Effect of Robotics enhanced inquiry based learning in elementary Science education in South Korea.
Jungho Park, Gwangju National University of Education, Korea (South)
JCMST Volume 34, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Much research has been conducted in educational robotics, a new instructional technology, for K–12 education. However, there are arguments on the effect of robotics and limited empirical evidence to investigate the impact of robotics in science learning. Also most robotics studies were carried in an informal educational setting. This study examined a 10-week robotics enhanced inquiry based learning(REIBL) in formal science curriculum through an experimental research in South Korea with regard to motivation and academic achievement. The experimental group learned through REIBL approach in the science class, while the control group was taught using traditional methods. An analysis of covariance was conducted to compare the between-group differences in motivation toward science and academic achievement before and after the experiment; an interview was also conducted for the experimental group. The study results showed a significant improvement (p<.05) in both motivation and academic achievement in the experimental group compared with the control group. There was also positive perception about robotics as inquiry learning tool. This study will play an important role in research on the educational use of robotics in formal science education in the future.
Park, J. (2015). Effect of Robotics enhanced inquiry based learning in elementary Science education in South Korea. Journal of Computers in Mathematics and Science Teaching, 34(1), 71-95. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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Charles Hodges, Georgia Southern University, United States; Jessica Gale, Georgia Institute of Technology Center for Education Integrating Science, Mathematics, and Computing (CEISMC), United States; Alicia Meng, Georgia Southern University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 434–451
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