This paper describes a study of students’ meaningful learning of the engineering design process during their participation in robotics activities. The population consisted of middleschool students (ages 13–15 years) who participated in the FIRST® LEGO® League competition. The methodology used was qualitative, including observations and interviews. The analysis was based on the Revised Bloom Taxonomy. Almost all the groups demonstrated meaningful learning, although some reached higher levels than others. Most of the groups demonstrated the understanding/applying level during each of the design process phases (searching and decision making, construction and testing, diagnosing and debugging), some demonstrated the analyzing/evaluating level, but only a few demonstrated the higher level of creating. Factors that seemed to play a role in the students’ learning include: (a) the teaching or mentoring style; (b) the absence of a robotics textbook; (c) the extra-curricular competition-oriented nature of the activities; and (d) the unstable nature of the design of the robot.

中文翻译：

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机器人活动对学习工程设计过程的影响

本文描述了一项对学生在参与机器人活动期间对工程设计过程的有意义学习的研究。人口包括参加FIRST®LEGO®League竞赛的中学生（13至15岁）。使用的方法是定性的，包括观察和访谈。该分析基于修订的Bloom分类法。几乎所有小组都表现出有意义的学习效果，尽管有些小组的学习水平高于其他小组。大多数小组在每个设计过程阶段（搜索和决策，构建和测试，诊断和调试）都展示了理解/应用级别，一些展示了分析/评估级别，但是只有少数展示了更高的创建级别。在学生的学习中似乎起作用的因素包括：（a）教学或指导方式；（b）没有机器人教科书；（c）这些活动的课外竞争性质；（d）机器人设计的不稳定性质。