Enhancing Integrated STEM Education through Underwater Robotics Competitions: A Project-based Learning Approach Incorporating Engineering Design Processes and Bloom's Taxonomy

Abstract

This paper explores the potential of underwater robotics competitions as a platform for promoting integrated STEM education, utilizing project-based learning, engineering design processes, and Bloom's Taxonomy. The study examines how students can develop essential STEM skills and knowledge by participating in such competitions, which require the design, construction, and operation of underwater vehicles to tackle real-world challenges. By engaging in engineering design processes, students learn to identify problems, brainstorm solutions, prototype, test, and iterate their designs. Project-based learning allows students to work collaboratively, applying interdisciplinary knowledge and skills to achieve a common goal. Furthermore, the paper discusses how Bloom's Taxonomy can be used to assess the cognitive development of participants, ensuring that the competition activities cater to various levels of learning, from basic knowledge acquisition to complex problem-solving and critical thinking. The findings of this study highlight the potential of underwater robotics competitions as an effective and engaging approach to delivering integrated STEM education, preparing students for future careers in science, technology, engineering, and mathematics.