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D.R.O.N.E.S.: Designing Real-World Outcomes for North Carolina Education in STEM

dc.contributor.advisor Johnston, David
dc.contributor.author Rienks, Keni D.
dc.date.accessioned 2019-04-22T22:19:52Z
dc.date.available 2019-04-22T22:19:52Z
dc.date.issued 2019-04-22
dc.identifier.uri https://hdl.handle.net/10161/18372
dc.description.abstract There is a recent impetus for curriculum that enhances skills in science, technology, engineering, and mathematics (STEM) in the K-12 school system. Analysis of STEM curriculum in the US has noted gaps in national test scores compared to other developed countries and has stressed the importance of STEM education on the economic future of the US. The use of unmanned aerial vehicles (commonly known as drones) can be an effective tool in the integration of STEM-related class activities. Lessons designed with drones can provide an exciting and hands-on environment for students to gain practical experience in solving real-world problems. This paper examines current use of drones in K-12 classrooms as aligned with current state and national standards, and it provides insight on successes and disparities on the execution of an introductory course on drones. The lesson provided can serve as a framework for the development of drone curriculum in STEM classrooms that align with North Carolina and Next Generation Science Standards.
dc.language.iso en_US
dc.subject STEM
dc.subject education
dc.subject curriculum
dc.subject drones
dc.subject UAV's
dc.title D.R.O.N.E.S.: Designing Real-World Outcomes for North Carolina Education in STEM
dc.type Master's project
dc.department Nicholas School of the Environment and Earth Sciences
duke.embargo.months 0


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