Social Robotics in the Middle School Classroom: Increasing Student STEM Achievement-Related Choices
نویسندگان
چکیده
We investigated the integration of both physical robotics and social robotics into formal middle school STEM curricula, and their effects on the interest and experiences of students in STEM-related activities. Both physical robotics and social robotics require the same STEM principles, but apply them to different problems and applications—the content is the same, but the context is different. Our results suggest that social robotics activities can serve as a powerful alternative to physical robotics activities in promoting self-perceptions, STEM expectations of success, and STEM achievement-related choices in students undergoing biological changes in which social development is significant.
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