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dc.contributor.authorErdogan, N.en_US
dc.contributor.authorCorlu, M. S.en_US
dc.contributor.authorCapraro, R. M.en_US
dc.date.accessioned2019-01-23T13:51:56Z
dc.date.available2019-01-23T13:51:56Z
dc.date.issued2013-04-10en_US
dc.identifier.issn1309-2707
dc.identifier.urihttp://hdl.handle.net/11693/48281
dc.description.abstractThere has been an invalidated belief among educators that the robotics activities would improve the innovation capacities of students. The current study addressed the need to conceptualize the innovation literacy idea while the specific purpose of the study was to determine the effectiveness of a robotics program designed for improving the innovation literacy skills of economically disadvantaged students from underrepresented groups. Participants of the study were 11th grade students from an inner city charter school in Texas (N = 31; 15 female, 23 African American, and 8 Hispanic). In this quantitative study, the paired sample t-test showed statistically significant improvement in science literacy skills of Hispanic students and mathematics and science literacy skills of African American students. The findings implied that more controlled learning environments for students from underrepresented groups would be beneficial.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Online Journal of Educational Sciencesen_US
dc.subjectInnovation literacyen_US
dc.subjectRoboticsen_US
dc.subjectInner city studentsen_US
dc.subjectIntegrated curriculumen_US
dc.titleDefining innovation literacy: do robotics programs help students develop innovation literacy skills?en_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage1en_US
dc.citation.epage9en_US
dc.citation.volumeNumber5en_US
dc.citation.issueNumber1en_US
dc.publisherYıldız Technical Universityen_US


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