No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
What is Educational Robotics? Theories behind it and practical implementation
... The integration of computer science and robotics can create additional interest among students, as it allows them to gain knowledge for rapidly developing technologies and tools of modernity. The joint study of computer science with robotics has emerged as a unique learning tool that can offer exciting practical classes in an attractive learning environment, arousing students' interest and curiosity [13]. ...
... In this context, robotics can be an excellent tool for teaching children a constructivist approach. Research in this area [13,16] claims that robotics can potentially influence the training of students in various subject areas (physics, mathematics, engineering, computer science). It can also influence personal development, including cognitive, meta-cognitive, and social skills, such as research skills, creative thinking, decision-making, communication skills, and teamwork skills, all of which are important skills that are necessary at work and in life in the 21st century. ...
... It can also influence personal development, including cognitive, meta-cognitive, and social skills, such as research skills, creative thinking, decision-making, communication skills, and teamwork skills, all of which are important skills that are necessary at work and in life in the 21st century. Three different approaches to educational robotics are described in the literature [13]: ...
Relevance. The relevance of the research is determined by the fact that the development of the educational process in the field of science and technology is necessary to forereach technological achievements in response to the challenges and changes created by the fourth industrial revolution. Purpose. This study aims to develop a methodology for training future teachers of computer science and robotics, focusing on interdisciplinary communication. It seeks to address the gap between theoretical knowledge and practical applications in educational settings, preparing educators to integrate new technologies effectively amidst the challenges posed by the fourth industrial revolution. Methodology. This study employs a competency-based approach to develop a methodology for training future teachers in computer science and robotics, emphasizing interdisciplinary connections within educational contexts. It integrates insights from pedagogical research and international collaborations to enhance robotics education in Kazakhstan. Results. The study found that integrating robotics and computer science within an interdisciplinary framework enhances students' technical education by fostering critical thinking and problem-solving skills. However, it highlighted challenges such as aligning educational goals and overcoming disciplinary boundaries, necessitating careful planning and adaptation in pedagogical practices. Conclusions. The research concludes that a well-developed methodology for training future teachers in interdisciplinary communication is essential for modernizing educational curricula in response to technological advancements. By integrating robotics and computer science effectively, educators can better prepare students to navigate and contribute to the evolving landscape of science and technology, ensuring relevance and applicability in their future careers. Keywords: computer technologies; interdisciplinary connections; integration; pedagogical training; educational process
... The learning theories which apply in robotics education are constructivism and constructionism (Alimisis, 2013). Robotics education follows the constructionist educational approach developed by Papert (Papert 1980, Vygotsky 1980, Eguchi, 2010, Alimisis 2013. Constructionist learning, known as "learning through design" is based on the idea that individuals learn better when they are engaged in building and manipulating artefacts that are significant to them (Eguchi, 2010). ...
... Robotics education follows the constructionist educational approach developed by Papert (Papert 1980, Vygotsky 1980, Eguchi, 2010, Alimisis 2013. Constructionist learning, known as "learning through design" is based on the idea that individuals learn better when they are engaged in building and manipulating artefacts that are significant to them (Eguchi, 2010). The use of robots for educational purposes enhances the acquisition of different personal abilities (Miller, Nourbakhsh & Siegwart, 2008) and the 21st century skills (Alimisis, 2013;Khanlari, 2013). ...
... Scholars has shown that robotics integration in the teaching practices, stimulates the development of student higher-order thinking skills such as application, synthesis, evaluation, problem solving, decision making, and scientific investigation (Papert, 1980;Miglino, Lund & Cardaci, 1999;Williams, Ma & Prejean, 2010;Author, 2015;Author, 2019). Creativity in educational robotics has been associated with the constructionist educational approach developed by Papert (Papert 1980, Vygotsky 1980, Eguchi, 2010, Alimisis 2013 and the processes of building and programming (Zawieska & Duffy, 2015). Constructionist learning, known as "learning through design" is based on the idea that individuals learn better when they are engaged in building and manipulating artefacts that are significant to them (Eguchi, 2010). ...
... In such an environment, the educators' role is to offer opportunities for young learners to engage in hands-on exploration and construct knowledge in the classroom environment [49]. Furthermore, engaging with robotics has implications for learners' cognitive and metacognitive development such as mastery of subject content, research skills, problem-solving, decision-making, and creative thinking [50]. 26 informants reported that doing robotic activities would be beneficial to develop higher-order cognitive skills such as critical thinking (e.g., relational skills) and creativity. ...
... The three other recommended pedagogical practices include fully or partially putting together robots for students, breaking down the robotic task into small steps, and being proponents of STEM and motivating their students. All three recommendations exemplify the learner-centered approach, which has connections with other existing learning theories such as critical pedagogy and feminist pedagogy [50]. This represents our critical attempt to theorize motivation from a women-centered perspective with multiple flexible, learner-centered approaches to promote equitable STEM education. ...
... Robotic activities in the classroom provide students with many skills such as problem solving, critical thinking, discovering their own abilities, learning by doing, and increasing their level of proficiency with technology (Costa & Fernandes, 2004;Gulbahar, 2018;Kim et al., 2019). Therefore, educational robotic applications have a great part in the acquisition of basic skills that the 21st century brings (Barreto & Benitti, 2012;Eguchi, 2010). Integrating robotics in the classroom contributes to the development of students' fine motor skills and eye-hand coordination (Bers et al., 2014). ...
... Educational robotics activities are a pedagogical tool that has a positive impact on the development of STEM skills and arouses curiosity (Mead et al., 2012). Some studies show that robotics is an effective tool for the acquisition and development of basic knowledge and skills related to STEM (Barreto & Benitti, 2012;Eguchi, 2010;Jim, 2010;Mataric et al., 2007). Most studies that investigated robotics activities found that students create better learning environments for mathematics and science lessons and learning is more motivating (Robinson, 2005;Rogers & Portsmore, 2004). ...
Science, technology, engineering, and math (STEM) education plays a vital role in order to prepare students for the twenty-first century economy. Unfortunately, people with disabilities in countries throughout the world are vastly underrepresented in scientific and technological fields. Closing the gap in the STEM is vital for improving fairness and opportunities for the people with disabilities. The STEM industry is critical in a world where there are various environmental, health, and development issues. It is essential not only for increasing productivity and competitiveness, but also for ensuring individual and societal well-being. The STEM workforce is expected to rise exponentially in the future year in today’s burgeoning knowledge-intensive economy. This chapter explores a current state-of-the-art literature review on the use of assistive robots in STEM education people with disabilities.
... These studies are typically used by academics to shed light on the effectiveness of papers and journals in a topic, their interactions, and the intellectual framework for the area. Additionally, bibliometric studies school to university (Eguchi, 2010;Alimisis, 2013). Educational robotics provides a stimulating learning environment that promotes students' interest and curiosity (Eguchi, 2010). ...
... Additionally, bibliometric studies school to university (Eguchi, 2010;Alimisis, 2013). Educational robotics provides a stimulating learning environment that promotes students' interest and curiosity (Eguchi, 2010). Furthermore, it may provide students theopportunity to engage in constructivist learning experiences also establishing a learning environment in which they can interact with real-world problems and their surroundings (Alimisis, 2013). ...
The purpose of this study is to determine the general trend of research in the field of educational robotics through bibliometric analysis. 1382 papers indexed in the WOS database between 1975-2021 were subjected to bibliometric analyses. The data of the study were analyzed using VOSviwer and SciMAT. At the end of the study, it has been concluded that in the field of educational robotics the most productive country was the USA, the most influential journal was Computers and Education, the most influential author was Bers, M.U., and the most influential institution was Tufts University. It has been also concluded that computational thinking, STEM, coding, programming, social robots, and communication themes have become a trend in the field of educational robotics in recent years.
... Robots have attracted great interest from teachers and researchers as an important tool for developing cognitive and social skills in students from elementary school to high school and to support learning science, mathematics, technology, informatics and other school subjects or various learning activities over the past decade [1]. According to [2], educational robots have emerged as a unique learning tool that can provide hands-on, fun activities in an attractive learning environment, feeding students interest and curiosity. ...
