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Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools.

Angela Castro1, Jhonny Medina1, Cristhian A Aguilera2

  • 1Instituto Especialidades Pedagógicas, Universidad Austral de Chile, Puerto Montt 5480000, Chile.

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Summary
This summary is machine-generated.

This study introduces a robotics and STEM approach to enhance math and science learning in rural multigrade schools, effectively bridging the digital divide and supporting diverse grade levels simultaneously.

Keywords:
STEM educationdigital dividemultigrade educationrobotics

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Area of Science:

  • STEM Education
  • Educational Technology
  • Robotics in Education

Background:

  • Multigrade rural schools face unique challenges in delivering equitable education.
  • The digital divide limits access to innovative learning tools in underserved areas.
  • Integrating technology like robotics can offer novel pedagogical solutions.

Purpose of the Study:

  • To propose and explore a robotics-integrated STEM approach for rural multigrade schools.
  • To assess the impact of this approach on mathematics and science curricular learning.
  • To understand student perceptions of using robotics as a learning tool.

Main Methods:

  • An exploratory qualitative methodology was employed.
  • The proposal was implemented with 12 multigrade rural students.
  • Data were collected through focus groups and semi-structured interviews, followed by thematic analysis.

Main Results:

  • The robotics and STEM approach showed potential in addressing multigrade teaching challenges.
  • Participants demonstrated enhanced curricular learning in both mathematics and science.
  • Students expressed positive perceptions regarding the use of robotics for learning.

Conclusions:

  • The proposed robotics-integrated STEM approach offers a viable strategy for improving educational outcomes in rural multigrade settings.
  • This innovative method can simultaneously foster learning across multiple school grades, addressing diverse curriculum needs.
  • The findings suggest a promising alternative for enhancing STEM education in resource-limited rural environments.