1. To Hands-on – and Beyond Engaging students in Lego robotics to develop content knowledge SDSTA-SDCTM Conference February 6, 2015 Crossroads Convention Center Huron, SD Dakota G, 8:30 AM Sue Brokmeier, SDSU TLL Lynda Venhuizen, SDSU TLL Larry Browning, SDSU Physics

2. Abstract In order to build physical science content knowledge and confidence in teaching K-5, a number of strategies including: hands-on, robotic, concept mapping, and web-based research activities will be discussed. Results from introducing these strategies in Higher Education and Elementary Education classrooms will be presented.

3. Rationale for the Project Collaboration between our departments Sue—LEAP (LEGO Education Advisory Panel) Lynda—Integrated Curriculum Larry—Physics professor, experience with ECE students Noticed needs of ECE students, trends Lack of science in grades 1 & 2, coding, Next Generation Science Standards, Brookings School District Astronomy class Internal grant – Academic and Scholarly Excellence to purchase manipulatives

4. Timeline Grant funded— collaboration between BSD and SDSU Purchased– Simple Machines and WeDo Robotics Sue—trial in second grade and kindergarten ECE 412 –survey, pretest, Simple Machines, wrote science lesson plans, post- test and follow up survey

5. Dispositions Towards Teaching Science Surveys pre- and post- project

6. What is your academic level?

7. Which college-level physical science course have you completed (if...

8. What was your final grade in the physical science course, or what i...

9. What is your attitude/comfort level with LEARNING biology?

10. What is your attitude/comfort level about LEARNING physical geography?

11. What is your attitude/comfort level with LEARNING physical science?

13. What is your attitude/comfort level with TEACHING young children about Biology or Life Science?

14. What is your attitude/comfort level with TEACHING young children about geography?

15. What is your attitude/comfort level with TEACHING young children about chemistry?

16. What is your attitude/comfort level with TEACHING young children about physical science?

17. How prepared do you feel to teach young children about motion and stability

18. How prepared do you feel to teach young children about forces and motion?

19. How prepared do you feel to teach young children about underlying forces and types of interactions?

20. How prepared do you feel to teach young children about how energy is transferred and conserved?

21. How has your confidence toward teaching science changed as a result...

22. Content Knowledge Findings Pre-test of physics-related concepts, 25 questions: Scores ranged from 36-76% correct Post-test of physics-related concepts: 29 of the 33 students improved their scores 16 students improved by 1-3 points 10 students improved by 4-6 points 3 students improved by more than 6 points 2 students’ scores remained the same 2 students actually had more mistakes on the post-test Only 1-2 points lower

23. Caution--Keep your eye on the objectives So many got the question wrong: In a perfectly efficient machine, the work input is _____ work output. a. equal to b. greater than c. less than d. independent of Focused on the details that the students lost sight of purpose

24. Building Confidence as well as Content Knowledge Manipulatives—LEGOs, common items (ex. bucket with washers, SMILES, etc.) Problem-solving (theme within NGSS: process AND product) Making predictions (ex. dropping items at same time) Books (trade books) Concept Maps (pre and post?) VUE K-W-L Bubbl.us Tree of LIfeVUEK-W-L Bubbl.usTree of LIfe Web-based research activities creation of informational text to help build content knowledge Harvest

25. Benefit--Integrated Curriculum Tie math and language arts standards 21 st Century skills Working with technology teacher We (classroom teachers) focus so much on isolated skills, but children are motivated to learn through “play”

26. Coding with Kids Programming: Scratch, LEGO Robotics, LabVIEW

28. Discoveries Large percentage felt unprepared to teach science pre and post Primary grade science Focus on reading and math (Common Core) Children naturally fascinated by science activities (curiosity, inquiry, willing to take risks) Time for scheduled science instruction tends to start in 3 rd grade Are teachers in these grades science-phobic? Attitudes toward teaching science improved, but knowledge of understanding principles did not…assumed they would know that, but they didn’t…got caught up in the process and use of manips rather than focusing on learning objectives (universal concern)

29. Future studies Learning with manipulatives Learning style inventory Survey that is independent of course/instructor…would the results be the same? (3 rd party evaluator) Validate questions Science adverse teachers in primary grades? Depth of understanding when teaching science…positive attitudes, but what are they teaching? Your interest in using WeDo or Simple Machines?WeDo or Simple Machines

30. Discussion Larry.browning@sdstate.edu Sue.brokmeier@sdstate.edu Lynda.venhuizen@sdstate.edu