... Research into the field of robotics has reported that robots have a potential impact on student learning in a variety of subjects (Physics, Mathematics, Engineering, Informatics, etc.) and on personal development that includes cognitive, meta-cognitive and social skills, such as: research. skills, creative thinking, decision making, problem solving, communication and teamwork skills, all of which are essential skills needed in 21st century work [2], [3]. A review of the literature has revealed that Educational Robotics is a growing field that has the potential to have a profound impact ABSTRACT 255 International Journal for Modern Trends in Science and Technology on the science and technology education system at all levels, from kindergarten to university [1]. ...
The installation of robots as a teaching tool in higher education should in recent years have a new way to improve the teaching of various subjects and the development of control software. The use of robots that work well in educational programs in institutions of higher learning and their ideas for new teaching programs in engineering, health sciences, biology, chemistry, physics, etc. has been recognized throughout the education sector. The bibliometric tools used to analyze the emergence of educational robots as a factor contributing to improved teaching and participation in teaching methods used by teachers. With this advancement in the field of education, the teaching method can be improved. Thus solving the problems and problems created and encourages students to experience this new era of technology.
... Research evidence on educational robotics and computational thinking demonstrate that the robotics interventions have a positive impact on the participants' computational thinking skills (e.g. Eguchi, 2010Eguchi, , 2014Benitti, 2012;Berland & Wilensky, 2015;Atmatzidou & Demetriadis, 2016;Ioannou & Makridou, 2018;Constantinou & Ioannou, 2018). Research shows that children from the age of four years old can successfully participate, build and program simple robotics projects while learning a range of engineering and computer science concepts in the process (Bers, Ponte, Juelich, Viera, & Schenker, 2002;. ...
... Many researchers have argued that educational robotics activities positively affect problem solving and help students develop computational thinking, programming and metacognitive skills (e.g. Eguchi, 2010Eguchi, , 2014Benitti, 2012;Berland & Wilensky, 2015;Atmatzidou & Demetriadis, 2016;Ioannou & Makridou, 2018;Constantinou & Ioannou, 2018). ...
This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.
... Educational robotics refers to specialized robots that are designed to improve the educational processes by supporting teaching and learning activities (Angel-Fernandez & Vincze, 2018;Eguchi, 2010;Scaradozzi et al., 2019). This interdisciplinary field is rapidly advancing as educational robotics are more widely adopted in classrooms (López-Belmonte et al., 2021). ...
Social robots are embodied agents and social entities that follow an anthropomorphic design have social forms and functions and can engage in social interactions with humans and other robots in an interpersonal manner as well as understand and even relate to them. Additionally, social robots are regarded as affective entities due to their ability to understand and express changes in emotions and moods and their socio-cognitive skills and social-emotional intelligence. Social robots are closely related to the field of artificial intelligence. As a result, social robots are being applied in different domains including education. This chapter aims to explore the use of social robots and artificial intelligence in education to identify their educational values and merits. The outcomes of this study highlighted the role of intelligent social robots as meaningful and effective educational tools that can be used in various educational settings and contexts in both formal and informal settings to support both teachers and students. Their ability to act as intelligent human-like tutors to offer personalized learning experiences that take students’ unique characteristics, needs, knowledge, and preferences into account emerged. As a result, social robots have the potential to improve students’ learning outcomes, engagement, and motivation, improve their academic performance, and increase their social skills. Nonetheless, the study also highlighted the need for more experimental studies to be conducted, for appropriate standards and guidelines to be developed, and for security, ethical, and moral issues relevant to the use of social robots to be further examined.
... Educational Robotics has emerged as a unique learning tool that can provide hands-on and fun activities in an engaging learning environment, provoking students' interest and curiosity (Eguchi, 2010). In the present research, Beebot has kept the interest of young children undiminished, taking the whole educational process as a game. ...
This study aimed to explore the application of STEM as a learning tool in preschool education, focusing on creating engaging and effective teaching experiences. The research was conducted in a kindergarten in Greece, involving 44 students from both morning and full-day sections. The study employed a didactic intervention themed around Christmas, utilizing Beebot, an educational robot, to facilitate six activities over one week. These activities were designed to maintain children's interest by embedding them in a topical and meaningful context, encouraging critical thinking and teamwork. The research method involved hands-on activities where children operated Beebot to complete missions, fostering their digital skills and collaborative abilities. The intervention aimed to introduce young learners to abstract concepts through concrete experiences, enhancing their understanding of magnetism, number sequences, and environmental awareness. The study also emphasized the importance of teamwork, as children worked in groups to achieve common goals, thereby improving their social skills and learning performance. In conclusion, the study demonstrated that integrating STEM activities in early childhood education is imperative for developing critical thinking and adaptability in young learners. Educational robotics, like Beebot, proved to be an effective tool in creating an engaging learning environment, paving the way for the development of future flexible and innovative citizens.
... Nell'ultimo decennio la robotica è riuscita ad attrarre l'interesse non solo dei ricercatori di varie discipline, ma anche quello degli operatori nel campo della riabilitazione e dell'educazione e degli insegnanti che ne hanno intravisto potenzialità in diverse direzioni: nello sviluppo di abilità cognitive e sociali (Alimisis, 2013); nella predisposizione di attività pratiche e motivanti capaci di alimentare l'interesse e la curiosità degli studenti (Eguchi, 2010;Alimisis, 2013); nel garantire la piena partecipazione di quegli studenti che, per le loro caratteristiche di funzionamento (WHO, 2001) sperimentano un bisogno educativo speciale (sia esso riconducibile ad una disabilita, a un disturbo specifico di apprendimento o ad altro) (Pennazio, 2018). ...
Educational robotics is increasingly recognized for its potential to foster inclusive learning environments. However, the adoption of robotics in education is hindered by teachers' ambivalent attitudes towards these tools, often stemming from perceived inadequacies in digital skills and self-efficacy. While previous studies have extensively explored the attitudes of mainstream subject teachers towards educational robotics, scant attention has been paid to support teachers' perspectives. This study aims to bridge this gap by examining the attitudes of 394 support teacher trainees towards educational robotics using the Robotics Interest Questionnaire (RIQ). The RIQ is a validated tool that assesses four key prerequisites for integrating educational ro-botics into classrooms: interest in technology and robotics, self-efficacy in using robotic tools, problem-solving skills, and collaborative work compe-tencies. Results indicate that support teacher trainees scored lower than the validation sample on all RIQ dimensions, highlighting potential barriers to the adoption of educational robotics in inclusive education settings. However, prior experience in using educational robotics positively influenced interest and perceived self-efficacy among trainees. These findings underscore the importance of tailored training programs to empower support teachers in leveraging educational robotics for inclusive learning.
La robotica educativa è sempre più riconosciuta per il suo potenziale nel promuovere ambienti di apprendimento inclusivi. Tuttavia, l'adozione della robotica nell'istruzione è ostacolata dall'atteggiamento ambivalente degli insegnanti nei confronti di questi strumenti, spesso derivante dalla percezione di inadeguatezza delle competenze digitali e dell'autoefficacia. Mentre studi precedenti hanno ampiamente esplorato gli atteggiamenti degli insegnanti di materie tradizionali nei confronti della robotica educativa, scarsa attenzione è stata dedicata alle prospettive degli insegnanti di sostegno. Questo studio si propone di colmare questa lacuna esaminando gli atteggiamenti di 394 tirocinanti insegnanti di sostegno nei confronti della robotica educativa utilizzando il Robotics Interest Questionnaire (RIQ). Il RIQ è uno strumento convalidato che valuta quattro prerequisiti chiave per l'integrazione della robotica educativa nelle classi: l'interesse per la tecnologia e la robotica, l'autoefficacia nell'uso degli strumenti robotici, le abilità di problem solving e le competenze di lavoro collaborativo. I risultati indicano che i tirocinanti insegnanti di sostegno hanno ottenuto punteggi inferiori rispetto al campione di validazione su tutte le dimensioni del RIQ, evidenziando potenziali barriere all'adozione della robotica educativa in contesti educativi inclusivi. Tuttavia, l'esperienza precedente nell'uso della robotica educativa ha influenzato positivamente l'interesse e l'autoefficacia percepita dai tirocinanti. Questi risultati sottolineano l'importanza di programmi di formazione su misura per dare agli insegnanti la possibilità di sfruttare la robotica educativa per l'apprendimento inclusivo. Parole chiave: Insegnanti di sostegno | robotica | questionario di interesse per la robotica | inclusione
... In this context, research into the adoption and use of robots in educational settings is gaining ground [6] due to their potential to meet students' needs, create new learning activities, promote active learning, and enhance personalized learning [2,3,7,8]. Furthermore, robots that are specifically designed to support and enrich the educational process and focus on improving teaching and learning are referred to as educational robotics [9][10][11]. The use of educational robotics in education can take place in both formal and informal environments and has proven to improve learning outcomes and academic performance [12][13][14], ...
