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The projects of this chapter describe micro forming processes that are studied as single processes but can also be combined as process chains.
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... Some of the activities are integrated following a programmatic step, hence reducing chances for creativity. Other activities are integrated such that they follow a flexible model thereby promoting an interdisciplinary approach and hence the learners can develop in creativity, teamwork and problem solving skills [13]. Wilson et al [14] studied the impact robotics inspired science education and noted that many nations have focused on STEM education. ...
There is currently low interest in STEM subjects at secondary schools which leads to low interest in STEM career path in Kenya. Secondary schools have a great role in preparing learners for career progression through the subjects they teach and career guidance. In order for any country to meet the ever increasing need for a STEM related workforce, more learners should be motivated to pursue careers in STEM. Educational Robotics have been recognized to be vital teaching tools for practical learning about STEM topics in general. However, not enough attention has been paid to the development of robotics activities and their suitability for integration in Physics and Mathematics subjects. In this study robotic activities are developed which expose learners to many opportunities of enriching learning of Physics and Mathematics. The activities developed were then implemented through a 3-day workshop held at Murang’a University of Technology in Kenya for students and teachers in Physics and Mathematics. The activities were developed in a systematic manner and adopted an Active learning model. In order to assess the suitability, relevance and the impact of the developed activities to learning of Physics and Mathematics, 192 form 2 students and 10 teachers from Kangema Sub-County, Murang’a County in Kenya were selected purposefully. A questionnaire and an interview schedule were used to collect data from students and teachers respectively. From analysis of the data collected it was concluded that the activities were suitable and made learning of Physics and Mathematics fun and consequently improved learners interest to the subjects and their participation in class. The developed activities can therefore be integrated into the Physics and Mathematics curriculum for either in-class sessions or after-school sessions.
... Furthermore, logical thinking is often related to creative thinking. Indeed, Komis et al. (2017) distinguish between ER activities focused on rigorous and procedural resolution and more interdisciplinary activities oriented toward a collaborative and creative approach that require co-creative problem-solving strategies (Romero and Dupont, 2016). Finally, a stimulating environment based on an active and cooperative approach particularly stresses sociorelational and collaborative skills and emotional-motivational components (e.g., Menekse et al., 2017;Screpanti et al., 2021). ...
Recent technological advances require new learning and teaching methods and a reform of traditional school curricula to promote STEM and 21st-century skills. Educational robotics is considered a powerful tool, not only to learn programing, but also to enhance soft and transversal skills, such as problem-solving, metacognition, divergent thinking, creativity, and collaboration. This contribution presents a one-year research project aimed at integrating maker education and educational robotics into the primary and lower secondary school curriculum. The project is developed through a multidisciplinary and longitudinal approach and adopts the Design-Based Implementation Research methodology. It involved 50 fourth and fifth grade Italian students until the following school year. As an integrating background theme, we chose the 17 Goals outlined by the UN in the 2030 Agenda. Each selected goal was addressed by solving challenges in groups. Educational robotics became a tool for learning many concepts, such as renewable energies, human body systems or states of matter, but especially for working on creativity and ability to design, build, collaborate, and revise. We investigated students’ attitude toward STEM and 21st-century skills and their perceived school self-efficacy administrating two questionnaires pre and post the two parts of the project. This paper discusses findings on students’ attitude toward 21st-century skills. In the post analyzes of both Part 1 and 2, this field showed the highest scores compared to STEM fields. The pre-post data show an improvement in organizational, interpersonal, and leadership skills from Part 1, but also a gradual increase in personal and management skills.
... instruments is motivated by the following design principles (cf. Ge et al., 2019;Kamga et al., 2016;McDowell, 2017;Padirt et al., 2013;Romero et al., 2016): ...
We report on the development of a capacity-building system in Cyber-Physical System (CPS) development, with the goal of educating engineering-interested students and workforce with multidisciplinary skills to meet the increasing demand for skilled developers and informed users. A mixed-mode structure of tangibles and digital twins is central to the program and provides an effective way of learning about the foundations of CPS engineering from software and systems engineering. The program has already been successively introduced to meet such educational outcomes in terms of learner engagement, quality of developments, and project evaluations. In this paper, we present the approach used to design a cross-disciplinary engineering program, share lessons learned from several development iterations of the program, and discuss the synergies and commonalities between CPS development and development education.
... Robotic applications based on STEM improve working together, problem-solving, and computational and creative thinking (Romero & Dupont, 2016). Moreover, since creativity tends to produce ideas and alternatives that can be beneficial in problem-solving and getting into with others, this education also contributes to students be more innovative and creative (Tiryaki, Çakıroğlu, & Yaman, 2019). ...
In the present study, the effects of STEM based robotics applications on students' creativity and scientific attitudes in the Electricity Unit of 7th grade have been investigated by using the nested pattern of the mixed method. Sixty students, 30 of whom are the experimental group and the other 30 constitute the control group, attending a post-school course in Istanbul in the academic year of 2018-2019, participated 2 weeks of pre-applications and 4 weeks of applications. TOSRA,to measure attitude towards science, and “Torrance Creative Thinking Test”,to measure creativity, were applied as pre and posttest. The data gained from the tests were analyzed with SPSS 21. Semi-structured interviews' data were analyzed by using content analysis. As a result, it was observed that STEM based robotics applications significantly increased students' creativity and attitudes towards science. Interview findings show that students enjoy using STEM applications that contain applications instead of theoretical knowledge. Using robotic and complex software materials to solve daily life problems, they felt like scientists during the practices and the applications affected their future career choices.
