Building Beyond the Robot: Disciplinary Integration in Challenge-Based Learning
, Lydia S RoledaTo address the research gap in terms of evidence on students’ integration of STEM concepts in challenge-based learning (CBL) in the context of senior high school (SHS) robotics. It also evaluates the extent to which robotics can support students in achieving integrated STEM subject areas through the Situated STEM Learning lens.
Research shows that educational robotics and CBL are effective but overlook the cognitive processes students use to integrate STEM concepts, and there is a lack of qualitative research on their perceptions of STEM integration in robotics. Relying primarily on quantitative data misses crucial insights into student experiences.
A descriptive mixed-methods design was employed across two SHS cohorts (N = 50). Data were collected using a validated STEM integration assessment rubric, student engineering notebooks, and open-ended feedback questionnaires.
Identifies a critical disciplinary imbalance in CBL robotics projects, where technology and engineering often overshadow abstract scientific and mathematical principles. It emphasizes that meaningful integration requires explicit pedagogical scaffolding, not an inherent byproduct of construction.
Students found CBL highly effective for bridging theory and practice and fostering computational thinking and creative problem-solving. However, project outputs revealed a notable deficiency in the use of scientific reasoning and mathematical calculations to support design decisions, suggesting that these disciplines do not “naturally occur” in robotics without deliberate instructional intervention.
Pedagogical design should intentionally scaffold Science and Mathematics integration, incorporating scientific justification and mathematical modeling into project milestones. Introductory workshops and project showcases are recommended to address the “beginner’s gap.”
Researchers should use a mixed-methods approach to gain a holistic understanding of STEM integration, capturing student perceptions and experiences to provide vital context to quantitative findings.
This research provides a replicable, evidence-based model for implementing CBL in K-12 robotics to develop critical 21st-century skills. More importantly, it offers a crucial diagnostic insight for STEM educators: the common pitfall of unbalanced disciplinary integration.
Use experimental designs, diverse samples, and quantitative studies to assess CBL’s effects on STEM integration. Longitudinal studies are also recommended to track students’ skill development.
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