Teaching Evolution to Non-English Proficient Students by Using Lego Robotics

Abstract

ABSTRACT This article describes a teaching unit that used Lego Robotics to address state science standards for teaching basic principles of evolution in two middle school life science classes. All but two of 29 students in these classes were native Spanish speakers from Mexico. Both classes were taught using Sheltered Instruction Observation Protocol (SIOP). The evolutionary robots (Evobots) unit was comprised of twelve 60 minute classes. The students worked in cooperative groups to build and test Evobots that could either be the best at one thing (a specialist) or second best at everything (a generalist). After building the Evobots, the teams of students competed in four events: climbing, hauling, speed, and strength. Students then compared the different bots and proposed ideas explaining why each bot either won or lost the various competitions. Students used this information to write final papers summarizing the unit and their knowledge of concepts such as natural selection, adaptation, and niche specialization. Average knowledge gains were sizeable with the mean scores of the pretest and posttest of 26.9% and 42.3%. Introduction The place of evolution in standard science curriculum is becoming ever more precarious as various religious groups seek to supplant the theory of evolution with the idea of Intelligent Design. As these groups gain political ground, the urgency for finding innovative and powerful methods of teaching known evolutionary facts, such as natural selection, is increasing. In order to meet mandated science standards, comply with the guidelines of the NCLB Act, and build the factual framework surrounding the natural world, science teachers must continue to present the theory of evolution and its many components to their students. Using ideas from various middle school teachers, help from university students and professors, and personal ingenuity, the Evobots Unit was born out of Lego robotics and Robolab (Cyr, 2002; Wang 2002) to accomplish just that. The nature of science lends itself to group based concrete activities that offer students the opportunity to not only learn English vocabulary, but also to gain a better grasp of science concepts when they are associated with inquiry and hands on learning. This paper describes how robotics was used to address the evolution part of the life science content standards for Non-English Proficient (NEP) classes in a Western state. The connection of robotics to life science content and pedagogy, as well as engineering principles and design, is also addressed. The curriculum discussed in the paper also addresses the need for both different teaching strategies and curricula for NEP students in science classes. This is undoubtedly needed if the science achievement of these students is to improve. More importantly, it is needed if they are to learn and be able to use the everyday English and science vocabulary that is needed for science and technology literacy in a modern technology-based society. BACKGROUND Research on the use of science to develop language acquisition is not widespread but it indicates that concrete materials (science materials and equipment) and student group work in science lab activities, can accelerate second language acquisition (Case, 2002; Gibbons, 2003, Robinson, 2005). Gibbons research with fifth grade science students, comprised of over 90% speakers of English as a Second Language (ESL), indicated that the use of science materials (magnets and associated materials) and group work, led to the use of more spoken English and the learning of associated science terminology. Experienced science teachers would generally expect that the materials and social interaction of hands on science should lead students to see the science as more interesting and relevant. Research by Robinson (2005) regarding teaching middle school physical science to ESL students and regular classes with high percentages of NEP students indicated the following: 1 . …