This paper presents an integrative standards-based STEM curriculum that uses robots to develop students’ computational thinking. The need for the project is rooted in both the overall lack of existing materials as well as the need for materials that directly address specific STEM standards in an integrative fashion. The paper details the first mesocycle of an educational design research project (EDR) in which a robust theoretical framework was created to support the development of a 2-week series of robotics lessons. Analysis of evaluation data from 5 fifth-grade teachers and their students revealed that the integrative curriculum supported student problem solving and teacher practices that supported cognitive demand. Implications for research, design, and instruction are discussed.

中文翻译：

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通过教育设计研究开发用于机器人教育的综合STEM课程

本文介绍了一种基于标准的集成式STEM课程，该课程使用机器人来发展学生的计算思维。该项目的需求既源于现有材料的总体缺乏，也需要对以集成方式直接解决特定STEM标准的材料的需求。本文详细介绍了教育设计研究项目（EDR）的第一个中间周期，其中创建了一个可靠的理论框架来支持为期2周的机器人课程系列的开发。对来自5位五年级老师及其学生的评估数据进行的分析表明，综合课程支持学生解决问题的能力，而教师实践则支持认知需求。讨论了对研究，设计和指导的含义。