Abstract
Pedagogy issues regarding the LEGO Spike kit remains unknown. The study aimed to investigate students’ engineering design thinking in robot projects. A quasi-experimental posttest with control group was used to answer the research purpose. Participants were two groups of students who participated in the Maker Program at different semesters (experimental: 2021 Fall; control: 2021 Spring). Students were 30 s graders from a public elementary school in Taiwan. The same teacher delivered 8-week program instruction for those students. In the experimental group, some well-performing students were encouraged to orally demonstrate their robot projects whereas students in the control group only focused on creating their projects without a need for a peer demonstration. Upon completion of the experiment, all students received programming and electrical engineering tests. Students’ weekly engineering design behaviors were cumulated to define engineering design performances. The findings indicated that all students achieved a medium-high level on the content knowledge of programming and electrical engineering. In addition, students immersing in peer oral presentation increased engineering design thinking behaviors morn than their counterparts in class.
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Chou, PN., Shih, RC. (2022). Engineering Design Thinking in LEGO Robot Projects: An Experimental Study. In: Huang, YM., Cheng, SC., Barroso, J., Sandnes, F.E. (eds) Innovative Technologies and Learning. ICITL 2022. Lecture Notes in Computer Science, vol 13449. Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_36
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