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The Effect of 4-H Robotics and Geospatial Technologies on Science, Technology, Engineering, and Mathematics Learning and Attitudes PROCEEDINGS

, Nebraska Center for Research on Children, Youth, Families, and Schools, United States ; , University of Nebraska-Lincoln, United States ; , Univeersity of Nebraska at Omaha, United States

EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study investigated the use of educational robotics, paired with GPS and GIS geospatial technologies, as a context for learning selected concepts in science, technology, engineering and mathematics (STEM) within an informal learning environment. The study was conducted in two different weeklong 4-H camp experiences and involved 38 students between the ages of 11 to 15. A pretest-posttest, quasi-experimental design was used in the study. Instrumentation consisted of a 29-question multiple-choice assessment targeting various STEM topics, and a 36-question attitude questionnaire assessing STEM interest. Results suggest that the 4-H robotics and geospatial summer camp program is a promising approach for supporting STEM-related learning through informal education.

Citation

Nugent, G., Barker, B. & Grandgenett, N. (2008). The Effect of 4-H Robotics and Geospatial Technologies on Science, Technology, Engineering, and Mathematics Learning and Attitudes. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 447-452). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2018 from .

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