Strategies Used By Elementary Schoolchildren Solving Robotics Based

If we hope to continue in the direction that we are going, it is imperative that we increase interest in STEM fields. The best way to increase the amount of STEM graduates is to increase STEM interest in school aged children. Some states have more successfully integrated STEM into their education system through the introduction of magnet schools and other specialized programs. These schools have helped increase interest in STEM education by exposing students very specific components of the fields. Some ways that they achieve this is by introducing specialized courses like aquatic science and robotics. Robotics is one of the most commonly introduced classes in the 6th – 12th grades and is responsible for a large increase in STEM interest. (Waters) Students report that their favorite part of robotics is the hands-on nature of the class. This teaching method has since been applied to other non-robotics classes resulting in higher class participation and attentiveness. AUVIS foundation helps schools start up robotics programs and reports that schools with robotics programs that expand on the AUVIS teaching method have also increased their performance on standardized tests. Robotics has further helped foster STEM education through the introduction of national robotics competitions. These competitions are beneficial to the children because it

I assessed the students’ intellectual involvement during the Science Tool Learning Center and the Help Harry STEM activity. The assessment included worksheets, designing a perch, and a survey of the students’ teamwork efforts. During the learning center, the students had to complete a worksheet the corresponded with the station they were currently at. For example, at the balance station, the students had to follow the prompts by using the balance and answering the questions on the worksheet. Not only did they have to have their “minds-on” to complete the worksheet, they were also involved in “hands-on” activities by using the science tools. Furthermore, during the Help Harry STEM activity, the students were instructed to design and build a

From collaborative learning inside of the student’s clusters of desk to hands-on lessons in STEM discovery, Galaviz is continually working to push the STEM envelope at Garfield Elementary. She hosts a Saturday STEM club for 4th - 6th graders, and recently, through a two-year grant funded by NASA and a partnership with Boise State University, she has trail-blazed even more at home learning opportunities. For K-6, each classroom now has the ability to take STEM backpacks home over the weekend. With three different lesson plans, students can now bring STEM home, experimenting and creating with the help of their

As a SETA member I have participated twice as a workshop presenter for the annual STEM Workshop Conferences, “Expanding Your Horizons,” and the “Latino Youth Leadership Academy.” These conferences entitle grade school students to expose themselves to science workshops; raising awareness of higher education in the STEM field, which is an important advocacy I

in-class teaching strategies that aim to build on individual strengths and interests, such as through project-based learning

In my class website, their icons are Superman and Batman. They are very big fans of these superheroes. We even got Social Norms on the board. "You don´t get what you want, you get what you work for. ¨ It is in our classroom on the wall close to the door. Success is not always about greatness, It´s about Consistent. Consistent HARD WORK gains success. Greatness will come. It is a quote. In Project Based Learning, you got to apply, analyze, evaluate, and create. And in Textbooks, you understand and remember. I like Project Based Learning more than Textbooks. All of the projects we were done were, Planter Boxes, Road Trip, Website, Newtons Cradle, Respect Skit, Pay it Forward, Footbridge Model, Government Mural, Biomes, Poetry, Native American Story, Cooking, Timeline of the United States, Flood Plan Newspaper Department well as a teacher. They both have a way of making Mountain Home Idaho a better place. On the May 19th, we will be having a big surprise party when the Mayor walks

A challenging new opportunity presented itself as Pat became the STEM instructor for Davidson County’s newest, most innovative middle school, Oak Grove. While she Incorporated her passion for driving students to reach their maximum potential she became a leader in the teaching community as the EXCEL (encourage, excellence, character, enthusiasm and leadership) sponsor for our PBIS team, a sponsor for the Robotics Team, and promoted numerous fundraisers throughout the entire school year for the general purpose of extending educational opportunities for all the students at Oak

As a child, my father, who was a mechanic, often brought home gadgets for us to explore together. We would take things apart and put them back together frequently. My mother references these moments as the source of my love for math and science. Ultimately, participating in extra-curricular technology activities at school solidified my desire to become an engineer. I recognize the value of early exposure to technology related fields to stimulate children’s learning and to show them how these fields can help solve meaningful problems.