In contrast to other learning technologies, social robots are social and affective entities that are defined by their physical presence, their anthropomorphic characteristics, and their advanced social, emotional, and cognitive skills. Social robots are intelligent tutoring systems that can improve students’ learning, affective, and cognitive outcomes when used as tutors or peer learners offering affective and personalized learning. As the field of social robots and their use in education is rapidly advancing, this study aims to provide a review regarding the integration of social robots in education through the analysis of the existing literature to present the state of the art and to identify future research directions. Additionally, the main characteristics and properties of social robots are defined and the benefits they can bring in education are discussed. Specifically, the study examines 361 documents that derived from Scopus and the Web of Science databases. To analyze the documents, Bibliometrix, VOSviewer, topic modeling through Latent Dirichlet Allocation (LDA), and content analysis are used. An analysis of the basic characteristics of the documents (e.g., publication frequency, citation count, authors, sources, countries, affiliations, etc.) and a more in-depth analysis focusing on identifying the most prominent topics and themes as well as the thematic evolution of the topic were carried out. Finally, through the content analysis, current limitations and challenges were revealed and emerging topics and future research directions were highlighted.
... The theoretical foundations supporting the design of the AIcon2abs method are rooted in several core concepts and technologies, including: (i) Piaget's (1950) Constructivist Theory, (ii) Papert's (1993) Constructionist Theory, (iii) Russell and Norvig's (2020) concept of Intelligent Agents, (iv) the Machine Learning process proposed by Mitchell (1997), (v) Turing's (1950) Imitation Game, (vi) Feynman's (1989) notion of learning through construction, (vii) Block-based programming (Resnick et al., 2009), (viii) the WiSARD weightless arti cial network (Aleksander et al., 2009), (ix) Active Learning methodologies (Bonwell & Eison, 1991), and (x) educational robotics (Eguchi, 2010;Papert, 1994). These concepts and their interconnections with the AIcon2abs method are explored in further detail by Queiroz et al. (2021) and Queiroz (2023). ...
This study is an expansion of a previous work aiming to evaluate the AIcon2abs method ( AI from Concrete to Abstract: Demystifying Artificial Intelligence to the general public ), an innovative method aimed at increasing the public (including children) understanding of machine learning (ML). The approach employs the WiSARD algorithm, a weightless neural network known for its simplicity, and user accessibility. WiSARD does not require Internet, making it ideal for non-technical users and resource-limited environments. This method enables participants to intuitively visualize and interact with ML processes through engaging, hands-on activities, as if they were the algorithms themselves. The method allows users to intuitively visualize and understand the internal processes of training and classification through practical activities. Once WiSARD's functionality does not require an Internet connection, it can learn effectively from a minimal dataset, even from a single example. This feature enables users to observe how the machine improves its accuracy incrementally as it receives more data. Moreover, WiSARD generates mental images representing what it has learned, highlighting essential features of the classified data. AIcon2abs was tested through a six-hour remote course with 34 Brazilian participants, including 5 children (8–11 yo), 5 adolescents (12–17 yo), and 24 adults (21–72 yo). Data analysis was conducted from two perspectives: a mixed-method pre-experiment (including hypothesis testing), and a qualitative phenomenological analysis. Nearly 100% of participants rated AIcon2abs positively, with the results demonstrating a high degree of satisfaction in achieving the intended outcomes. This research was approved by the CEP/HUCFF/UFRJ Research Ethics Committee.
... Educational robotics is suitable for all grade levels (Alimisis, 2003) and has become the new generation of traditional materials such as pattern blocks, beads and balls (Brosterman, 1997). Robotics education gained a notable interest from the education community as it supports development of cognitive and interpersonal skills (Alimisis, 2003) through active learning environment and hands-on activities which aids in students' interests, imagination and curiosity (Eguchi, 2010). According to Catlin (2016), educational robotics becomes a suitable tool when it is motivating students to the lesson or in small-scale problem-solving tasks, aiming to teach coding skills, supporting collaboration, and use of different ideas. ...
... Negli ultimi anni, tuttavia, la robotica ha progressivamente attirato l'attenzione di ricercatori di diverse discipline, operatori nel campo della riabilitazione e dell'educazione, e insegnanti, i quali ne hanno riconosciuto il valore su diverse dimensioni. Tra queste vi è: (1) lo sviluppo di abilità cognitive e sociali (Alimisis, 2013), (2) la creazione di attività pratiche e coinvolgenti per stimolare l'interesse e la curiosità degli studenti (Eguchi, 2010), (3) nonché il supporto per garantire la partecipazione attiva di coloro che, per le loro caratteristiche di funzionamento (che possono derivare da disabilità, disturbi specifici dell'apprendimento o altri fattori, come una scarsa conoscenza della lingua italiana o la provenienza da ambienti socio-culturali complessi), necessitano di attenzioni educative particolari (Pennazio, 2018). ...
Il contributo intende presentare le linee d'azione intraprese dall'Università di Genova (Dipartimento di Scienze della Formazione) con l'obiettivo di creare un laboratorio permanente di formazione rivolto a docenti di ogni ordine e grado in cui sia possibile far acquisire loro la capacità di progettare percorsi di apprendimento inclusivi mediante l'applicazione di strumentazioni robotiche e metodologie di didattica attiva. La creazione del laboratorio è stata pensata nell'ambito del progetto "Progettare e applicare metodologie didattiche attive alla robotica sociale e ai mondi virtuali 3d per favorire l'inclusione scolastica degli studenti con sindrome dello spettro autistico. La realizzazione di un Laboratorio di formazione permanente per insegnanti dalla scuola dell'infanzia alla scuola secondaria di secondo grado", finanziato dalla Fondazione Italiana Autismo (FIA) nell'anno 2023 e attualmente in corso di svolgimento.
... We will limit our description to Ev3 Mindstorms Robotics (see Figure 1), which is a collaborative educational technology that uses simple visual blocks to program (Figure 1a), and technic Lego bricks with a variety of sensors that allow for construction of relatively sophisticated robots (Figure 1b) that execute programed code (Eguchi, 2010). It is currently used in many primary and secondary schools in Australia due to its modification flexibility, ability to interact with the world using sensors, and relatively easy-to-learn visual programing with blocks. ...
We report on an initial analysis of survey data that was generated through a collaboration between the schools of Education and Information Technology in exploring pathways through which future teachers could envision mathematics as engaging and creative subject, while also enhancing their awareness of, and skills in, using digital technologies in teaching mathematics. We specifically share insights generated into students' attitudes towards, current understandings of, and expectations for uses of technology in teaching and learning mathematics in schools. We bring attention to a mismatch between pre-service teachers views of technology and those of technology educators.
... Just like Barak and Assal (2018) said, this robotic learning environment and the pedagogical approach of involving the students in rich assignments of growing complexity were among the major factors that contributed to students' continuation in learning. Robotics is a learning tool that enhances students' experience through hands-on, mind-on learning that, when combined with project-based and goal-oriented learning experiences, has longlasting impacts on students' learning and motivation for further exploring in STEM-related fields (Eguchi 2010). ...
A guide to computational thinking education, with a focus on artificial intelligence literacy and the integration of computing and physical objects.
Computing has become an essential part of today's primary and secondary school curricula. In recent years, K–12 computer education has shifted from computer science itself to the broader perspective of computational thinking (CT), which is less about technology than a way of thinking and solving problems—“a fundamental skill for everyone, not just computer scientists,” in the words of Jeanette Wing, author of a foundational article on CT. This volume introduces a variety of approaches to CT in K–12 education, offering a wide range of international perspectives that focus on artificial intelligence (AI) literacy and the integration of computing and physical objects.
The book first offers an overview of CT and its importance in K–12 education, covering such topics as the rationale for teaching CT; programming as a general problem-solving skill; and the “phenomenon-based learning” approach. It then addresses the educational implications of the explosion in AI research, discussing, among other things, the importance of teaching children to be conscientious designers and consumers of AI. Finally, the book examines the increasing influence of physical devices in CT education, considering the learning opportunities offered by robotics.
