CAREER: Integrating Robotics and Socio-emotional Learning for Incarcerated Middle School Students

职业：将机器人技术与被监禁中学生的社会情感学习相结合

• 批准号: 2404954
• 负责人: Daniel Kelly
• 金额: $ 58.77万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-03-01 至 2029-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2404954&HistoricalAwards=false
• 关键词: CAREER; Integrating; Robotics; Socio; emotional

Hundreds of thousands of youth in the United States are involved in the juvenile justice system. This project seeks to provide new choices to confined youth by developing and investigating a robotics learning activities within a juvenile justice alternative education program. In addition, teachers need to be prepared to work with youth who have been involved in the juvenile justice system, so the project also engages pre-service teachers in mentoring the youth participants. The robotics activities will include elements of socio-emotional learning that includes learning about responsible decision-making, self-awareness, social awareness, and collaborating with other people. The curriculum will inspire these students to re-enter their education with an interest in pursuing STEM as a future career. Overall, the project will inform other efforts to design both robotics learning experiences and opportunities for pre-service teachers to develop their teaching practice.The goals of this project are to 1) develop a semester-long robotics program built on the principles of socio-emotional learning and deliver this program to middle school students in the juvenile justice system; 2) train undergraduate pre-service teachers to mentor middle school students in the juvenile justice system using socio-emotional learning in the instruction of robotics. The research will examine the relationship of participating in this socio-emotional learning robotics middle school program with the STEM-identity of participating students and compare the STEM-identity of participating students among three middle school populations, two of which are part of the juvenile justice system. The research questions about the semester-long program for integrating robotics and socio-emotional learning are as follows. How does the STEM-Identity of students involved in the juvenile justice system change? How do the career and educational interests of students who are involved in the juvenile justice system? How do the perceptions of students involved in the juvenile justice system with respect to the need for an education compare to a broader population of students following participation in this program? Is participation in the proposed program related to reduced rates of JJAEP students returning to the juvenile justice system as confined youth? Data gathered include surveys of students’ STEM career interests and attitudes, focus groups, and observation of their work on the robotics activities. The educational integration component of this CAREER project includes investigating how pre-service teachers change their perceptions of students in the juvenile justice alternative education program and how this mentoring experience influences their work as teachers.This CAREER project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过在青少年司法替代教育计划中开发和研究机器人学习活动，为受限制的青少年提供新的选择。准备与参与少年司法系统的青少年合作，因此该项目还聘请职前教师指导青少年参与者，机器人活动将包括社会情感学习的要素，包括学习负责任的决策、自我意识、社会意识以及该课程将激励这些学生重新接受教育，并有兴趣将 STEM 作为未来的职业生涯。总体而言，该项目将为其他设计机器人学习体验和职前教师的机会提供信息。该项目的目标是 1) 开发一个基于社会情感学习原理的为期一个学期的机器人项目，并将该项目提供给少年司法系统的中学生；2) 培训本科预科生；服务教师指导中学生该研究将探讨参与社会情感学习机器人中学项目与参与学生的 STEM 身份之间的关系，并比较参与学生之间的 STEM 身份。三个中学群体，其中两个属于少年司法系统的一部分，关于将机器人技术和社会情感学习相结合的为期一个学期的计划的研究问题如下：参与少年司法的学生的 STEM 身份如何。系统参与少年司法系统的学生的职业和教育兴趣与参与少年司法系统的广大学生相比，对教育需求的看法有何变化？该计划的参与是否与 JJAEP 学生作为受限青少年返回少年司法系统的比例降低有关？收集的数据包括对学生 STEM 职业兴趣和态度、焦点小组以及对机器人工作的观察的调查该职业项目的教育整合部分。包括调查职前教师如何在少年司法替代教育计划中改变他们对学生的看法，以及这种指导经历如何影响他们作为教师的工作。该职业项目由学生和教师创新技术体验 (ITEST) 计划资助，该计划支持加深对实践、项目要素、背景和流程的理解的项目，有助于提高学生对科学、技术、工程和数学 (STEM) 以及信息和通信技术 (ICT) 职业的知识和兴趣。该奖项反映了 NSF 的法定使命并已被视为值得通过使用基金会的智力优点和更广泛的影响审查标准进行评估来支持。