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... (a) Ozobot; (b) programming Ozobot (left) (Source: adapted from[53]) and storytelling with Ozobot (right) (Source: adapted from[54]); (c) Cellulo. ...
Robotics is increasingly entering the field of education. The tools, methods, and approaches of robotics contribute to the development of all areas of STEAM education, both individually and interdisciplinary. The present work aims to highlight the robots that are most effective in STEAM education and to classify robots used in education in terms of their frequency of use, features, flexibility, manufacturer, sensors, software, programming language, connection, recommended age, usefulness in education, and their cost. It turned out that there are packages for building robots, pre-assembled robots, and social robots. Their form can be animal, human, car, etc., and they have various properties; for example, they can move and fly. Moreover, most of the robots proposed for education use block-based programming; for example, the Scratch language. Common features of robots are that the robot follows a path, reacts to sounds, and recognizes obstacles, with various sensors; for example, vision. Finally, it turned out to be necessary to design an activity guide for each lesson, which will be accompanied by instructions and specific steps for teachers and students.
... By working in a team, the students always train communicative and cooperative skills at the same time. Great motivation, good collaboration, and constructive discussions, as also mentioned in previous studies by the authors [9,43] could be observed during the intervention by both the researchers and the practitioners. Moreover, the results of the creative artifacts clearly show the successful implementation and achievement of the learning objectives, the coding of the stories. ...
In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to culture and history. The architectural modelling process is applied by the teachers as participants of these practices from different countries allowing a broad cultural and historical connection to mathematics education. The modelling is implemented in GeoGebra platform as it is an open-source platform to allow teachers to model on a mathematics basis. The architectural modelling process does not provide participants with steps to follow but rather allows them to explore the architectural models’ components and construct them with various approaches which may foster problem solving techniques. We aim to investigate how different phases of this approach (such as motivation, modeling, and printing process) reflect on opportunities of learning in STEAM education, with a particular lens in mathematical development from open tasks. This paper will show two use cases that took place in Upper Austria and the MENA region.
... By working in a team, the students always train communicative and cooperative skills at the same time. Great motivation, good collaboration, and constructive discussions, as also mentioned in previous studies by the authors [9,43] could be observed during the intervention by both the researchers and the practitioners. Moreover, the results of the creative artifacts clearly show the successful implementation and achievement of the learning objectives, the coding of the stories. ...
Robotics is needed as education keeps up with challenges students are facing in a technological environment. A long-term research project focuses on developing a feasible robotics-based learning environment that enables primary school teachers to introduce computer science education. This paper shows educational robotics combining storytelling to promote computational thinking through the method of Tell, Draw, and Code. The study was conducted via pre–post test, using the Beginners Computational Thinking test (BCTt), with third and fourth graders (N = 40) to determine if the integration of robotics-based storytelling activities enhances computational thinking skills. Results show that an increase in computational thinking is evident after the intervention is implemented. The approach of combining stories, texts, and literature with educational robotics seems to be a promising concept to equip students with the required skills.
... In other words, programming education takes place in a technologyenhanced environment (Hung and Sitthiworachart, 2019), which provides the most direct pathway for the development of thinking skills (Fu et al., 2021). Furthermore, experts agreed that fun programming methods can develop creativity (Tengler et al., 2020). Similarly, Noh and Lee (2020) demonstrated that programming itself is a creative activity through an 11week programming course experiment, which can stimulate students more creative. ...
Purpose: This study explored whether instructional characteristics, learner characteristics, family socioeconomic status, and gender influence creativity in the context of programming education in China.
Methods: A total of 851 upper-secondary-school students in Beijing, China, were surveyed using the Creativity Scale, Programming Learning Scale, Programming Teaching Scale and Family Socioeconomic Status Questionnaire. SPSS (version 22) was used for correlation analysis, t-test and regression analysis.
Results: (1) Teachers’ programming teaching method and management; students’ programming learning approach, attitude, and engagement; gender; and family economic capital were all significantly associated with creativity. (2) There were significant differences between males and females in terms of creativity, programming learning approach and programming learning attitude. (3) Learner attitudes, engagement, and approach, and their family economic capital, were strong predictors of creativity, with the strongest influence of learners’ attitudes to programming learning and weaker influence of family economic capital.
Conclusion: The main factors that influence creativity in the context of programming education are programming teaching method, programming teaching management, programming learning approach, programming learning attitude, programming learning engagement and family economic capital. Among these, learner factors (attitude, engagement, and approach) and family economic capital are the key factors influencing creativity. These findings provide a basis for improving the creativity of Chinese programming learners and inspire teachers to consider learner factors and gender differences as they design and manage their instruction. Furthermore, the influence of family economic capital on the creativity of learners cannot be ignored.
... A robot enables to interact with the environment using concrete instructions, but in less abstractly than a computer and it playfully serves as a tool for developing problemsolving thinking skills, creativity and cognitive competencies. The use of robots is not only demonstrated by increasing motivation in the classroom but due to its technological characteristics, it enables solving tasks that promote computational thinking as well as skills related to scientific, and mathematical skills such as social skills, collaboration, and communication (Esteve-Mon et al., 2019;Tengler et al., 2020). The use of programmable robots in education has become more and more important in recent years. ...
The need for digital education from an early age is undisputed today. In the years to come, computer science education is to be integrated more intensively into early education and thus find its way into primary school. Since it is planned to be anchored in the Austrian primary school curriculum, research into teaching methods and content suitable for this area is becoming increasingly necessary. For this reason, a research project with programmable robots was developed to support and promote the introduction to computer science education in primary schools. This study is part of a long-term educational design research project. To examine the implementation of computational thinking focusing on using programmable robots and digital storytelling a programming unit with the robot Ozobot for third and fourth graders was developed and analyzed. This contribution is dedicated to the question of how do Ozobots enhance children’s computational thinking skills through storytelling activities. Results show that combining educational robotics and storytelling is a promising approach to promote computational thinking.
