subjects as part of project-based learning, to determine their satisfaction and perceptions of the project carried out. The methodology used for this research is the descriptive study model, which combines qualitative and quantitative research methods. The selected sample of 14 students was a purposive sample, since the participants were the students who had implemented the robotics competition project. Quantitative data is collected from questionnaires, while qualitative data is generated from open-ended survey questions. From the results of this study, it has been shown that the integration of the mBot robot into the educational system will undoubtedly increase the effectiveness of teaching and learning STEM education. Also, it was found that the level of students' creativity, attitude, and motivation increased with the inclusion of the mBot robot during project-based learning in STEM.References
Abesadze, S., & Nozadze, D. (2020). Make 21st Century Education: The Importance of Teaching Programming in Schools. International Journal of Learning and Teaching, 6(3): 158-163.
Altin, H., & Pedaste, M. (2013). Learning approaches to applying robotics in science education. Baltic Science Education, 12(3), 365-377.
Bada, J. K., Laamanen, M., & Miiro, E. (2013). A Project-based Learning approach for teaching Robotics to Undergraduates. Makerere Journal of Higher Education, 5 (1), 35-47.
Borg, W. R., & Gall, M. D. (2007). Educational Research. An introduction, 8th ed. Pearson.
Cano, S. (2022). A Methodological Approach to the Teaching STEM Skills in Latin America through Educational Robotics for School Teachers. Electronics, 11, 395.
Clarke, W. (2022). Kids and Tech: Using Technology as an Education Tool. MakeBlock: https://www.makeblock.com/?route=product/search&search=RJ25%20cable
Coşkunserçe, O. (2021). Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills. Journal of Pedagogical Research, 5(1): 50-64.
Fortus, D., & Touitou, I. (2021). Changes to students’ motivation to learn science. Discip Interdscip Sci Educ Res 3(1), 1-14.
Ghaleb, N., Aly, A. A., & Almalki, H. M. (2020). Project-Based Learning of Robotics for Engineering Education improvement. International Journal of Mechanical and Production Engineering Research and Development, 10(3): 4395–4424.
Grant, M. (2011). Learning, beliefs, and products: Students’ perspectives with project-based learning. Interdisciplinary Journal of Problem-based Learning, 5(2): 37-69.
Johnson, L., Adams, B. S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. The New Media Consortium, 1-60.
Jonassen, D. H. (1977). Approaches to the study of visual literacy: A brief survey for media personnel. Pennsylvania Media Review, 11, 15–18.
Karahoca, D., Karahoca, A., & Uzunboylu, H. (2011). Robotics teaching in primary school education by project-based learning for supporting science and technology courses. Procedia Computer Science, 3, 1425-1431.
Khanlari, A. (2013). Effects of robotics on 21st century skills. European Scientific Journal, 9(27), 26-36.
Kiaie, F. M., & Khanlari, A. (2015). Using Robotics for STEM Education in Primary / Elementary Schools: Teachers’ Perceptions. in The 10th International Conference on Computer Science & Education (ICCSE 2015), 3-7.
Mazzoni, E., & Benvenuti, M. (2015). A robot-partner for preschool children learning english using socio-cognitive conflict. Educational Technology & Society, 18(4), 474–485.
O'Brien, M. (2022). What is Project Based Learning? Retrieved from Defined Learning: https://blog.definedlearning.com/blog/what-is-project-based-learning
Oddie, A., Hazlewood, P., Blakeway, S., & Whitfield, A. (2010). Introductory problem solving and programming: Robotics vs traditional approaches. Innovations in Teaching & Learning in Information & Computer Sciences.
Orhani, S. (2023). Robots Assist or Replace Teachers in the Classroom. Journal of Elementary and Secondary School 1(1), 29-41.
Orodho, J. A. (2012). Techniques of writing Research Proposals and Reports in Education and Social Sciences. Kanezja HP Enterprises.
Park, S. J., Han, J. H., & Kang, B. H. (2011). Teaching assistant robot, ROBOSEM, in English class and practical issues for its diffusion. Advanced Robotics and its Social Impacts (ARSO).
Rusk, N., Resnick, M., Berg, R., & Granlund, M. P. (2008). New pathways into robotics: Strategies for broadening participation. Journal of Science & Educational Technology, 17, 59–69.
Sáez-López, J.-M. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot. Educational Technology Research and Development, 67:1405–1425.
Talib, C. A., Aliyu, H., Aliyu, F., & Malik, A. A. (2020). Integration of Robotics into STEM Education for Facilitating Environmental Sustainability. Solid State Technology, 63(1), 767-783.
Yolcu, V., & Demirer, V. (2017). A systematic overview of the studies on the use of robotics in education. SDU International Journal of Educational Studies, 4(2), 127-139.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Senad Orhani
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.