Contributors
Harold Abelson, Cynthia Breazeal, Karen Brennan, Michael E. Caspersen, Christian Dindler, Daniella DiPaola, Nardie Fanchamps, Christina Gardner-McCune, Mark Guzdial, Kai Hakkarainen, Fredrik Heintz, Paul Hennissen, H. Ulrich Hoppe, Ole Sejer Iversen, Siu-Cheung Kong, Wai-Ying Kwok, Sven Manske, Jesús Moreno-León, Blakeley H. Payne, Sini Riikonen, Gregorio Robles, Marcos Román-González, Pirita Seitamaa-Hakkarainen, Ju-Ling Shih, Pasi Silander, Lou Slangen, Rachel Charlotte Smith, Marcus Specht, Florence R. Sullivan, David S. Touretzky
... O papel dos educadores é oferecer oportunidades para as crianças envolverem-se nas explorações e fornecer ferramentas para que elas construam o conhecimento no ambiente de sala de aula. A Robótica Educacional cria um ambiente de aprendizagem com o qual as crianças podem interagir e trabalhar com os problemas do mundo real.Estudos relatam que a robótica tem um potencial para impactar a aprendizagem dos estudantes em diferentes áreas, como Física, Matemática, Engenharia, Informática, além do desenvolvimento pessoal, incluindo a cognição, habilidades meta-cognitivas e sociais, tais como: habilidades de pesquisa, pensamento criativo, tomada de decisão, resolução de problemas, comunicação e habilidades de trabalho em equipe; itens essenciais para o mercado de trabalho no Século XXI(BENITTI, 2012;EGUCHI, 2010). ...
A Robótica Educacional é uma área atual na educação e em pleno desenvolvimento. Tem despertado interesse entre pesquisadores e educadores por seu potencial como recurso pedagógico. O propósito deste estudo foi revisar a literatura sobre o tema, com foco nas suas contribuições ao ensino e a aprendizagem da Matemática no contexto da Educação Infantil. Foi adotado o método de Revisão Sistemática para o levantamento de textos, sua recuperação e posterior apreciação e síntese dos estudos relevantes ao tema. Os descritores utilizados na busca foram: robótica educacional; tecnologia; educação infantil. Os textos identificados foram pré-selecionados por meio da leitura do título e do resumo. Após a primeira triagem, os textos foram analisados minuciosamente por meio de leitura analítica, buscando-se a identificação e sistematização dos temas centrais, a hierarquização dos principais dados e a síntese dos resultados. A seguir, procedeu-se o fichamento do material para posterior análise. Inicialmente, foram localizados nas 10 bases pesquisadas, 222 artigos. Após a triagem, 53 artigos foram pré-selecionados. Na segunda fase da análise, os textos foram lidos na íntegra, aplicando-se critérios de exclusão para identificar aqueles que correspondessem aos nossos objetivos. Oito artigos foram, finalmente, selecionados. A partir dos resultados foi possível uma análise que evidenciou os avanços nesta área de pesquisa em educação. Apesar de a Robótica Educacional ser amplamente explorada na literatura; a pesquisa sobre a faixa etária que corresponde à Educação Infantil é ainda reduzida. Todos os estudos analisados evidenciaram o desenvolvimento de habilidades matemáticas por meio da Robótica Educacional.
... The use of robotic activities in education aims to develop high-level thinking skills in schools such as creativity, critical, and analytical thinking. It also creates engineering process logic and provides learners with learning about sensors, motors, programming, and the digital field (Bers, 2010;Eguchi, 2010;Mikropoulos & Bellou, 2013). Robots have a flexible structure that allows trainers to propose different models for a wider range of training (Spolaôr & Benitti, 2017). ...
In the research, publications in ERIC about Robotics, Educational Technology in Robotics (ET-in-Robotics), and STEM in Robotics (STEM-in-Robotics) have been reached through data mining, their release year, titles, abstracts, and ERIC descriptions have been analyzed. However, it has been aimed to put forward their research trends and features. The analysis of the 1339 publications that were published between 01/01/1973 and 31/12/2021 and available in ERIC has been made using several Python libraries and presented in the form of tables and word clouds. The results showed that the number of publications available in ERIC was the highest between 2017 and 2021 and in the last five years the number of publications available on Robotics in ERIC has gradually increased. In addition, it has been seen that the words "learning", "robotics", and "technology" are important for all three topics, the words “child”, "science", “programming” and "teacher" for ET-in-Robotics, and the words "school" and "engineering" for STEM-in-Robotics come to the fore. Also, the most frequently assigned descriptor by ERIC staff to these publications have been found to be "teaching methods". When evaluated in general, it has been seen in the STEM-in-Robotics field more specific topics were focused on and robotic activities are taken as a type of instructional technology while in the ET-in-Robotics field robotic activities were taken as a type of educational technology. As a result, a publication that will serve as a guide for new researches in the field of robotics has been presented.
... In production studies, learners have designer and developer roles by taking an active role in the process (Kert, 2018). Robotic applications play an important role in attracting students' attention and increasing motivation (Alimisis, 2013;Eguchi, 2010), in the development of problem solving and creative thinking (Karim et al., 2015;Liu et al., 2013), in gaining programming skills (Numanoğlu & Keser, 2017), and in the development of CT skills (Chen et al., 2017;Usengül & Bahçeci, 2020). In the literature, studies that organize CK development programs over robotics related to CT for pre-service teachers and in-service teachers are very limited. ...
Since teaching robotics in schools is still new for teachers, studies on how to integrate computational thinking concepts in robotics courses are still rare. In this direction, teacher training sessions for teaching robotics should be visited. Accordingly, in this exploratory case study, a professional development program for teachers was suggested for teaching computational thinking (CT) by using virtual educational robotics. After constructing and delivering the instructional package to six high school computer science teachers, we assessed their pedagogical content knowledge (PCK) development with the assessment tools created through the indicators of integrating CT in robotics. We also monitored two of the teachers in the real classrooms. The results of the study showed that the computer science teachers’ content knowledge (CK) about robotics and CT, and also their PCK to integrate CK in robotics positively improved at sufficient and advanced levels. The fact that the CK was considered as the joint of CT and robotics provided important clues in organizing the training sessions in the context of integrating CT into robotics teaching. Activities about daily life problems, training techniques such as peer assessment, authentic lesson plans, and micro-teaching activities were prominent factors that positively contributed to the development of teachers’ CK and PCK. Structuring the feedback within the framework of CT in the training positively contributed to the teachers’ CK developments in terms of CT and robotics. Guiding teachers to exhibit their teaching roles by presenting concrete examples for individual and collaborative robotics activities also supported the development of teachers' PCK. The implications for course designers desiring to provide a better teaching experience for the teachers teaching CT via robotics were also included.
... Robotik ise, 20. yüzyılın ortalarında robot kelimesinden türetilerek ortaya çıkan robotların çalışması, gerçek dünya ile iletişim kurması ve kullanılması anlamına gelmektedir (Koç-Şenol & Büyük, 2015 Eğitsel robotik, uygulamaya yönelik, eğlenceli etkinliklerle bireylerin ilgi ve meraklarını arttıran eğitim ortamları sunmaktadır (Eguchi, 2010). Bunun yanı sıra içerisinde bulunduğumuz 21. yy'da öğrencilerin sahip olması gereken temel becerilerin (problem çözme, yaratıcı düşünme, eleştirel düşünme, vb.) kazanılmasında da etkilidir (Benitti, 2012). ...
