Christine+Moore

I am interested in the effect of student participation in a robotics program, such as FIRST Lego League, on creativity and the students' future interest in the STEM fields.
 * Research Interest **

Questions:
 * How does participation in robotics affect a student's creativity?
 * How does participation in robotics affect a student's future interests in STEM fields?
 * How does the student perceive his/her own growth and/or changes in thinking?
 * How have these changes affected other aspects of the student's life/school?
 * How do participating students compare to non-participating students in creativity and future interest in STEM fields?

The first of the two areas I felt most strongly identified with my topic was constructivism. According to Molenda (2008), this theory allows for the construction of knowledge and understanding based on collaboration, ownership, real-world activities, self-awareness, and multiple perspectives. This is exactly the type of learning that occurs during the building and programming of student robots. Students are required to work with others and learn through this process of collaboration and by constructing their own knowledge based on what they learn through their work together.
 * Theoretical Foundations **

The second area that is also a great match is experiential learning (Morgan, 2008). The emphasis on "active learning" and the process outlined through which learning occurs, is something seen through the course of the robotics program. Morgan (2008) provides the four key elements (p35): Although Morgan (2008) did suggest this theory is not supported by much empirical data, I was quick to see the connection between the four elements and the implementation of a robotics program. Each of those four elements must be present for students to be successful in the creation of their robots.
 * concrete experience
 * observation and reflection
 * formation of abstract concepts
 * testing in new situations

Both of these areas are good matches for my proposed study. I would suggest the possibility of merging the two. They seem to be connected and have several similarities. Both rely upon experience and constructing knowledge based upon that experience. The collaborative nature of robotics programs ties the constructivist theory to my topic, while the learning through experience and reflections are important aspects of robotics.

References: Molenda, M. (2008). Historical foundations. In Spector, J.M., Merrill, M.D., Merrienboer, J.V., Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed.) (pp. 33-38). New York: Routledge.

Morgan, K. (2008). Empirical perspectives on memory and motivation. In Spector, J.M., Merrill, M.D., Merrienboer, J.V., Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed.) (pp. 33-38). New York: Routledge.

The relationship between robotics and STEM fields is undeniable. I have read several articles discussing how robotics helps students to develop skills needed for STEM fields. However, I have not yet seen anything that examines how robotics can influence student decision to enter a STEM field. This is where I will continue to examine the topic. Because my interest also lies in how robotics can impact a child's creativity, I will be examining various creativity scales. I will need this information to support my own studies, as well as choose a scale for my dissertation. Further, this will provide the background needed for analyzing research done on creativity in education. This topic will provide the support needed to determine that there is a need for creativity in education. I will be looking at studies that demonstrate the results of creative learning on student success. This will also be a way of seeking a creativity scale for my own use. By seeing what others are using and what is accepted as a valid scale, I will be able to select a scale myself. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Although I have already accumulated some research on this topic, what I have seen so far is very specific to a topic (such as math). I will be looking for studies that seek a connection between robotics and general student success. This will include seeking studies that look at academic success, behavioral success, student perceived success (as in a qualitative). This will provide the basis for determining what, if any, correlation has been shown between robotics and student achievement. Additionally, there is a gap in the literature on this topic and continued research into the literature will ensure that I am right in pointing this out as a gap. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">This is the heart of my study. Does robotics help a student develop creativity? Can creativity be taught? I would suggest that robotics can improve a child's creativity and that creativity can be taught, improved upon. At this point, I have spent about three months researching this topic. To date, I have not found any studies that address this topic. I will continue to search in order to establish the continuing gap in the literature.
 * <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Literature Review **
 * **<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">STEM in education/robotics **
 * **<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Creativity scales/use, availability, validity **
 * **<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Creativity in Education, specifically the need for creativity **
 * **<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Impact of robotics on student success **
 * **<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Connections between robotics and creativity **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">There is a gap in the research in the area of robotics and creativity. Although research has been done to measure the effectiveness of robotics in teaching specific skills that promote STEM (science, technology, engineering, mathematics) concepts, there has been no research to measure the effect of robotics on student creativity. Additionally, there has been no research to determine what effect participation in robotics has on other subjects.
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Gap in the Research **


 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Research Questions **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">How does participation in robotics affect creativity?
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">How does participation in robotics affect classroom performance in areas other than STEM?

