{"id":720,"date":"2013-09-11T14:15:51","date_gmt":"2013-09-11T14:15:51","guid":{"rendered":"http:\/\/kidsengineer.com\/?p=720"},"modified":"2013-09-11T14:15:51","modified_gmt":"2013-09-11T14:15:51","slug":"year-2-case-study-results-summary","status":"publish","type":"post","link":"https:\/\/kidsengineer.com\/?p=720","title":{"rendered":"Year 2 Case Study Results – Summary"},"content":{"rendered":"
\n

Year 2 \u2013 Longitudinal Robotics Case Study<\/p>\n<\/div>\n

John Heffernan \u2013 7\/7\/13<\/p>\n

Introduction<\/h1>\n

This basic research seeks to understand how children\u2019s engineering skills change over time. Secondarily, I want to know how our K-6 robotics program influences students.\u00a0 Every year from kindergarten to grade 6, they are given the same task, which is to design and built a prototype (model) amusement park ride.\u00a0 Each year, they are offered crafts materials and an age appropriate LEGO \u2122 kit.\u00a0 I transcribe their verbal output and take photographs of their creations along with selected video clips.<\/p>\n

Major Findings \u2013 Year 2<\/h1>\n

All students primarily used LEGO \u2122 this year; there were no all craft constructions.\u00a0 In kindergarten, there were 2 all craft constructions.<\/p>\n

2 out of 9 students used the computer and motor even though all had learned it in class.\u00a0 Both were advanced students.\u00a0 This suggests that most students were not comfortable with using the computer to program robots yet or it was not a natural technique for them developmentally.<\/p>\n

Even one advanced student frequently used tape to augment construction.\u00a0 \u00a0\u00a0Construction techniques were major challenge this year.\u00a0\u00a0 I am seeing certain construction problems across grade levels that would benefit from some scaffolding.\u00a0 Fine motor skills, which were a major challenge for K students, was less of an issue for first graders.<\/p>\n

First graders were not concerned with many adult notions like symmetry and consistency though they may notice and comment on them.\u00a0 They often were not able to project out that different design ideas \u00a0that would not be stable or buildable.<\/p>\n

Inherent building styles and personalities seem fairly well set and on a trajectory of some sort.\u00a0 I was surprised by this because I thought developmental gains and what was taught would be much more dominant.\u00a0 However, the use of LEGO \u2122 at school may have influenced the choice of materials and had some effect on construction.<\/p>\n

Self-talk was much less prominent for grade 1 students than K students.<\/p>\n

Some students made up the ride as they went along, others had a clear idea and stuck to it, other had ideas but flexibly changed them as they went along.<\/p>\n

As you can see from the photos of year 1 and year 2 projects, there was a big jump in sophistication from spring K to spring grade 1.<\/p>\n

Click here for the\u00a0Case Study Year 2 Report<\/a> with photos.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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