Document Type
Paper presentation
School Name
De La Salle University - The Academy
School Code
ARCH00080
Abstract / Executive Summary
One core goal of integrating Science, Technology, Engineering, and Mathematics (STEM) and robotics is to solve problems. However, many schools struggle with STEM integration, and one recurring issue is the lack of strict instructional design in delivering STEM-integrated lessons. This mixed-methods quasi-experimental research design study explores how the STEM integration within Challenge-based Learning (CBL) enhances students’ problem-solving skills in robotics. Twenty senior high school students designed robotic solutions for community issues over 10 3-hour sessions. A thematic analysis reveals four key themes on how students perceived the instructional design enhances their problem-solving skills: applying STEM knowledge to real-world problemsolving, developing computational and analytical thinking, encouraging innovation and creative problem-solving, and strengthening problem-solving through hands-on CBL. Also, students encountered challenges, such as a lack of prior experience and knowledge in robotics, time constraints affecting learning and STEM integration, and the need for more hands-on learning and guidance. Presentation judging averaged 13.07/16, showing good performance but variability (sd=1.88). Students excelled in problem definition (x=3.40/4, sd=0.37) and organization (x=3.47, sd=0.43), competent in STEM integration (x=3.33, sd=0.85), yet struggled with technical solution explanations (x=2.93, sd=0.64). Problem-solving skills were evident, but variations in the solution scores suggest that some students need to strengthen their technical articulation and depth of understanding. Students suggested extending learning time, increasing access to resources and exposure to real-world applications, improving time management, and providing more hands-on guidance.
Keywords:
Arduino; Challenge-based Learning; problem-solving skills; robotics; STEM integration
STEM Integration in Robotics: Strengthening Problem-Solving Skills Through Challenge-Based Learning
One core goal of integrating Science, Technology, Engineering, and Mathematics (STEM) and robotics is to solve problems. However, many schools struggle with STEM integration, and one recurring issue is the lack of strict instructional design in delivering STEM-integrated lessons. This mixed-methods quasi-experimental research design study explores how the STEM integration within Challenge-based Learning (CBL) enhances students’ problem-solving skills in robotics. Twenty senior high school students designed robotic solutions for community issues over 10 3-hour sessions. A thematic analysis reveals four key themes on how students perceived the instructional design enhances their problem-solving skills: applying STEM knowledge to real-world problemsolving, developing computational and analytical thinking, encouraging innovation and creative problem-solving, and strengthening problem-solving through hands-on CBL. Also, students encountered challenges, such as a lack of prior experience and knowledge in robotics, time constraints affecting learning and STEM integration, and the need for more hands-on learning and guidance. Presentation judging averaged 13.07/16, showing good performance but variability (sd=1.88). Students excelled in problem definition (x=3.40/4, sd=0.37) and organization (x=3.47, sd=0.43), competent in STEM integration (x=3.33, sd=0.85), yet struggled with technical solution explanations (x=2.93, sd=0.64). Problem-solving skills were evident, but variations in the solution scores suggest that some students need to strengthen their technical articulation and depth of understanding. Students suggested extending learning time, increasing access to resources and exposure to real-world applications, improving time management, and providing more hands-on guidance.
