Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

This paper investigated the effect of using LEGO EV3 robots to teach Newton’s second law with conceptual understanding to a group of 14 to 18-year-olds in an after-school STEM education program. 74 teenagers participated in this research study. A quantitative methods approach involving descriptive a...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2023-06, Vol.19 (6), p.em2280
Main Authors: Addido, Johannes, Borowczak, Andrea C., Walwema, Godfrey B.
Format: Article
Language:English
Subjects:
21st century
Careers
Core curriculum
Critical thinking
Experiential learning
Investigations
Literature reviews
Mathematics education
Physics
Problem solving
Robotics
Robots
School environment
Science education
STEM education
STEM professions
Students
Teaching
Technology education
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Summary:This paper investigated the effect of using LEGO EV3 robots to teach Newton’s second law with conceptual understanding to a group of 14 to 18-year-olds in an after-school STEM education program. 74 teenagers participated in this research study. A quantitative methods approach involving descriptive analyses, paired-sample t-test, and repeated measures ANOVA were used to answer the research questions. The results showed that the LEGO EV3 robots positively affected participants’ understanding of Newton’s second law of motion and their interest in pursuing STEM education and careers. In addition, the descriptive analyses from the pre- and post-interest questionnaire revealed that participants were more confident and willing to learn with robotic devices after the activity than before. Repeated measures ANOVA analysis indicated that scaffolded programming tasks affected participants’ computational thinking skills. Implications include the purposeful use of LEGO EV3 robotics and potentially other educationally focused programmable devices (e.g., micro:bit, Spheros, Arduinos, etc.).
ISSN:1305-8215
1305-8223
DOI:10.29333/ejmste/13232