Building Bridges, Robots, and High Expectations

Autor/inn/en	Bennie, Fiona; Corbett, Charlotte; Palo, Angela
Titel	Building Bridges, Robots, and High Expectations
Quelle	In: Odyssey: New Directions in Deaf Education, 16 (2015), S.14-19 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	After School Programs; Robotics; Deafness; Program Descriptions; Elementary School Students; Middle School Students; Public Schools; Engineering Technology; Curriculum Guides; Design; Skill Development; Critical Thinking; Cooperative Learning; Problem Solving; Creative Thinking; Interpersonal Communication; Student Attitudes; Pretests Posttests; Teamwork; Problem Based Learning; Hands on Science; Competition; Science Course Improvement Projects; Expectation; Construction (Process); Massachusetts + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Robotertechnik; Gehörlosigkeit; Taubstummheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Maschinenbautechnik; Curriculare Materialien; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Kooperatives Lernen; Problemlösen; Kreatives Denken; Interpersonale Kommunikation; Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Wettkampf; Expectancy; Erwartung; Aufbau; Konstruktion; Master-Studiengang
Abstract	This article describes an after-school program at the Horace Mann School for the Deaf (HMS), the oldest public day school for deaf students in the United States, where almost half of the student body imagined and created bridge and robotic machines. The Deaf Robotics Engineering and Math Team, or the DREAM Team club, included HMS students in grades three through five and grades six through eight. Using an engineering curriculum guide the student's goal was to compete in the Boston Public Schools Robotic Olympics. Both challenges required students to follow and create diagrams and engage in the engineering design process. At the same time, as they worked together they developed skills in the five C's: (1) communication, (2) collaboration, (3) critical thinking, (4) cooperation, and (5) creative problem solving. In order to measure the impact of the after-school engineering experiences, elementary students were tested before and after they participated in the program and testing revealed that the students improved their attitudes about engineering and understanding of what it meant to be an engineer. (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01