Rube Goldberg machines: Contributions to STEM education
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Abstract
In a Media & Education course, students of two graduations (Natural Sciences and Mathematics) were encouraged to design, to assemble and to analyse Rube Goldberg machines in order to verify how those machines can be used in instructional contexts. The students were able to identify in the machines 90% of the of Physics and 25% of the Chemistry phenomena present in the machines and none of the mathematical principles included in its structure. However, from the set of scientific phenomena included in the machines functioning, they could only partially name one. These results led the lecturers to ask students to present their machines using the correct terminology and scientific vocabulary. In this presentation, the students only missed the name of two scientific phenomena, turning explicit the impact of the pedagogization of the exercise and the teachers discourse (explanation using terminology and correct scientific and mathematical vocabulary) on the students' learning.
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