- Introduces coding to fourth graders via sandwich-making pseudocode.
- Emphasizes problem-solving and critical thinking.
- Highlights importance of precision in coding.
- Fosters teamwork and engineering mindset.
- Innovative method for engaging STEM education.
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TranscriptTeaching a robot to make a peanut butter and jelly sandwich might not seem like a typical elementary school curriculum, yet that was the innovative approach taken at an outreach event hosted by Duke Engineering last spring. The event welcomed fourth-grade students from the Duke School in Durham, introducing them to the foundational concepts of coding and algorithms through a hands-on activity. The students were tasked with writing explicit step-by-step instructions, known as pseudocode, for a robot. This pseudocode detailed each action required to make a peanut butter and jelly sandwich that could either be consumed or packaged. This activity not only challenged the students to think critically about the sandwich-making process but also to identify and solve the obstacles they encountered.
Adam Davidson, the senior laboratory administrator for the electrical and computer engineering undergraduate laboratory educational program at Duke Engineering, took on dual roles as both the 'robot' and the teacher for this engaging activity. Davidson's experience has shown him that the principles of teaching engineering material are consistent across different educational levels. The essence lies in problem-solving, a skill that is applicable whether instructing fourth graders or college students. According to Davidson, problem identification and solution finding are two sides of the same coin, emphasizing that every problem has an inherent solution and vice versa. During the event, Davidson encouraged the students to fully articulate all the problems they identified before attempting to solve them.
This approach to problem-solving required students to carefully consider their pseudocode, leading to moments of both success and learning opportunities. For example, instructions that led to the 'robot' squeezing the jelly container onto the bread for ten seconds provided a tangible lesson in the importance of precision in coding. Such challenges prompted students to work together, enhancing their teamwork and brainstorming capabilities. They needed to pinpoint the source of each error and devise a practical solution for it, mirroring the problem-solving philosophy Davidson applies in his courses with Duke University undergraduates, such as in ECE 110: Fundamentals of Electrical and Computer Engineering.
Through this unique educational experience, students were not only introduced to the basics of coding and algorithms but were also encouraged to think like engineers, fostering skills in problem-solving, critical thinking, and collaboration. The event at Duke University serves as a compelling example of how innovative methods can make STEM education accessible and engaging for children, setting a foundation for their future learning and curiosity in the field.
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