Science, Technology, Engineering, and Mathematics Curriculum Design for Teaching Mathematical Concept of Perspective at Indigenous Elementary School Using Robots

Jen Yi Chao*, Chuan Hsi Liu*, Hsiao Chi Kao

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

2 引文 斯高帕斯(Scopus)

摘要

In this study, the analysis, design, development, implementation, and evaluation (ADDIE) model was used to design a cross-domain science, technology, engineering, and mathematics (STEM) curriculum for primary school mathematics in indigenous schools. The research methods used included content analyses, interviews, and a questionnaire survey. Research participants were students aged 9–12 at an indigenous elementary school. The curriculum integrated with indigenous culture and the application of Kebbi robots included STEM courses such as mathematics, information technology, natural science, and culture. The courses adopted a collaborative problem solving (CPS) teaching strategy, allowing students to complete learning tasks in groups. During the teaching process, teachers gradually guided students to observe and stimulate their scientific imagination and thoughts regarding what robots could do. In the lessons, the students acquired an understanding of the concepts of mathematics regarding the division of labor and cooperation, and they used robots to complete learning tasks. Through this STEM cross-domain teaching activity, learning mathematics was made interesting and relevant to the living and cultural situation of the indigenous participants of this study. The students had a positive attitude towards learning using emerging technologies such as robots and digital teaching aids.

原文英語
頁(從 - 到)1547-1556
頁數10
期刊Sensors and Materials
35
發行號5
DOIs
出版狀態已發佈 - 2023

ASJC Scopus subject areas

  • 儀器
  • 一般材料科學

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