Abstract:

The challenges of the 21st century require educational environments and teaching/learning methods that develop critical thinking, open-ended problems solving, teamwork skills, creativity, etc. The STEM-driven paradigm, which combines knowledge of different subjects, creates preconditions for the development of real world tasks-based learning environments and the application of effective learning methods. The objectives of this paper are to propose a framework describing the capabilities of Collaborative Learning (CL) in the context of STEM-driven Computer Science (CS) education through the preparation to the global robotics competition known as the First Lego League (FLL).

We present a framework that highlights the links among collaboration aspects in learning (Exploring & Understanding; Representing & Formulating; Planning & Executing; Monitoring & Reflecting) and STEM-driven Computer Science tasks (Component Testing of smart devices; Smart devices functionality modelling; Smart devices assembling & testing; Smart devices use-as-is for solving real tasks). By smart devices, we mean educational robots consisting of various types of sensors, and actuators. The basis of the methodology we use in describing the proposed framework is a set of active learning methods such as inquiry-based, project-based, contest-based, modelling, design and testing used through experimental trials and approximations.

Main results are CL framework and models to implement it to prepare to the FLL contest. The practical results follow from our Case Study. The latter includes the FLL challenge for a given year, which has three parts:
(i) the Robot Game,
(ii) the Innovation Project, and
(iii) the Core Values. We outline practical results in all three dimensions below.

We associate the Robot Game with (i) STEM subdomains (Science; Computer Science; Technology; Engineering; Math), (ii) Collaboration aspects in different stages of preparation (Engagement; Exploration; Modelling; Design; Testing; Evaluation) for the contest. In Innovation Projects students have a challenge to solve open-ended problems as they collaborate in teams, during the activity in raising and defining those problems, looking for solutions and providing the results. Core Values include Integration, Collaboration, Discovery, and Involvement and are assessed by external experts, using four level marks: B – Beginning (lowest); D – Developing; A – Accomplished; E- Exemplary (highest). We provide practical results, i.e. experts’ assessments given for our 10 teams, which participated in two-years FLL contests (in total, 50 students; 32 for the years 2017-2018 and 18 for years 2018-2019).
Based on the provided research, we are able to conclude the following:
(i) The robot-based contest playground is an excellent place to enforce and deepen the capabilities of CL. It is so due to the enhanced motivation and self-motivation, a deeper involvement and collective decision-making as learners’ learn from themselves and from others.
(ii) With regard to the STEM vision, the range of knowledge gained through CL is diverse and covers various aspects of Science, Technology, Engineering and Mathematics.
(iii) From the perspective of CS, CL highly contributes to computational thinking skills such problem solving, abstraction, data representation, decomposition, design and modelling.

Keywords:

Collaborative Learning, STEM, STEM-Driven Computer Science Education.