Effects of robotics technology professional development on middle level science and math teaching performance and student achievement
Abstract: This paper reports findings from an exploratory study investigating the effects of robotics professional development on student achievement in math and science. Eleven middle level math and science teachers from a high-needs district received year-long training in robotics technology and instructional integration. Teachers were assessed on problem solving abilities, critical thinking strategies, robotics knowledge, content knowledge, and instructional design. Student performance in math was measured using a standardized test. Results indicate that in addition to improvements in their robotics knowledge, teachers also demonstrated measurable gains in lesson design and questioning techniques integrating discipline specific problem-solving and critical thinking tasks. Student data (n=291) revealed performance improvements in math above nationally normed control group samples.
Presider: Stephen Arnold, University of Arizona