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Research in the field of robotics in education focuses on specific areas of STEM (science, technology, engineering, mathematics). Eguchi (2009) discussed the research that showed robotics can help students to gain knowledge in STEM fields. It was also suggested that robotics could impact other areas as well, but there was no research offered to support this idea. The focus of research in the area of educational robotics has been specific skills that fall within the STEM content (Chambers, Carbonaro, & Murray, 2008; Eguchi, 2009; Nugent, Barker, Grandgenett, & Adamchuk, 2010) with only a cursory discussion of creativity and/or other core areas of education.
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Problem Statement **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Dillon (1995) offered the only discussion of robotics as a way to enhance creativity, but this was not conducted in the form of a research study, being journalistic in nature and only reporting the observations and impressions of the author. Additionally, this article is dated and does not serve to adequately answer the research question of how robotics affects creativity in more recent years. Sullivan (2011) did address creativity, but only as a by-product of collaboration through the robotics program. The questions of creativity growth as a result of robotics was not addressed.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">The problem of adressing the needs of our educational system to do more than teach a test is a pressing one. Robotics could be a way to not only answer the call for more individuals to take part in the STEM fields, but could provide a way to teach students to think more creatively, which would answer the needs of future employment, regardless of the field they choose to enter.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">The majority of studies in robotics follow the theory of constructivism, which will be my chosen theory. However, being that this study is also involving creativity, I will borrow from Gardner's theory of creativity as well.
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Theory **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Glaser & Strauss (1967) || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I am not considering this one at all – there are theories in place that will provide foundation for my study. ** ||
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Research Paradigms **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research Methodology ** <span style="display: block; font-family: 'arial','sans-serif'; font-size: 13px; text-align: center;">Methodologies include grounded theory, case study, factor analysis, experimental, etc.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Strengths **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Limitations **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Authoritative Primary Source for This Methodology **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Why I Will or Will Not Use This Method **  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Phenomenology ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Can provide understanding of an event or experience (phenomenon) as it was experienced by the individuals involved (Creswell, 2007). || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Difficulty for researchers to separate themselves from the study, requires personal understanding and ways to deal with their own thoughts/feelings (Creswell, 2007). || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Moustakas (1994) || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This methodology is one I am considering due to the nature of my study – I am looking at the effect of a specific phenomenon (robotics) on student creativity. ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Grounded Theory ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Can allow the researcher to propose new theory based on views and experiences of the participants (Creswell, 2007). || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Saturation can be restrictive, sample size problematic, difficult to separate existing theoretical frameworks or ideas from the developing theory (Creswell, 2007). || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Strauss & Corbin (1990)
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Mixed Methods ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Allows for a combination of strategies that could provide additional strength to the study (Patton, 2002). ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Can be time consuming, costly, and also still includes all the same challenges as the combined strategies would if performed singly (Patton, 2002). ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Creswell & Plano Clark (2007) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Tashakkori & Teddlie (1998) ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This is currently my preferred methodology for my study, primarily phenomenological because the statistical data will provide the strength needed for my study – numbers are very important in the world of education. ** ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research Questions ** ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Methodology ** <span style="display: block; font-family: 'arial','sans-serif'; font-size: 13px; text-align: center;">You may use the same methodology for each question, or not, depending on the questions you are asking. ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Sample ** <span style="display: block; font-family: 'arial','sans-serif'; font-size: 13px; text-align: center;">You may only have one sample for your study, or several different groups/individuals. ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Data Collection ** <span style="display: block; font-family: 'arial','sans-serif'; font-size: 13px; text-align: center;">Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc. <span style="display: block; font-family: 'arial','sans-serif'; font-size: 13px; text-align: center;">If there are multiple forms of data for one research question, list them all. ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Statistical Analysis ** <span style="display: block; font-family: 'arial','sans-serif'; font-size: 13px; text-align: center;">If you are able to provide this, please do so. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Pre-Experimental design, one-group pre-test-post-test || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Sample of 5th graders who are enrolled in robotics for the first time (20 students) || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Administration of a creativity scale pre/post an 8 week period || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Descriptive statistics, //t// test (I think) ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Interview <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Survey || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">5th grade teachers who have robotics students enrolled in their core area classrooms (5-10 teachers) || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Teacher interviews ||  || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Robotics has already been shown to improve other aspects of a student’s learning, such as problem solving and basic mechanics (Chambers, Carbonaro, & Murray, 2008; Sullivan, 2011). However, very few studies have been conducted to measure the effect of a robotics program, such as that promoted by the FIRST Lego League (2012), on a student’s future interest in the STEM fields, although there have been studies that indicated the possibility and began to set the stage for further exploration (Brown, 2011; Liu, 2010; Nugent, Barker, White, & Grandgenett, 2010; Rockland, Bloom, Carpinelli, Burr-Alexander, Hirsch, & Kimmel, 2010; Swets, 2010).
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1. How does participation in robotics affect student creativity? ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Quantitative
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">2.How does participation in robotics affect a student’s classroom performance in core subject classrooms? ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Qualitative – phenomenological
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">2.How does participation in robotics affect a student’s classroom performance in core subject classrooms? ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Qualitative – phenomenological
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Significance of the Study **
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Significance of the Study **
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Significance of the Study **
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Significance of the Study **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">A comprehensive review of literature has shown there are no known studies that define a relationship between robotics and creativity. With the economical crisis in schools continuing to worsen, the implementation of a robotics program seems a superfluous activity unless it can be determined that such a program would meet a very real need. Promoting the STEM fields and improving a child’s ability to create, to think, and to solve problems collaboratively are needs our own government has noted and wishes to resolve (Department of Education, 2010). This proposed study would offer insight for whether or not a robotics program would help to meet the changing needs of students and society.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Journal of Research on Technology in Education (JRTE) - This is a blind, peer-reviewed journal that focuses on original research covering various topics in educational technology. I would like to have my research published in this journal because it would reach an audience of others in my field that could be influential in the continuation of my research or offer ideas and help with the research. For these same reasons I would like to present at ISTE, who publishes the JRTE.
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Dissemination of Research **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Journal of Technology and Teacher Education (JTATE) - This is a scholarly, peer-reviewed journal that focuses on the use of technology in teacher education. I believe that my student could be beneficial for teachers to understand the impact of the robotics program beyond STEM. By sharing the knowledge gained from the study, I would be opening up a dialogue for educators. The JTATE is published by SITE and I would like to present at the SITE conference, as well.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">THE Journal: Transforming education through technology - This is a less formal journal with a wider audience. For this publication I would write out the results of my study differently in an effort to inform more teachers and administrators in a K-12 setting about the benefits of robotics.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Brown Jr., E. E. (2011). A multicontextual model for broadening participation in STEM related disciplines. US-China Education Review, 8(3), 323-332.
 * <span style="color: #800000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">References **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Chambers, J.M., Carbonaro, M., & Murray, H. (2008). Developing conceptual understanding of mechanical advantage through the use of Lego robotic technology. //Australasian Journal of Educational Technology, 24//(4), 387-401.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Creswell, J.W. (2007). Qualitative inquiry & research design (2nd ed.). Thousand Oaks, CA: Sage Publications.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Creswell, J.W. & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Department of Education. (2010). Supporting science, technology, engineering, and mathematics education: Reauthorizing the elementary and secondary education act. Retrieved from []