Bu araştırmanın amacı, grupla programlama öğretiminde otantik görev odaklı uygulamaların ortaokul 5. sınıf öğrencilerinin problem çözme becerileri üzerindeki etkisini incelemektedir. Çalışmada nicel ve nitel araştırma yöntemlerinin birlikte yer aldığı çoklu metot kullanılmıştır. Araştırmanın nicel boyutunda zayıf deneysel tek grup ön test-son test modeli, nitel boyutunda ise durum çalışması kullanılmıştır. Araştırmanın örneklemini Bursa ilinin Mudanya ilçesinde yer alan özel bir okulda 2018-2019 eğitim-öğretim yılında öğrenim gören 25 kız, 31 erkek toplamda 56 ortaokul 5. sınıf öğrencisi oluşturmaktadır. Nicel verileri toplamak amacı ile yapılandırılmamış problemlerin çözümüne ilişkin Ge (2001) tarafından öğretim sistemleri alanındaki doktora tezinde geliştirilen ve Coşkun (2004) tarafından Türkçe'ye uyarlanan "problem çözme becerisi ölçeği" ortaokul 5. sınıf öğrencilerinin problem çözme becerilerini belirlemek amacıyla ön test ve son test olarak uygulanmıştır. Nitel verileri toplamak amacıyla öğrencilerin yapılandırılmamış problemleri çözerken uyguladıkları işlem adımlarını belirlemek için, 56 öğrenciye (28 grup) ölçekteki problem çözme adımlarına ilişkin problem çözme formları yöneltilmiştir. Ayrıca öğrencilerin grupla (eşli) programlama yapmaya ilişkin görüşlerini belirlemek için 6 öğrenciyle (3 grupla) araştırmacı tarafından geliştirilen yarı yapılandırmış görüşmeler gerçekleştirilmiştir. Son olarak, 7 uygulama haftası süresince katılımcı-gözlemci rolündeki araştırmacı tarafından alan gözleminde bulunulmuştur. İlişkili (bağımlı) örneklemler t-testi sonuçları öğrencilerin problem çözme becerilerinde istatistiksel olarak anlamlı bir farklılık göstermemektedir (p=0,657). Etki büyüklüğü sonuçlarına göre (d=0,06) grupla programlama öğretiminde otantik görev odaklı uygulamaların ortaokul 5. sınıf öğrencilerinin problem çözme becerileri üzerinde küçük/az düzeyde bir etkisi olduğunu göstermektedir. İlişkisiz (bağımsız) örneklemler t-testi sonuçlarına göre, öğrencilerin problem çözme becerileri cinsiyete göre (p=0,212) istatistiksel olarak anlamlı bir farklılık göstermemektedir. Etki büyüklüğü sonuçları (d=0,09) grupla programlama öğretiminde otantik görev odaklı uygulamaların ortaokul 5. sınıf öğrencilerinin problem çözme becerileri üzerinde cinsiyete göre küçük/az düzeyde etkisi olduğunu göstermektedir. Araştırma kapsamında elde edilen nitel verilere ilişkin sonuçlara göre sırasıyla: uygulamaya başlamadan önce, öğrencilerin öncelikli olarak problemi analiz ettikleri ve anlamaya çalıştıkları; uygulama esnasında, belirlenen hedefi gerçekleştirmek için çoğunlukla deneme-yanılma ve adım adım ilerleme yöntemini kullandıkları; uygulama bittikten sonra ise, fiziksel etkinlikler gerçekleştirdikleri ve sıklıkla çözüme ilişkin alternatif yollar geliştirdikleri ortaya çıkmıştır. Ayrıca, öğrenciler otantik görevler üzerinde çalışırken grup halinde çalışmak istediklerini ve bunun nedeni olarakta grup halinde hızlı bir şekilde çalıştıklarını, işbirlikli çalışmayı sevdiklerini, birbirlerinin eksiklerini tamamladıklarını ve birbirlerini motive etmeleri olarak belirtmişlerdir.
The purpose of this study is to examine the effect of authentic task-based practices in group programming education on the problem-solving skills of secondary school 5th grade students. In the study, multiple methods, which include quantitative and qualitative research methods, were used. In the quantitative dimension of the research, a weak experimental single-group pretest-posttest model was used, and in the qualitative dimension, a case study was used. The sample of the study is composed of 25 girls and 31 boys, a total of 56 secondary school 5th grade students studying in a private school in the Mudanya district of Bursa in the 2018-2019 academic year. In order to collect the quantitative data, the "problem solving skill scale", which was developed by Ge (2001) in his educational systems dissertation in relation to the solution of unstructured problems and translated into Turkish by Çoşkun (2004), was applied as a pre-test and post-test in order to determine the problem solving skills of secondary school 5th grade students. In order to collect qualitative data, problem solving forms related to problem solving steps were directed to 56 students (28 groups) in order to determine the process steps they applied while solving unstructured problems. In addition, semi-structured interviews developed by the researcher were conducted with 6 students (3 groups) in order to determine the opinions of the students about programming in groups (in pairs). Finally, field observation was done by the researcher in the role of participant-observer during 7 practice weeks. Related (dependent) samples t-test results do not show a statistically significant difference in students' problem-solving skills (p = 0.657). According to the effect size results (d = 0.06), authentic task-based practices in group programming education have a moderate impact on secondary school 5th grade students' problem-solving skills. According to the unrelated (independent) samples t-test results, students' problem-solving skills do not show a statistically significant difference by gender (p = 0.212). According to the effect size results (d = 0.09), authentic task-based practices in group programming education have a great effect on middle school 5th grade students' problem solving skills by gender. According to the results of the qualitative data obtained within the scope of the research, students have stated that they, respectively: primarily analyzed and tried to understand the problem before starting the practice; mostly used the method of trial-and-error and step-by-step progress to achieve the specified goal during the practice; performed physical activities and often developed alternative ways of solution after the practice. In addition, the students have stated that they wanted to work as a group while working on authentic tasks because they work faster as a group, they like to cooperate, they complete each other's deficiencies and motivate each other.
... It is widely known that learning is easier, faster, and more effective when combined with play. Robotics can be an educational tool that arouses the interest and curiosity of young children by using enjoyable activities in an engaging learning environment, free expression, and experimentation (Eguchi, 2010). ...
In recent years, increasing attention has been focused on developing Kindergarten children's acquisition of 21st-century digital skills and competencies. New educational technologies have been created to engage students in computational thinking activities. In addition, the use and teaching of robotics have been increasingly studied in recent years, as research data has shown recommendations and positive outcomes for students and teachers. As global demand for food and non-food products continues to grow, primarily driven by population and income growth, the challenge of addressing resource depletion and climate change is also expected to increase. This intervention aims to present the global food system and food waste phenomenon to toddlers through an educational scenario for kindergarten using educational robotics and STEM methodology.
... In this framework, a learning experiement in a school class was designed to examine the impact of a constructivist robotics activity on students' graphing skills in connection with the underlying kinematics concepts related to motions at constant speed, accelerated and decelerated ones. The theme-based curriculum approach, one of the main approaches to Educational Robotics reported in the literature [18], was chosen where curriculum areas are integrated around a special topic for learning and studied mostly through inquiry and communication. The paper reports the implementation and the evaluation of the experiement; it is organized in 4 sections: section 2 describes the robotic activity, section 3 presents the evaluation methodology and results and finally section 4 reports the conclusions of this work. ...
This paper reports a robotics-based learning experiement that took place in a school physics class (20 students aged 15). The students worked in groups to construct a robotic vehicle using Lego Mindstorms NXT kit, and then they programmed it to move in linear way first at constant speed, then at constant acceleration and deceleration. Position-time data from each experiement was logged and graphs were produced by the students using Lego Education data logging tool. The students had already been taught kinematics in a traditional lecture-based way before the experiement and their graphing abilities in kinematics were tested before and after the experiement using a special paper and pencil test. Post-test scores were found significantly higher than pre-test ones providing evidence of a positive learning impact.
... Robotics attracts students to STEM education and brings fun, enjoyment, and satisfaction in learning. It captures student attention and interest and provides satisfying learning experiences (Eguchi, 2010). ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... Eğitimde eğitsel robotiklerin kullanımı Seymour Papert tarafından yapılandırmacılık (Constructivism) kuramından ilham alınarak geliştirilen inşacılık (Constructionism) yaklaşımını esas alır (Ackermann, 2001). Yapılandırmacı bir anlayışla oluşturulan öğrenme ortamları ilgi ve motivasyonu sağlamaya (Alimisis, 2013;Eguchi, 2010), problem çözme sürecinde aktif rol almaya (Karim, Lemaignan ve Mondada, 2015;Liu, Lin ve Chang, 2010) ve işbirliğine dayalı olarak yaparak ve yaşayarak öğrenmeye katkı sunar (Atmatzidou ve Demetriadis, 2016;Grover ve Pea, 2013). ...
