This book offers a synthesis of research, curriculum examples, pedagogy models, and classroom recommendations for the effective use of robotics in STEM teaching and learning. Authors Chauhan and Kapila demonstrate how the use of educational robotics can catalyze and enhance student learning and understanding within the STEM disciplines.
The book explores the implementation of design-based research (DBR); technological, pedagogical, and content knowledge (TPACK); and the 5E instructional model; among others. Chapters draw on a variety of pedagogical scaffolds to help teachers deploy educational robotics for classroom use, including research-driven case studies, strategies, and standards-aligned lesson plans from real-life settings.
This book will benefit STEM teachers, STEM teacher educators, and STEM education researchers.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate, Professional, and Undergraduate Advanced
Illustrationen
63 s/w Abbildungen, 56 s/w Photographien bzw. Rasterbilder, 7 s/w Zeichnungen, 21 s/w Tabellen
21 Tables, black and white; 7 Line drawings, black and white; 56 Halftones, black and white; 63 Illustrations, black and white
Maße
Höhe: 235 mm
Breite: 157 mm
Dicke: 20 mm
Gewicht
ISBN-13
978-1-032-36756-9 (9781032367569)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Purvee Chauhan earned a Master's in Education degree from Harvard University, USA, with a focus on Technology and Innovation. She has 10 years of field-experience in the education sector, has held global impact positions in organizations such as New York University (NYU), Teach for India, and The Nalanda Project, and is currently an Instructional Designer at ASCD, one of the largest education non-profits in the United States.
Vikram Kapila is a professor of mechanical and aerospace engineering at the NYU Tandon School of Engineering, USA, where he directs a Mechatronics, Controls, and Robotics Lab. His current research is focused on the convergence of frontier technologies (e.g., robotics, artificial intelligence, augmented/virtual reality, and blockchain) with applications to human-robot interaction, digital health, and STEM education.
Part I: Introduction. Chapter 1. Transformational Learning with Educational Robotics. 1.1. Introduction. 1.2. STEM and technology-enhanced learning environments. 1.3. Educational robotics. 1.4. Exhibiting the role of robots in supporting student learning. 1.5. Conclusion. 1.6. Key takeaways. Chapter 2. Applications of Robots in Educational Settings. 2.1. Introduction. 2.2. Constructionism and educational robotics. 2.3. Educational robotics: Roles and settings. 2.4. Examples of applications of robots as a learning tool in teaching and learning. 2.5. Conclusion. 2.6. Key takeaways. Chapter 3. Teaching STEM with Robotics: Synopsis of a Research-guided Program. 3.1. Introduction. 3.2. Need for authentic STEM learning experiences. 3.3. Rationale for robotics in STEM education. 3.4. Overview, theoretical background, and project design. 3.5. Illustrative examples from implementation. 3.6. Project outcomes and recommendations. 3.7. Conclusion. 3.8. Key takeaways. Part II: Theory, Design, and Implementation. Chapter 4. Design-based Research for Robotics-enhanced Learning Environments. 4.1. Introduction. 4.2. Design-based research. 4.3. Literature review exemplifying the use of design-based research in robotics-enabled learning. 4.4. Design-based research implementation examples from robotics-enhanced learning environments. 4.5. Implementation challenges of design-based research. 4.6. Conclusion. 4.7. Key takeaways. Chapter 5. Effective Professional Development for Robotics-focused Learning Environments. 5.1. Introduction. 5.2. Teacher professional development. 5.3. Designing for effective professional development. 5.4. Literature review on teacher professional development for robotics-based learning. 5.5. Designing a robotics-based professional development program using situated learning. 5.6. Creating a professional development program using the social capital theory. 5.7. Challenges in planning effective professional development programs and incorporating their lessons. 5.8. Conclusion. 5.9. Key takeaways. Chapter 6. Applying TPACK to Design for Robotics-enhanced Learning. 6.1. Introduction. 6.2. Technological, pedagogical, and content knowledge. 6.3. Literature review on teachers' TPACK development. 6.4. Development of teacher TPACK through professional development aimed at using robotics as a learning tool. 6.5. Development of TPACK-guided robotics-based STEM learning units. 6.6. Conclusion. 6.7. Key takeaways. Part III: Instructional Perspectives and Lesson Designs. Chapter 7. Prerequisites, Practices, and Perceptions to Design Effective Robotics-based Lessons. 7.1. Introduction. 7.2. Enabling effective integration of robotics in classrooms. 7.3. Prerequisites for robotics-based STEM lessons. 7.4. Instructional practices for effective robotics-based lessons. 7.5. Factors that influence student perceptions of utilizing robots as educational tools. 7.6. Conclusion. 7.7. Key takeaways. Chapter 8. Applying Cognitive Domain of Bloom's Taxonomy to Robotics-based Learning. 8.1. Introduction. 8.2. Bloom's taxonomy. 8.3. Literature review on applications of Bloom's taxonomy in robotics. 8.4. Integrating cognitive domain of Bloom's taxonomy with educational robotics to promote higher-order thinking. 8.5. Conclusion. 8.6. Key takeaways. Chapter 9. Using the 5E Instructional Model to Develop Robotics-based Science Units. 9.1. Introduction. 9.2. The 5E instructional model. 9.3. Literature review on integrating the 5E model in robotics-based learning. 9.4. Exemplar robotics-based science unit plans aligned with the 5E model and Next Generation Science Standards. 9.5. Implementing the 5E instructional model. 9.6. Conclusion. 9.7. Key takeaways. Appendix A. Appendix B. Index
