The impact of robotics clubs on K-12 students' interest in STEM careers
1 Lead City University, Ibadan, Nigeria.
2 Ministry of Education, Lagos, Nigeria.
3 Bridge the Gap, Dubai, UAE.
4 National Examinations Council, Nigeria.
5 Independent researcher, UK.
Review Article
Magna Scientia Advanced Research and Reviews, 2024, 10(01), 361–367
Article DOI: 10.30574/msarr.2024.10.1.0027
Publication history:
Received on 03 January 2024, revised on 09 Februay 2024, accepted on 12 February 2024
Abstract:
This paper explores the transformative impact of robotics clubs on K-12 students' interest in Science, Technology, Engineering, and Mathematics (STEM) careers. Through a comprehensive review, we delve into the experiential learning environment, critical thinking skills, and collaborative dynamics fostered by these clubs. Despite their potential, challenges such as accessibility, gender disparities, and resource constraints are identified. The recommendations provided offer strategic insights to optimize the effectiveness of robotics clubs. These recommendations aim to create inclusive, sustainable, and impactful STEM engagement by emphasizing equitable access, diversity, and integration with the formal curriculum. By addressing challenges and implementing recommendations, educators and policymakers can harness the full potential of robotics clubs in shaping the STEM trajectories of K-12 students.
Keywords:
Robotics Clubs; STEM Education; K-12 Students; Experiential Learning; Inclusivity
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Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0