Literaturnachweis - Detailanzeige
| Autor/inn/en | Jackson, Andrew; Mentzer, Nathan; Kramer-Bottiglio, Rebecca |
|---|---|
| Titel | Soft Robotics as Emerging Technologies: Preparing Students for Future Work through Soft Robot Design Experiences |
| Quelle | In: Technology and Engineering Teacher, 79 (2020) 6, S.8-14 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2158-0502 |
| Schlagwörter | Robotics; 21st Century Skills; Technology Education; Engineering Education; Technological Advancement; Manipulative Materials; High School Students; Learning Activities; Computer Assisted Design; Student Interests |
| Abstract | In the field of technology and engineering education, educators are limited by their inability to predict what is coming; as the saying goes, they are preparing their students for jobs that do not even exist yet. Two adaptive approaches can help prepare students for this uncertainty: (1) teaching broad skills that can be applied in new situations; and (2) exposing students to recent technological developments that hint at the future. Soft robotics is an emerging technology with advantages to traditional robotics in some circumstances. In this article, the authors describe several emergent applications of soft robotics and how they align with the "Standards for Technological Literacy" ("STL") domains of technology. They also share an overview of their approach to implementing a soft robotics design and fabrication experience focused on integrating design and inquiry skills. These resources may be used by technology and engineering teachers to grow student confidence for emerging engineering careers. (ERIC). |
| Anmerkungen | International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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