Integrating Drone Technology in STEM Education: Curriculum, Pedagogy and Learning Outcomes
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| Title: | Integrating Drone Technology in STEM Education: Curriculum, Pedagogy and Learning Outcomes |
|---|---|
| Language: | English |
| Authors: | Richard Chung Yiu Yeung (ORCID |
| Source: | Education and Information Technologies. 2025 30(10):14237-14272. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Aviation Technology, Technology Integration, Technology Uses in Education, STEM Education, Secondary School Students, Foreign Countries, Integrated Curriculum, Interdisciplinary Approach, Outcomes of Education, Learner Engagement, Student Satisfaction, Psychomotor Skills |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1007/s10639-025-13368-0 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This study explores the integration of drone technology into STEM education through the development and evaluation of the Drone Technology Enabled STEM Curriculum (DTESC). Grounded in "dronagogy", a pedagogical framework that utilizes drones to enhance learning, DTESC effectively incorporates drone technology within science, mathematics, technology, and the humanities. The curriculum is structured to progress from multidisciplinary exploration to interdisciplinary integration, ultimately culminating in transdisciplinary applications. Sixteen Grade 9-10 students from a secondary school in Hong Kong participated in the study, engaging in activities such as designing drone-assisted water sampling systems and formulating entrepreneurial proposals for future applications. Employing mixed research methods, the study assessed the curriculum's impact across cognitive, psychomotor, and affective learning domains. Results indicated high levels of student engagement and satisfaction, alongside significant improvements in psychomotor and affective skills. However, enhancements in cognitive learning outcomes, particularly in mathematics and programming, are necessary. This research offers valuable insights into the implementation of dronagogy to foster cross-disciplinary STEM education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476257 |
| Database: | ERIC |
| Abstract: | This study explores the integration of drone technology into STEM education through the development and evaluation of the Drone Technology Enabled STEM Curriculum (DTESC). Grounded in "dronagogy", a pedagogical framework that utilizes drones to enhance learning, DTESC effectively incorporates drone technology within science, mathematics, technology, and the humanities. The curriculum is structured to progress from multidisciplinary exploration to interdisciplinary integration, ultimately culminating in transdisciplinary applications. Sixteen Grade 9-10 students from a secondary school in Hong Kong participated in the study, engaging in activities such as designing drone-assisted water sampling systems and formulating entrepreneurial proposals for future applications. Employing mixed research methods, the study assessed the curriculum's impact across cognitive, psychomotor, and affective learning domains. Results indicated high levels of student engagement and satisfaction, alongside significant improvements in psychomotor and affective skills. However, enhancements in cognitive learning outcomes, particularly in mathematics and programming, are necessary. This research offers valuable insights into the implementation of dronagogy to foster cross-disciplinary STEM education. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13368-0 |
