Robotics and Children: Science Achievement and Problem Solving

Susan Preston Wagner

Journal of Computing in Childhood Education, Vol 9 No 2, 1998, p. 149-192

This research reports previously unpublished doctoral research and an updated literature review by the author. After a comprehensive search of the major educational databases current through February 1998, the author found robotics research continues to be virtually non-existent. This original true experimental research of the intermediate elementary grades (fourth, fifth, and sixth) has significant implications to the educational community and direct application to curriculum. Robotics ( a computer powered manipulative) was not found to show a significant difference (p<.05) in the areas of science achievement or overall problem solving when compared to a novelty (a battery powered manipulative) control. A significant difference was found when robotics was compared to a battery powered manipulative (novelty control) in the programming logic-problem solving. Both robotics and battery powered manipulatives were found to have a significant difference when compared to a non-novelty control (traditionally taught science class). Recommendations include increasing treatment time longitudinally (beyond the 1 hour per day, 1-week and 2-week treatments) and conducting a qualitative study of robotics.

We hope you found what you needed on this page. If you have any questions or comments, please contact me.

Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
Riverdale, Maryland 20738
hjbender@epicent.com