1. Mike Ryan
  2. http://slider.gatech.edu/
  3. SLIDER Co-PI & Researcher
  5. Georgia Tech CEISMC
  1. Sabrina Grossman
  2. http://slider.gatech.edu/
  3. Program Director
  5. Georgia Tech CEISMC
  1. Jayma Koval
  2. Researcher
  4. Georgia Tech CEISMC
  1. Marion Usselman
  2. SLIDER Principal Investigator
  4. Georgia Tech CEISMC

Science Learning Integrating Design, Engineering and Robotics

NSF Awards: 0918618

2015 (see original presentation & discussion)

Grades 6-8

The Science Learning Integrating Design, Engineering and Robotics (SLIDER) project at the Georgia Institute of Technology is in the 5th year of developing and implementing an inquiry and project-based learning curriculum that is aligned with the Next Generation Science Standards (NGSS) and designed to teach middle school physical science disciplinary content and practices using LEGO Mindstorm NXT as the instructional manipulative. Using Design-Based Implementation Research (DBIR) methods, the team has created a 10-week curriculum and documented the design decisions that resulted from iterative cycles of A) design and creation of materials, B) teacher professional learning sessions, C) enactment by teachers in 8th grade classrooms, D) observation and data collection, and E) problem redefinition and curriculum redesign. These activities have taken place in a diverse set of public schools, ranging from a low-income but fairly stable rural school, to a suburban school with a rapidly changing demographic population and high student turnover, to a stable and high performing affluent school.

This video will focus on the benefits and challenges of using robotics, in this case LEGO Mindstorm NXT kits, as a manipulative to teach science content within the core science classroom. It will feature students using dynamic robotic trucks to explore the disciplinary core ideas of energy and force/motion, the engineering concepts of design, prototype testing and optimization, and the full array of science practices, including a particular emphasis on scientific argumentation. These activities all take place within a project-based and inquiry-focused learning environment.

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