Bu araştırma robotik programlamanın ön lisans öğrencilerinin bilgi işlemsel düşünme becerisi gelişimine etkisini incelemeyi amaçlamaktadır. Araştırma iç içe gömülü karma desen kullanılarak yürütülmüştür. Araştırmaya Meslek Yüksekokulu Bilgisayar Programcılığı Bölümünün 1.sınıfında öğrenim gören 28 erkek ve 4 kız olmak üzere toplam 32 öğrenci katılmıştır. Öğrencilere çevrimiçi öğrenme ortamında eşzamanlı olarak 12 hafta boyunca toplam 18 saatlik robotik programlama eğitimi verilmiştir. Nicel veriler bilgisayarca düşünme becerileri ölçeği ile nitel veriler ise yarı yapılandırılmış görüş alma formuyla toplanmıştır. Nicel verilerin analizinde bağımlı örneklem t-Testi ve Wilcoxon işaretli sıralar testi kullanılmıştır. Nitel verilerin analizinde ise betimsel analiz yönteminden faydalanılmıştır. Elde edilen bulgular robotik programlamanın öğrencilerin bilgi işlemsel düşünme becerisi gelişimlerini önemli ölçüde etkilediğini göstermektedir. Ayrıca ön test ve son test puanları arasındaki ortaya çıkan fark yaratıcılık, eleştirel düşünme ve problem çözme becerileri için anlamlı iken, algoritmik düşünme ve işbirliklilik açısından anlamlı değildir. Öğrenciler, robotik kitlerin günlük yaşamla ilişkili problemlerin ele alınmasında uygun bir araç olduğunu ifade ederken, problem çözme ve yaratıcılık becerisi gelişimlerinde önemli roller üstlendiğini belirtmişlerdir. Bu çalışmanın sonuçları, dünya genelinde yaşanılan COVID-19 pandemisi sürecinde hem robotik programlama derslerinin çevrimiçi ortamlarda verilebilirliğini göstermesi hem de öğrencilerin bilgi işlemsel düşünme becerisi gelişimi için uygunluğunu ortaya koyması açısından değerlidir.
... Eğitimde eğitsel robotiklerin kullanımı Seymour Papert tarafından yapılandırmacılık (Constructivism) kuramından ilham alınarak geliştirilen inşacılık (Constructionism) yaklaşımını esas alır (Ackermann, 2001). Yapılandırmacı bir anlayışla oluşturulan öğrenme ortamları ilgi ve motivasyonu sağlamaya (Alimisis, 2013;Eguchi, 2010), problem çözme sürecinde aktif rol almaya (Karim, Lemaignan ve Mondada, 2015;Liu, Lin ve Chang, 2010) ve işbirliğine dayalı olarak yaparak ve yaşayarak öğrenmeye katkı sunar (Atmatzidou ve Demetriadis, 2016;Grover ve Pea, 2013). ...
Bu araştırma robotik programlamanın ön lisans öğrencilerinin bilgi-işlemsel düşünme becerisi gelişimine etkisini incelemeyi amaçlamaktadır. Araştırma problemi durum çalışması yöntemi kullanılarak çözümlenmiştir. Araştırmaya XXX üniversitesi XXX Meslek Yüksekokulu bilgisayar programcılığı bölümünde öğrenim gören 28 erkek ve 4 kız olmak üzere toplam 32 öğrenci katılmıştır. Öğrencilere çevrimiçi öğrenme ortamında eşzamanlı olarak 12 hafta boyunca toplam 18 saatlik robotik programlama kursu verilmiştir. Nicel veriler bilgisayarca düşünme becerileri ölçeği ile nitel veriler ise yarı yapılandırılmış görüşme formuyla toplanmıştır. Nicel verilerin analizinde bağımlı iki örnek T-testi ve Wilcoxon işaretli sıralar testi kullanılmıştır. Nitel verilerin analizinde ise betimsel analiz yönteminden faydalanılmıştır. Elde edilen bulgular robotik programlamanın öğrencilerin bilgi-işlemsel düşünme becerisi gelişimlerini önemli ölçüde etkilediğini göstermektedir. Ayrıca öntest ve sontest puanları arasındaki ortaya çıkan fark yaratıcılık, eleştirel düşünme ve problem çözme becerileri için anlamlı iken, algoritmik düşünme ve işbirliklilik açısından anlamlı değildir. Öğrenciler robotik kitlerin günlük yaşamla ilişkili problemlerin ele alınmasında uygun bir araç olduğunu ifade ederken, problem çözme ve yaratıcılık becerisi gelişimlerinde önemli roller üstlendiğini belirtmişlerdir. Robotik programlama kursunun çevrimiçi öğrenme ortamında eşzamanlı olarak verildiği bu çalışmanın sonuçları, dünya genelinde yaşanılan pandemi sürecinde (covid-19) hem robot programlama kurslarının çevrimiçi ortamlarda verilebilirliğini göstermesi hemde öğrencilerin bilgi işlemsel düşünme becerisi gelişimi için uygunluğunu ortaya koyması açısından değerlidir.
... Na perspectiva da educação, inovação em ciência e tecnologia, a Robótica Educacional surgiu como ferramenta única de aprendizado que pode oferecer atividades práticas e divertidas em ambientes diversos que provocam a curiosidade dos alunos (Eguchi, 2010). Segundo (Zilli et al. 2004), a Robótica Educacional pode desenvolver as seguintes competências: raciocínio lógico; formulação e teste de hipóteses; relações interpessoais; investigação e compreensão; representação e comunicação; resolução de problemas por meio de erros e acertos; aplicação das teorias formuladas a atividades concretas; criatividade; e capacidade crítica (Figueredo, 2021). ...
Com avanço da tecnologia e o grande volume de conteúdos na web nas últimas décadas, tem-se ampliado a utilização de fresadoras CNC (Comando Numérico Computadorizado) no meio industrial, ganhando considerável atencão na fabricação de peças. Este artigo propõe a construcão de um protótipo CNC acessível de baixo investimento destinado à fabricação de PCI (placas de circuito impresso) a fim de instigar o fortalecimento acadêmico do ensino aprendizagem em cursos de robótica educacional, contribuindo para novas prototipagens de baixo custo. Como resultado do ponto de vista didático, este se baseia em um modelo educacional para o apoio do conhecimento e experiências maker de novos alunos, demonstrando que esta tecnologia pode ser difundida para diversas escolas, incentivando a pesquisa e o desenvolvimento de novos protótipos.
... Why is E.R. the right tool for developing collaboration skills? Educational Robotics has emerged as a unique learning tool that can offer hands-on, fun activities in an attractive learning environment feeding students interest and curiosity [6]. It is not very difficult to understand that E.R delivers a playful and joyful feeling to most if not to all students at the primary school age. ...
There is a constantly growing research interest for Educational Robotics and its effects to the development of student skills. Many researchers conclude and state that E.R develops and increases the collaboration skills of students, without presenting a specific strategy or a methodology that supports the whole process. In addition, the reports are not supported by measurable results or observations of elements that comprise the collaboration skills. This research focuses at the creation of the appropriate conditions, strategy and methodology in order for collaboration skills to find solid foundations for development. It is important to be stated that collaboration is not seen as the means to produce learning outcomes, but collaboration and collaboration skills are perceived to be the outcome of this approach. The aim of this article is to provide a visual depiction of our proposed approach.
... The activities carried out with educational robots can also vary in nature. [30] suggests that these can be divided in three main approaches: a theme-based curriculum approach, where 'curriculum areas are integrated around a special topic for learning and studied mostly through inquiry and communication'; a project-based approach, where 'students work in groups to explore real-world problems'; and a goaloriented approach, where 'children compete in challenges in Robotics Tournaments taking place mostly out of school'. Although all three approaches have proven to be successful in enthusiastically engaging students and supporting them in achieving learning goals, obstacles to systematically implement robotics as an integral part of school curriculum still exist [31]. ...
The need for critically reflecting on the deceptive nature of advanced technologies, such as social robots, is urging academia and civil society to rethink education and the skills needed by future generations. The promotion of critical thinking, however, remains largely unaddressed within the field of educational robotics. To address this gap and question if and how robots can be used to promote critical thinking in young children's education, we conducted an explorative design study named Bringing Shybo Home. Through this study, in which a robot was used as a springboard for debate with twenty 8-to 9-year-old children at school, we exemplify how the deceptive nature of robots, if embraced and magnified in order for it to become explicitly controversial, can be used to nurture children's critical mindset.
... Minimizing or eradicating the "digital gap" is vital by promoting more significant involvement in the growing digital environment. Along the same lines, educational robotics is closely related to the CT approach, as it offers to students opportunities to think, develop, construct, communicate, collaborate, and critically reflect on their creations and solutions (Alimisis 2013;Bers, Flannery, Kazakoff, & Sullivan, 2014;Eguchi, 2010). ...
