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Graphical Abstract
Abstract
Read about an engaging robotics and coding service learning project taught by preservice teachers.
Conclusion
Integrating STEM—specifically outdoor, place-based learning, and coding and robotics—into the elementary classroom is beneficial for the students, educators, and community members involved. The elementary grades are an important time for students’ skills and interests to develop. The integration of STEM into the elementary curriculum will enhance student learning and engagement through the highly motivating interactions with real-world science and integrated with robotics and coding. Results from qualitative and quantitative data showed that the elementary students, preservice teachers, and community members from the nature center and the local robotics company involved in this project greatly benefited from the positive impact this integrated STEM program created.
This project also illustrates the power of collaboration within a community. Connecting with experts can give preservice and inservice educators the confidence to teach STEM in their own classrooms. And, involving inservice educators helps to ensure that these STEM learning experiences are relevant and connected to classroom learning. With the common goal of connected integrated STEM for elementary students, long-lasting partnerships were formed to create a significant impact on our community. I believe that, with some planning, any school, district, university, or local organization could follow our blueprint to integrate robotics, STEM, and local partners to benefit students in their own communities.
Additional information
Notes on contributors
Katherine Marie Blagden
Katherine Marie Blagden, M. Ed., is a Visiting Assistant Professor at Roger Williams University in Bristol, Rhode Island.