Document Type

Article

Publication Date

6-2010

Journal Title

Journal of Research on Technology in Education

Volume

42

Issue

4

First Page

391

Last Page

408

Abstract

This study examined the impact of robotics and geospatial technologies interventions on middle school youth’s learning of and attitudes toward science, technology, engineering, and mathematics (STEM). Two interventions were tested. The first was a 40-hour intensive robotics/GPS/GIS summer camp; the second was a 3-hour event modeled on the camp experiences and intended to provide an introduction to these technologies. Results showed that the longer intervention led to significantly greater learning than a control group not receiving the instruction, whereas the short-term intervention primarily impacted youth attitude and motivation. Although the short-term intervention did not have the learning advantages of a more intensive robotics camp, it can serve a key role in getting youth excited about technology and encouraging them to seek out additional opportunities to explore topics in greater detail, which can result in improved learning.

Comments

Journal of Research on Technology in Education, vol. 42, no. 4 © 2010, ISTE ® (International Society for Technology in Education), www.iste.org All rights reserved. Used by permission.

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