Computational thinking (CT) is now considered an essential approach for developing critical thinking and 21st-century skills. CT as a teaching methodological approach is more connected to STEM education as it provides clearer conceptual and practical considerations to understand science, computer, and mathematical concepts. Based on the recent literature, educational robotics, applications, and serious games are the means of applying CT in teaching practice. This study examines students' needs, interests, and motivations for using a game in the context of CT. Quantitative analysis from an online questionnaire to 394 students from secondary education in different five countries (Greece, Cyprus, Italy, Poland, United Kingdom) demonstrate the students' game interests and needs that guide us to develop a game for CT's implementation in the classroom. Essential insights, considerations, and implications are providing for the design, development, and use of games for the CT in an educational environment.
... The errors made by the students allow them to understand how to move forward and how to improve their work. As a result, ER emerged as a unique learning tool, can offer hands-on, fun activities in an attractive environment feeding interest and curiosity (Eguchi, 2010). On the other hand, constructivism and constructionism methods require the transition to the design of "transparent" ("white-box") robots. ...
The exponential growth of publications on educational robotics (ER) in the last 10 years, undoubtedly, in many ways, is due to the introduction and the ubiquitous application of such platforms as Arduino, micro:bit, Raspberry Pi, and others. These instruments offer a variety of ways for STEM curricula introduction. Being centered on technological and engineering issues, the ER methodology offers an excellent opportunity for students of different ages. By lowering the entry-level effort, the platforms significantly simplify the first steps in the field. Nevertheless, as every simplification presumes, a significant part of “underlying machinery” remains hidden. Indeed, the character of in-school ER projects barely holds enough space for a detailed treatment of the concepts. Nevertheless, the chapter illustrates the importance of exposing students to the currently available instruments and providing in-depth conceptual insight. To support the thesis, several examples, unifying multi-perspective and multi-scale approaches, are provided.
... Thus, a wide spectrum of computationally-themed manipulatives and toys, ranging from digital versions to completely screen-less options, are available to teach young learners (Hamilton et al., 2019). In their majority these programmable robotic devices serve as learning tools to ensure fun, hands-on activities in an attractive learning environment and promote students' interest and curiosity (Eguchi, 2010). ...
Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.
... Ho Chi Minh City University of Education Journal of Science,18(8), 1495-1508. (Eguchi, 2010). Nghiên cứu tổng hợp (Jung & Won, 2018) khẳng định giaó du ̣c STEM robotics hiện nay đươ ̣c xem như một lĩnh vực ho ̣c tâ ̣p theo hướng tích hợp các môn học liên quan. ...
Giáo dục STEM là quan điểm dạy học tích hợp đang được quan tâm ở nhiều quốc gia trên thế giới. Trong các nội dung giáo dục STEM, một số nghiên cứu đã ghi nhận tác động tích cực của việc giáo dục STEM robotics đối với kiến thức, kĩ năng và sự hứng thú của học sinh. Bài viết này giới thiệu tiến trình dạy học một chủ đề STEM lĩnh vực robotics cho học sinh lớp 8 – thiết kế và chế tạo robot hút bụi. Chủ đề được thiết kế dựa trên quy trình thiết kế kĩ thuật (Engineering Design Process) nhằm tạo cơ hội bồi dưỡng năng lực giải quyết vấn đề cho học sinh. Kết quả thực nghiệm đối với học sinh lớp 8 cho thấy rằng, các em có các biểu hiện tích cực đối với năng lực giải quyết vấn đề trong giáo dục STEM lĩnh vực robotics thông qua học tập chủ đề.
Bu çalışmanın amacı eğitsel robot setlerin öğrencinin problem çözme, akademik başarı ve bilimsel süreç becerilerine olan genel etkisinin incelenmesidir Çalışmada, literatür taraması yaklaşımlarından biri olan meta-analiz yöntemi uygulanmıştır. Bu araştırmada çalışmaya dâhil edilme kriterleri olarak belirlenmiş ölçütler şunlardır: Çalışmanın 2010-2021 yılları arasında olması, Türkçe dilinde yazılmış yüksek lisans tezi ve doktora tezi olması, eğitim alanında robot setlerin kullanılmış olması, çalışmanın deneysel-yarı deneysel olması. Verileri analizinde etki büyüklükleri hesaplanmıştır. Dâhil edilme kriterlerine göre araştırmaya 6 adet doktora tezi, 26 adet yüksek lisans tezi olmak üzere toplam 32 adet çalışma dâhil edilmiştir. Veriler incelendiğinde, araştırmaya dâhil edilen çalışmaların %48.8 oranında akademik başarıyı, %19.5 oranında bilimsel süreç becerileri ve %31.7 oranında problem çözme becerilerinin ele alındığı görülmektedir. Akademik başarı bağlamında Cohen etki düzeyleri sınıflandırmasına göre dâhil edilen çalışmaların %0 oranında zayıf , %30 oranında küçük, %25 oranında orta ve %45 oranında güçlü düzeyde etki büyülüklerinin olduğu saptanmıştır. Öte yandan bilimsel süreç becerilerine olan etki incelendiğinde çalışmaların %12,5 oranında zayıf, %37,5 oranında küçük, %12,5 oranında orta ve %37,5 oranında güçlü düzeyde etki büyülüklerinin olduğunu görülmektedir. Problem çözme becerilerine olan etki incelendiğinde çalışmaların %7,69 oranında zayıf , %7,69 oranında küçük, %38,46 oranında orta ve %46,15 oranında güçlü düzeyde etki büyülüklerinin olduğu görülmüştür.
Στο άρθρο παρουσιάζεται η κατασκευή και αξιολόγηση μιας σειράς δραστηριοτήτων για το Δημοτικό Σχολείο, οι οποίες σχεδιάστηκαν υπό το πρίσμα της προσέγγισης STEAM και εντάχθηκαν στο πλαίσιο των Εργαστηρίων Δεξιοτήτων στοχεύοντας στη βελτίωση των στάσεων των εκπαιδευτικών για τις ΤΠΕ. Οι δραστηριότητες απευθύνονται σε διαφορετικές τάξεις, ωστόσο φέρουν κοινά χαρακτηριστικά περιεχομένου, δομής και μεθοδολογίας. Ως εργαλείο μέτρησης στάσεων για τις ΤΠΕ αξιοποιήθηκε η κλίμακα UTAUT. Η επιβεβαιωτική παραγοντική ανάλυση κατέδειξε 5 παράγοντες της κλίμακας σε δείγμα 201 ατόμων. Οι παράγοντες αυτοί ελέγχθηκαν μη παραμετρικά σε δείγμα 21 ατόμων που απάντησαν στην κλίμακα πριν και μετά την εφαρμογή των δραστηριοτήτων. Οι έλεγχοι Wilcoxon κατέδειξαν στατιστικά σημαντική βελτίωση στις στάσεις της πειραματικής ομάδας. Επιπλέον, τα στοιχεία της έρευνας καταδεικνύουν δυσκολία υλοποίησης των Εργαστηρίων Δεξιοτήτων, η οποία εντείνει την αναγκαιότητα κατασκευής δραστηριοτήτων, πόρων και επιμορφώσεων κατάλληλων να εγείρουν το ενδιαφέρον των εκπαιδευτικών και, κατ’ επέκταση, να βελτιώνουν τις στάσεις τους για τις ΤΠΕ.
As the world continues to change and evolve, students must acquire a diverse set of competencies and skills that focus on sustainability. This term extends beyond environmental matters, encompassing educational aspects, such as critical thinking, communication, creativity, collaboration, and problem solving, all of which are crucial components. In order to promote these aspects in an engineering learning environment, using educational tools that emulate real-life tasks related to students’ future careers can significantly boost their motivation. It could be worth considering the integration of teaching techniques that align more closely with the professional work of engineering. By embracing this pedagogical approach, educators can empower students, contributing to the advancement of science and technology. The field of programming embedded or integrated systems presents numerous professional opportunities for students of Telecommunications and Electronics Engineering degrees. An embedded systems engineer is a specialized professional responsible for co-designing electronic devices based on a processor. This contribution analyzes the impact of introducing a mobile robot platform as a cutting-edge teaching approach that merges problem-based learning (PBL) with hands-on learning. The platform’s main features include robustness in reducing interconnection problems and the possibility of co-designing projects with multiple integrated sensors and actuators. This learning tool makes it possible for students to work with a professional embedded system that they can find in their future careers. Hence, assessing the impact of this learning strategy using the robot and how students perceive it to enhance their professional skills is fundamental. This evaluation compares students’ experiences in previous subjects with the learning approach proposed in this research that intends to support students to prepare them more effectively for transitioning to professional life. The evaluation involves a previous and post-questionnaire that examines three dimensions: energy, absorption, and dedication. Based on the findings, it can be concluded that the general satisfaction item showed the highest growth rate (1.05 out of 5.00) and the best score in the post-questionnaire. This indicates that, overall, the students evaluated the impact of using the learning strategy described positively. After completing the learning experience, the dimension of dedication showed the highest increase (0.73 out of 5.00) among all three dimensions.
