Using Concept Mapping to Compare Intentionally Taught Outcomes with Actual Outcomes of a Prekindergarten Robotics and Problem Solving Curriculum

The purpose of this paper is to describe the use of the results of the photovoice evaluation of a robotics, programming, and problem solving curriculum to form a theoretical framework for the curriculum designed for 4- to 5-year-old children. Con- cept maps of the photovoice evaluation indicated that the teachers thought the most important themes of the 3-month project were when children were engaged, worked independently of the teachers and cooperatively with classmates, were persistent, learned academic knowledge and skills, and developed problem solving skills when using KIBO. A comparison of the project evaluation plan and the teachers’ academics theme found that the evaluation plan predominantly assessed the teachers’ state- ments about academics. Researchers reviewed the research bases of the remaining themes and used concept mapping to combine the new research bases with the academic knowledge and skills theme to form a theoretical framework for the project. The framework combined the robotics, programming, and problem solving curriculum and a learning curriculum emphasizing the de- velopment of children’s productive dispositions towards learning. The addition of the learning curriculum reinforces that the key to successful implementation of this STEM initiative was the classroom teachers’ integration of the RAPP lessons into the estab- lished prekindergarten curriculum within the morning center rotations. With the addition of the teachers’ voice we can add a vi- brant description of the learning curriculum rather than the short statement, a positive, authentic classroom environment that we now use. The discussion presents possible next steps and uses of the new theoretical framework for the robotics, programming, and problem solving curriculum.