A One-hour Curriculum to Engage Middle School Students in Robotics and Computer Science using Cubelets

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Duane Ball
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1 A One-hour Curriculum to Engage Middle School Students in Robotics and Computer Science using Cubelets Nikolaus Correll, Chris Wailes and Scott Slaby University of Colorado at Boulder Angevine Middle School, Lafayette, CO

vertical mobility in corporate frameworks Low-wage jobs are bound to be

2 Motivation US worker population drifting apart Level 1 workers can be trained in a day Level 2 workers require 4-year college degree Little vertical mobility in corporate frameworks Low-wage jobs are bound to be replaced with technology Engage children early on Making it in America The Atlantic

Robotics and STEM Outreach Robotics is one of the primary

Hypothesis: Multiple pathways Electronics Mechanics

of current approaches Self-Selecting Often requires prior

3 Robotics and STEM Outreach Robotics is one of the primary tools to engage in Science, Technology, Engineering and Math Hypothesis: Multiple pathways Electronics Mechanics Computation Arts, crafts, vocational skills, etc Limitations of current approaches Self-Selecting Often requires prior interest Considerable overhead in setup LEGO Mindstorms Thymio II Robotic puppetry TJ*

notice using graduate student support Unbiased,

4 Approach / Contribution Portable activity kit with 1h curriculum Deployment in local schools at short notice using graduate student support Unbiased, constructivist approach Significant impact on perception of STEM

5 Tool: Modrobotics Cubelets

6 25min 30min 5min Curriculum Introduction to Cubelet functions Sensor, Actuator, Computation blocks Demos using knob, bargraph, inverter and power blocks Assignment Interactive mini-lecture Discussion

7 Part 1: Solutions Alarm Runner Chaser Lighttower Speed-limit Runner Line follower

Part 2: Composition Mini Lecture Motivation:

exclusively made from NAND gates Inferring

8 Part 2: Composition Mini Lecture Motivation: Track down radiation source Composition: building a robot from modules Control flow (if, for, while) Bonus: Computers are exclusively made from NAND gates Inferring function of premade modules Arm AND gate Rotating Sensor

9 Student Background and Setting Students (17+26) 8 th grade middle school 42.3% Latin origin Unsatisfactory or partial scores in Math (72%) Science (61%) Writing (59%) Reading (48%) Setting Social Study Course 2 interventions with pre-and post-test, respectively Angevine Middle School

10 Questionnaire 1. What is the purpose of a robot? 2. How can Computer Science build robots? 3. How can a robot help humans solve problems? 4. How interested are you to pursue Computer Science in High School and beyond? (1=not at all interested, 5=very interested) 5. How interested are you to pursue Computer Science in your spare time, for example reading magazines? (1=not at all interested, 5=very interested) 6. Have you done any research on robotics since last time?

11 Qualitative results (Pre-test) Robots are perceived beneficial to society by all but a few (6/40) robots creep people out, to take over the world. Role of Computer Science in Robotics unclear to many (29/40) It uses a robot to make a robot, because they understand everything, By showing and telling us how to build one, because it takes a lot of science to build one

12 Qualitative results (Post-test) Improved understanding of role of robots (34 40/40) Robots as assistive technology Dull, dangerous tasks Improved precision Improved understanding of role of Computer Science (11 33/40) Computer Science helps by telling the robot what to do, It helps to make the robot think, To make the robot smart,

13 Quantitative Results (1/2) How interested are you to pursue Computer Science in High School and beyond? (overall) (girls) (boys) Polarizing effect! Weak significance, p-value: 16% 16 students ranked higher, 12 ranked it lower (girls: 10 up/8 down, boys 6 up/4 down) N=40

14 Quantitative Results (2/2) How interested are you to pursue Computer Science in your spare time, for example reading magazines? No significant change between pre- and posttest distributions (p-value 74%) Case-by-case analysis reveals polarization 11 up, 11 down (girls: 7 up, 7 down, boys: 4 up, 4 down) N=40

15 What do we learn? Robots are received as beneficial to society Good to use as motivator in STEM outreach Short, constructivist intervention can improve understanding of a specific role model Improved decision-making on whether to pursue a specific career Activities have strong polarizing effect, yet actual follow up is poor Need to provide prompts and materials for self-study 1h interventions are likely not live-changing, but could prepare the ground for acceptance of the next intervention

16 Acknowledgments NSF CAREER award # C. Wailes is supported by a NSF GK-12 fellowship

Tricia Berry Director, UT Austin Women in Engineering Program Director, Texas Girls Collaborative Project txgcp.org

EXCITE KIDS THROUGH EFFECTIVE SCIENCE, TECHNOLOGY, ENGINEERING & MATH MESSAGING Tricia Berry Director, UT Austin Women in Engineering Program Director, Texas Girls Collaborative Project Overview Changing