... Nach der Auswertung der Beobachtung und der Protokolle wurden die Beobachtungen den Facetten der Kreativitätsförderung (Tabelle 1) zugeordnet. Dabei wird klar ersichtlich, dass Aspekte der Kreativitätsförderung bei der Programmierung mit Ozobots in Verbindung mit Märchen (Tengler, Sabitzer, & Kastner-Hauler, 2020) identifiziert werden konnten. ...
Zusammenfassung Digitale Medien und der damit verbundene Umgang mit Informations-und Kommunikationstechnologien sind aus dem Alltag der Kinder heutzutage nicht mehr wegzudenken. Gerade in der Primarstufe erschließen sich viele Möglichkeiten des spielerischen Einsatzes digitaler Medien, um den kompetenzorientierten Unterricht zu bereichern. Bisher beschränkten sich Didaktik und Forschung aber vor allem auf die Anwendungskompetenzen und den Umgang mit digitalen Medien. In letzter Zeit wurden sich Experten aber einig, dass man den informatischen Teilbereich nicht vernachlässigen darf und damit schon im Primarstufenbereich beginnen soll, um bereits hier einen Grundstein für die informatische Bildung zu legen und um mit spielerischem Programmieren, z.B. mit Robotern, informatisches Denken und kreatives Problemlösen zu fördern. Dieser Beitrag widmet sich dem Thema der Kreativitätsförderung und der Einführung des informatischen Denkens in der Primarstufe und zeigt, wie die Einführung anhand von Lernprozessen, die durch spielerisches Programmieren von Robotern unterstützt werden, gelingen kann. Abstract Digital media and the associated use of information and communication technologies have become an important part of children's everyday lives. Especially in primary school, many possibilities for the playful use of digital media open up to enrich competence-oriented lessons. Up to now, however, didactics and research have been limited primarily to application skills and the use of digital media. Recently, however, experts have agreed that informatics should not be neglected. Beginning at primary level build the foundations for informatics education and promote Computational Thinking and creative problem-solving skills through playful programming, e.g. with robots. This article focuses on the topic of creativity promotion and the implementation of Computational Thinking in primary education and how the introduction can be successful by learning processes that are supported by playful programming of robots. Schlüsselwörter:
This paper shows a way to introduce computational thinking in early childhood teaching based on scientific results within Neurodidactics. This approach offers children to explore and develop their creativity. Aiming to raise the children's interest in STEAM and to prevent prejudices in this field, the educational Robots, Ozobots, can be used in elementary and primary school to tell fairy tales. In order to connect basic computer science concepts by means of Storytelling, a workshop for very young researchers was designed and presented.
This quantitative study investigates the state of professional digital competence of (pre-service) teachers as well as university possibilities for initiating an expansion of competence. Main focus is on computational thinking, as teachers are tasked with teaching digital competence to students in order to prepare them for future developments in digitization and the resulting impact on learning, teaching, and life. As part of the research project »Learning Robots in Education« an intervention seminar is designed, which offers approaches to learning with, about and through algorithms on the basis of educational robotics, makes technological phenomena comprehensible and increases professional digital competence among students. The aim is to generate implications for teacher training and to make the potentials of educational robotics accessible for the teaching of competencies (not only) at universities by including specific teaching strategies. (Orig., EN) | Volltext unter / full text: https://doi.org/10.17879/78978632588 | If you are interested in the topic and have any further questions, please do not hesitate to contact me.
Diese quantitative Studie untersucht den Stand professioneller digitaler Kompetenz (angehender) Lehrkräfte sowie universitäre Möglichkeiten zur Initiierung eines Kompetenzausbaus. Ein Fokus liegt auf dem Computational Thinking, denn Lehrkräften wird die Aufgabe zuteil, Schüler*innen digitale Kompetenz zu vermitteln, um sie auf zukünftige Entwicklungen der Digitalisierung sowie auf daraus resultierende Auswirkungen auf das Lernen, das Lehren und das Leben vorzubereiten. Im Rahmen des Forschungsprojekts »Lernroboter im Unterricht« wird ein Interventionsseminar konzipiert, welches anhand der Bildungsrobotik Ansätze zum Lernen mit, über und durch Algorithmen bietet, technologische Phänomene nachvollziehbar macht und die professionelle digitale Kompetenz bei Studierenden steigert. Ziel ist es, Implikationen für die Lehrkraftbildung zu generieren und unter Einbezug spezifischer Lehrstrategien die Potenziale der Bildungsrobotik für die Kompetenzvermittlung (nicht nur) an Hochschulen zugänglich zu machen. (Orig. DE) | Volltext: https://doi.org/10.17879/78978632588 | Bei Interesse am Thema und weiterführenden Fragen sprechen Sie mich gerne an. | This quantitative study investigates the state of professional digital competence of (pre-service) teachers as well as university possibilities for initiating an expansion of competence. Main focus is on computational thinking, as teachers are tasked with teaching digital competence to students in order to prepare them for future developments in digitization and the resulting impact on learning, teaching, and life. As part of the research project »Learning Robots in Education« an intervention seminar is designed, which offers approaches to learning with, about and through algorithms on the basis of educational robotics, makes technological phenomena comprehensible and increases professional digital competence among students. The aim is to generate implications for teacher training and to make the potentials of educational robotics accessible for the teaching of competencies (not only) at universities by including specific teaching strategies. (Orig., EN) | If you are interested in the topic and have any further questions, please do not hesitate to contact me. | full text: https://doi.org/10.17879/78978632588