The ubiquity and an established framework for using open-source electronics and 3D prototyping platforms have enhanced the ways educational robotics (ER) is introduced. Low entry-level, a wide range of peripheral modules and
3D designs alleviate approaching the subject. Nevertheless, the relative ease such systems aim to provide tends to obscure the underlying machinery and basic principles. In this regard, the present article describes designing and implementing a simple programmable Arduino-based bot with a particular accent on the underpinning principles' exposition.
In this chapter, the impact of an educational robotics curriculum to enhance students' self-esteem and self-perception was examined. The intervention employed various activities and educational robotics packages based on the educational robotics curriculum developed by Frederick University Robotics Academy. Forty-one students, 6-13 years old, participated in a summer school program of 8 weeks. The study statistically examined the relationship between the robotics and the development of the aforementioned skills. The results revealed the positive impact and great potential of integrating robotics as a cognitive-learning tool to enhance self-esteem and self-perception of students. Specifically, the intervention minimized gender differences in self-esteem and revealed positive inference in both self-esteem and self-perception, with the last one to have also statistical significant differences. Finally, it revealed positive influences in regards to leaning, friendship, happiness, perception and acceptance of themselves, and expression of their beliefs and opinions.
COVID-19 salgını ile birlikte, ortaokullarda yüz yüze yürütülen derslerin çevrimiçi öğrenme ortamlarında yürütülmeye başlanması, derslerin hazırlık ve sunulma sürecinde değişiklikler meydana getirmiştir. Bilişim Teknolojileri ve Yazılımı (BTY) dersi kapsamında öğretilen Robotik kodlama, kavramsal bilgilerin yanında farklı becerileri öğretmeyi de amaçlayan çoğunlukla uygulamalı yürütülen bir ders olduğu için çevrimiçi eğitim sürecinde öğretmenler için çok çaba gerektiren bir ders halini almıştır. Bu çalışmada, çevrimiçi ders sürecinde robotik kodlama öğretiminde meydana gelen değişimleri tarama ve görüşme yöntemleri birlikte kullanılarak ortaya konulmuştur. Anket katılımcıları, Türkiye’nin farklı bölgelerinde özel ve devlet okullarında görev yapmakta olan 307 Robotik öğretmenidir. Anket yapılan katılımcılar arasından belirlenen 15 Robotik kodlama öğretmeni ile mülakat yapılmıştır. Sonuç olarak; çevrimiçi robotik öğretim sürecinde yüz yüze robotik öğretimine göre en belirgin değişimler öğretim ortamı ve kullanılan araçlarda meydana geldiği belirlenmiştir. Ayrıca robotik öğretim sürecini robotik ders içerikleri, teknolojik altyapı, çevrimiçi öğretim ortamı, ders içi ve ders dışı faktörlerin etkilediği ortaya çıkmıştır. Son olarak çevrimiçi ders sürecinde robotik öğreticilerinin birden fazla öğretim yöntemini bir arada kullandıkları ve yüz yüze ortama göre öğrenme çıktılarında farklılıklar olduğu bulunmuştur. Bu çalışmanın, çevrimiçi robotik öğretim süreçlerinin tanımlanmasında çevrimiçi öğrenme alanı çalışmalarına katkı sağlayacağı ümit edilmektedir.
Computational thinking (CT) is now considered an essential approach for developing critical thinking and 21st-century skills. CT as a teaching methodological approach is more connected to STEM education as it provides clearer conceptual and practical considerations to understand science, computer, and mathematical concepts. Based on the recent literature, educational robotics, applications, and serious games are the means of applying CT in teaching practice. This study examines students' needs, interests, and motivations for using a game in the context of CT. Quantitative analysis from an online questionnaire to 394 students from secondary education in different five countries (Greece, Cyprus, Italy, Poland, United Kingdom) demonstrate the students' game interests and needs that guide us to develop a game for CT's implementation in the classroom. Essential insights, considerations, and implications are providing for the design, development, and use of games for the CT in an educational environment.
Educational Robotics is a specific interdisciplinary field that improves learning experience and develops student skills and competences through robotic-based activities. Constructing of robot models provide hands-on experiences for children while programming the built model teach basic coding knowledge for them. Instead of use text-based programming languages coding can be learned by a Scratch-based language in an age-appropriate way. Educational robots are excellent tools of introducing and teaching programming at all levels of education, though most of them aim at pupils in primary and secondary schools. LEGO Education's products also stand out among the educational robots thanks to their high quality and the very wide range of projects and teaching materials. The recently released Lego robot, SPIKE Prime, can also be programmed in Python, providing a playful way to learn the basics of object-oriented programming even in higher education.
Total Quality Management (TQM) composes a management framework which has as its ulterior goal the improvement through a continuous and dynamic process that spots the positive points, the weaknesses and the needs connected with the work of the school unit. In this process the majority of the school community is involved, and it is considered the foundation of the proper scheduling and planning of educational work, as well as the implementation of activities that contribute to the total improvement of the educational organization. This study focuses on leadership and human resources which are fundamental principles for the achievement of quality processes as defined in TQM.The main finding of this research is that if the director achieves awareness of the approaches of excellence and quality standards, he/she will correspondingly be able to instill in human resources the need for participatory administration as a fundamental principle of the school’s self-efficacy. Moreover, the teachers argued that the role of the principal in motivating and inspiring the members of the school unit is a person-centered process. On the contrary, if the director’s perceptions are aligned with teachers’ beliefs, then they will be actively involved in the strategic planning of the school unit.
Children today live in a digital world that is evolving with technological advances and innovative technologies. Governments and policymakers around the globe are becoming interested in how to effectively bridge technology and economic prosperity as a driver for transforming teaching and learning through digital education. In early childhood education especially, educational robotics is a type of technology that is more suited than other tools. The reason is that robots have appealing features and functions keeping children's attention, improving their performance, concentration, cognitive flexibility among others. But any effort to facilitate educational robotics in school settings must necessarily consider the role of the teachers, who are called to realise the goals specified by national curricula and educational programs. This study is designed to investigate Greek teachers' beliefs of using educational robotics technology, as well as key issues to consider for the future establishment of these technologies in the preschool classroom.
It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.
This study aims to explore the usability of the virtual robotics programming curriculum (VRP-C) for robotics programming teaching. Pre-service computer science (CS) teachers were trained for robotics programming teaching by using VRP-C in a scientific education activity. After training, views of the participants were revealed by using a scale and an evaluation form consisting of open-ended questions. Results show that VRP-C is compatible with the curriculum for robotics programming teaching in schools, and pre-service CS teachers tend to use VRP-C in their courses. They think that VRP-C will be beneficial for robotics programming teaching in terms of content, functionality, and cost. Compatibility, visual design, feedback, time management, fiction, gamification, and cost are the characteristics that increase the usability of VRP-C. VRP-C can be used as an online tool for robotics programming training due to the necessity of transition to distance education because of the COVID-19 pandemic.
In this chapter, the authors present a methodology for the formation and preparation of teams in order to participate in educational robotics competitions composed of five stages: recruitment, training, team conformation and preparation, prototyping, and competition day. The chapter begins with an introduction to educational robotics applied in schools and its use to implement design-based learning, followed by a description of the characteristics of the educational robotics kits and a brief description of the 5PER methodology used in the fourth stage, prototyping, with a description of the main robotics competencies worldwide. The five stages methodology is presented in detailed so it can be replicated by other educators around the world. The exposed methodology is based on the experience of the authors in the preparation of equipment to participate in various robotics competitions at the Faculty of Electrical and Electronic Engineering of the Universidad Nacional de Ingenieria Lima, Peru.
ResearchGate has not been able to resolve any references for this publication.