Members of the DCHBCUAA have designed and organized an instructional hands-on STEM workshop for students in grades 10-12. The workshop is designed to increase

The STEM instructors at CCTC have numerous technologically advanced displays, such as robots and virtual welders, to recruit students and create excitement for the STEM programs. Unfortunately, once the students enroll and begin classes, the STEM instructors use lecture and standard laboratory activities that do not engage the students, which leads to a disappointing first-year experience for students (Reisel, Jablonski, Hosseini, & Munson, 2012), and as evidenced by the low retention rate (National Center for Education Statistics, 2016a), students are leaving CCTC. Thus, it is advantageous to reflect on the classroom experience in the STEM department and develop a plan of action to increase the retention rate at CCTC.

On my visit to the Dunwoody campus, I could not wait to look around. I've been attending the Math and Science Academy for seven years. Even before my sixth grade year, I have always enjoyed constructing things, playing with building blocks, and making little robots. On the night of my sixth grade orientation, I visited my school to be and was surprised when I walked in the front door. I was greeted by an eight foot tall robot made by high school students. They were part of the program called For Inspiration and Recognition of Science and Technology (FIRST). I

In our ever evolving society we seem to be having a greater affinity to technical jobs and careers more integrated with our technology. It appears that we are heading into a world of Science, Technology , Engineering, and Mathematics or STEM. The STEM fields that are rapidly increasing relate to jobs that deal quite a bit with our newer technology and the creation and development of new and more efficient technologies. To compliment this increase in STEM careers, we need to focus our time, energy, and most of all capital on the lackluster STEM program in our school systems.

Interest in science, technology, engineering, and mathematics (STEM) is thinning for women as they progress into higher levels. Women in grades 7-12 were surveyed to see if their interest in STEM fields were diminishing. According to Van Leuvan, this survey showed that there was a decline in interest as these girls progress through high school. Throughout middle school and junior high a love for mathematics can be developed. However, a loss of interest is present as soon as girls hit more demanding classes like calculus. Grades will highly diminished and a fear for comprehension of mathematics in the future will develope. According to the article “Women and Minorities in Engineering” a major outlook on success from students is their ability to understand calculus.

A STEM education is a necessity in the United States because the country is lacking knowledgeable people in such fields. However, one is better equipped for multiple job and career positions with the addition of a liberal arts education. It is nearly impossible to transition to different careers with only vocational training. In 2003, the Organization for Economic Cooperation and Development studied math and science literacy among fifteen year olds. The United States was ranked number twenty-four in math literacy (Drew 27). They are behind countries such as Finland, Slovak Republic, and Hungary. Likewise, the United States was ranked number nineteen in science literacy (Drew 27). It is obvious that the country is behind. STEM education needs to be reformed at the secondary and post-secondary levels of schooling. Katrina Trinko, a member of USA TODAY’s Board of Contributors, agrees that more emphasis should be placed on STEM education; however, this emphasis should not be at the sacrifice of a good liberal arts education. She writes, “Even technology wizards can become more innovative with a solid background in liberal arts” (Trinko 6). A liberal arts education is beneficial to people in all career fields.

For students to receive a more effective and meaningful academic experience, a diverse pedagogical methodology for enhanced and relevant learning is required. Various strategies are available to engage adolescent students toward a more fruitful learning experience. The jigsaw method, a cooperative learning device, is a project-based exercise whereby students assume specific roles for content mastery and conduct tasks with an interdependence on one another for deeper learning on multiple aspects of a subject toward better comprehension and fully reaching the intended objectives. This strategy is useful in putting students in an active role while investigating subject matter. It is also a chance for teachers to allow students to discover and find options to fit their own learning styles and presentational preferences. Not all teachers prefer this method nor find it most applicable to their discipline, however. Students often may find that evaluation based on peer project completion is not representative of their personal abilities. Applied appropriately and accordingly, the jigsaw method has the potential to create interdisciplinary relevance of the topic, widen a student’s breadth of subject analysis, and change their classroom outlook from dread to enthusiasm.