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Dillon, R. (1995, September). Using a robotics contest to enhance student creativity and problem solving skills. The Technology Teacher.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Eguchi, A. (2009). What are students learning from educational robotics? Different Approaches to Educational Robotics. In I. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Gibson et al. (Eds.), //Proceedings of Society for Information Technology & Teacher Education International Conference 2009// (pp. 3547-3554). Chesapeake, VA: AACE. Retrieved from [].

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">FIRST Lego League. (2012). Robotics programs. Retrieved from []

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Liu, E. (2010). Early adolescents' perceptions of educational robots and learning of robotics. British Journal Of Educational Technology, 41(3), E44-E47. doi:10.1111/j.1467-8535.2009.00944.x

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V.I. (2010). Impact of robotics and geospatial technology interventsion on youth STEM learning and attitudes. //Journal of Research on Technology in Education, 42//(4), 391-408.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the "E" in K-12 STEM education. Journal Of Technology Studies, 36(1), 53-64.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Sullivan, F.R. (2011). Serious and playful inquiry: Epistemological aspects of collaborative creativity. //Educational Technology & Society, 14//(1), 55-65.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Swets, D. (2010). Can the Popularity of Computer Science be Restored? Strategies for Increasing Interest in Information Technology. International Journal Of Learning, 17(6), 55-61.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications.