Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)

• Authors: Helen Gerretson , Elaine Howes , Scott Campbell , Denisse Thompson
• Languages of publication: EN

Abstracts

EN

This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.

Keywords

EN

teacher education; interdisciplinary; robotic technology; technology integration; education for sustainable development

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2008
• Volume: 10
• Pages: 32-41

Dates

published

2008-01-01

online

2009-05-04

Contributors

author

Helen Gerretson

• University of South Florida, USA

author

Elaine Howes

• University of South Florida, USA

author

Scott Campbell

• University of South Florida, USA

author

Denisse Thompson

• University of South Florida, USA

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Identifiers

DOI

10.2478/v10099-009-0023-4