Keywords STEM; creativity; robotic application; attitude; TOSRA
... It was observed that students became less reliant on the teachers as they become more confident in problem-solving either on their own or working together. Romero and Dupont (2016) explain the diversity of practices on the use of robotics in education and proposed five levels of engagement in different educational robotic activities. They distinguished the levels as "(i) passive exposure to robotics, (ii) discussion/debate about robotics, (iii) individual or collaborative step-by-step robotics, (iv) engineering-oriented robotics, and (v) co-creative robotics project designed to challenge." ...
... It has been my observation that educational robotics is frequently mentioned in the context of the so called 21st century key competencies that include collaboration, critical thinking, creativity, problem solving and computational thinking (King & Gura, 2007;Alimisis, 2013;Romero & Dupont, 2016;Afari & Khine, 2017;Socratous & Ioannou, 2018). The common shared assumption in the field seems to be that ER activities correlate positively with the named skills. ...
... One interpretation of active learning in the field is associated with learners' agency. For example, in Romero and Dupont (2016), an otherwise well though-through theoretical study, the authors present their critique of ER activities from the perspective of learners' involvement. In the authors' view, some ER activities cannot be called constructivist because they lack learners' agency. ...
Educational robotics (ER) is a subset of educational technology that includes robotic kits and social robots utilized with a goal to facilitate teaching and learning. Scientific publications on educational robotics are commonly anticipated by references to constructivism and constructionism. However, in philosophy, social sciences and cognitive science, constructivism is not a unified framework but a conglomerate of at least six different branches with diverse ontological, epistemological and pragmatic positions. This thesis takes a form of a critical survey where my aim was to map and to evaluate what constructivism means in and for educational robotics research. To meet this goal, I collected and studied 57 ER publications dated 2000-2018. Following an extended introduction into constructivist debates in philosophy and cognitive science, and the discussion how these in influenced contemporary educational paradigms in the first and second chapters of the thesis, in the third chapter I proceed to lay out the insights I gathered during my survey of educational robotics literature. As expected, interpretations ranged from less theoretically informed where constructivism is reduced to any instances of hands-on manipulations of robotic technology, to more informed where constructivism is interpreted through the lens of subject-centered constructivist strands (Piaget-derived cognitive constructivism and its spin-off constructionism). In the latter group, notions associated with authentic education paradigm, such as collaboration, personalization, exploratory learning, and others, are addressed either as pedagogical strategies or as objects of research on their own terms. Though fewer in numbers, the field is also represented by studies that integrate concepts from social constructivism with the overall authentic education orientation. Here, Vygotskian concepts such as zone of proximal
development, more knowledgeable other and scaffolding are commonly referred to. The thesis concludes with a broader discussion and my suggestions for future research.
... Diversité d' activités de robotique pédagogique (Romero et Dupont, 2016). ...
Mobiles, interactifs, capables de communiquer, les robots peuvent-ils pour autant « penser » ou prendre des décisions à la place des humains ? Faut-il les considérer comme des agents moraux ayant une « autonomie » ou leur donner un statut juridique particulier ? Qui est alors responsable de leurs actions – le concepteur informaticien, le fabricant industriel, l’usager consommateur ? Pour quelles finalités tous ces robots sont-ils conçus ?
Depuis peu, le public a découvert comment des robots pouvaient remplacer l’être humain dans un nombre croissant d’activités économiques, sociales et politiques. Les robots-drones sont utilisés dans les conflits armés ou encore dans des contextes non armés pour la surveillance ou l’assassinat ciblé. Des robots aux formes androïdes ont fait leur apparition dans le domaine de la santé et du bien-être. Dans les hôpitaux, des robots opèrent sous la direction du chirurgien, d’autres robots aux formes animales deviennent des « compagnons » pour les personnes âgées. Dans des écoles, des robots sont utilisés par des enseignants pour l’apprentissage des langues ou des matières scientifiques. Dans des maisons, des robots de service aspirent la poussière des tapis tandis que des jouets-robots s’occupent des enfants. Dans le domaine de l’agriculture, des robots traient les vaches et nettoient l’étable. Dans les usines, les robots accélèrent la productivité et l’efficacité de la production industrielle.
Tous ces robots qui remplacent les êtres humains dans des tâches devenues « robotisables » font-ils de notre société « une société robotisée » ? Tant par la réflexion théorique qu’à l’aide d’exemples précis, cet ouvrage multidisciplinaire examine comment les robots modifient la qualité de nos relations humaines, en quoi ils transforment certaines valeurs fondamentales comme la liberté et l’égalité, ou encore de quelle façon ils entraînent des changements sociaux et culturels, par exemple dans nos relations aux animaux ou à l’environnement.
... FIgure 1 Diversité d' activités de robotique pédagogique (Romero et Dupont, 2016). ...
L’approche par compétences s’est développée au cours des dernières décennies dans de nombreux pays (Halász et Michel, 2011). Du Canada au Cameroun, en passant par la France, les différents systèmes éducatifs ont visé le dépassement d’une approche centrée principalement sur les connaissances pour intégrer de manière plus importante l’approche par compétences. Cette approche, sans s’opposer à l’apprentissage des connaissances spécifiques (Tremblay, 2014), vise à placer l’apprenant au centre de son apprentissage et à développer chez ce dernier des compétences qui lui permettront de mieux appréhender le monde dans lequel il vit et où il est appelé à demeurer, son environnement social et économique de même que son futur environnement professionnel.
... Source :Romero et Dupont (2016). ...
... Toutefois, les activités de robotiques ont, dans les dernières années, rapidement intégré les établissements scolaires québécois et se révèlent aujourd'hui comme étant un phénomène bien ancré dans plusieurs écoles, notamment au sein des programmes de science et technologie (Romero et Dupont, 2016). Ainsi, afin de rehausser le potentiel pédagogique de la robotique et d'éviter une certaine dérive technocrate ou purement ludique, il apparaît impératif de continuer d'investiguer les effets de la robotique éducative pour les élèves. ...
