Understanding the effect of Robotics as an intervention strategy in a Technical Sciences class

Abstract

In this study, the use of robotics was explored in a Grade 12 Technical Sciences class, to further understand it as an emerging pedagogy that allows learners to apply creative thinking and produce innovative solutions to problems in Newton’s Second law of motion. The study's conceptual framework was underpinned by constructivism, constructionism and the Cognitive Refinement Instructional Approach (CRIA), which supports the notion that through assimilation and accommodation, Lego Mindstorms robotics tools can be used as manipulatives to develop new knowledge. The learners participating in this mixed-method procedure of enquiry were randomly assigned to an experimental group (n = 21) that took part in the robotics intervention and a control group (n = 21) that continued with conventional extra classes. It was evident in the qualitative results that learner’s knowledge improved regarding the concepts of acceleration and net force, but misconceptions persisted in the concepts of frictional force and tension force. In the analysis of the quantitative results, the independent-samples t-test showed that there was a significant difference in the post-test scores between the control group (M= 3.19, SD= 1.16) and experimental group (M=4.57, SD= 1.43); t(40)= 3.42, p = 0.001. The study found that robotics does have a significant effect on the academic test scores of Technical Sciences learners than the traditional intervention in Newton’s Second Law. The scientific merit and significance of this study will contribute to teaching methods and learning of science in the technical-academic schooling stream.