Abstract:

We present a bundle of four lesson plans focusing on a robotic kit of ENGINO (www.engino.com), which builds on an inclined plane. This set of lesson plans targets students in upper primary education and can be implemented as an interdisciplinary project.

Our pedagogical design has two main pillars. First, it takes as its organizing principle physical or digital artefacts created by students themselves, while undertaking learning activities, termed “learning products”. These are stored in student portfolios and can be reused or reworked in forthcoming learning activities.

The second pillar of our approach is an integration of educational robotics, game-based learning and inquiry-based learning. We planned for iterations of inquiry cycles with the robotic kit and programming based on a concrete working scenario providing the goal and narrative of the game as well as the rules to be followed. The feedback gained through the iterations guide the optimization of the major learning artefact. Namely, the operation and functionalities of the inclined plane is improved/adjusted to meet the goal of the game through the iterations by means of add-ons and programming.

In the first lesson (80min; Environmental Science and Engineering Design, students are introduced to the working scenario of the project, which is to design and build a prototype of a machine that will sort recycling materials (paper; aluminium). At the end of the lesson, students will create the specifications for their machine and draw ideas emphasizing slope characteristics (e.g., shape; dimensions).

In the second lesson (80min; Engineering Design and Science), students build the ENGINO inclined plane to address the engineering challenge. They create, test and evaluate a machine for the recycling industry that will sort paper and aluminium. Students test at least two slope arrangements based on their drawings from the previous lesson. During testing, they explore variables that may affect the endpoint an object reaches after descending the slope and they formulate operational definitions of the concept of friction. At the end of the lesson, they formulate research questions to address in the next lesson.

In the third lesson (120min; Science and Mathematics), students design experiments to investigate which variables affect the endpoint an object reaches after descending the slope. Before conducting the experiments, they measure angles using a protractor. Finally, they draw conclusions based on the data collected.
In the fourth lesson (120min; Engineering Design), students optimize their machine based on the scientific knowledge gained in the previous lesson. They incorporate programming so that the machine can sort automatically the two types of recycling material (paper; aluminium).

A major implication of our design for STEM education is that it enables a coherent planning of formative assessment and peer assessment. This potential is due to using learning products as the organizing principle. Carefully designed learning products can structure a constructive stakeholder dialogue for certifying desirable knowledge and skills in STEM in the interface of educational robotics, game-based learning and inquiry-based learning.

Keywords:

STEM education, educational robotics, game-based learning, inquiry-based learning.