EDUCATIONAL ROBOTICS: A NEW ARENA IN CLASSROOM TEACHING (original) (raw)

Educational Robotics Theories and Practice: Tips for how to do it Right

Robots in K-12 Education: A New Technology for …, 2012

Educational robotics is a growing field with "the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school" (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; "What is educational robotics?" and "What does it do, and what is it for?" The purpose of this chapter is to present the foundation of educational robotics-from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Robotics at primary and secondary education levels: technology, methodology, curriculum and science

2008

This paper presents the authors'experience in using robotics at different education levels. They have been involved for more than one year in an on-going project (TERECoP) which deals with the use of Robotics in Education. This has permitted to the authors to investigate different issues of practiacl educational robotics, e.g. like methodology approaches and technological issues, but also to address more fundamental questions like: "What is robotics at school?" or "How we can design good robotics learning experiences?". Within this context, the authors present in this paper some methodological considerations first, and then describe a pilot course of the use of robotics for teacher's sciences. Afterwards they discuss on several issues in the use of robotics in education, like curriculum or science and technology dissemination.

A case of Learning through robotics community in a school

2016

Nowadays is well known that the learning of STEM (science, technology, engineering, and mathematics) can benefit from using Robotics technologies. Furthermore, robot-based educational activities can enhance not only the acquirement of concepts in other fields (e.g. literature, history) but even improve children emotional and social development. This paper describes how robotics has been introduced transversally at all k12 level in the school

Educational Robotics: On the Role of Robotics in Learning and Education

Motivation is a key ingredient for learning: Only if the learner is motivated, successful learning is possible. Educational robotics has proven to be an excellent tool for motivating students at all ages from 8 to 80. Robot competitions for kids, like RoboCupJunior, are instrumental to sustain motivation over a significant period of time. This increases the chances that the learner acquires more in-depth knowledge about the subject area and develops a genuine interest in the field.

Involving and training public school teachers in using robotics for education

2012

The introduction of technology in the public school teaching process could help increasing the weak motivation we can observe toward engineering studies. To achieve this goal, one main obstacle is motivating public school teachers to use technological tools in their teaching activity. In this paper we present how to use a large public robotic festival to introduce such educational tools to teachers. A survey made among the teachers helps in understanding their expectations in this particular context and the potential impact of this action, giving hints on how to run this type of activity.

Robotics in Education: A Smart and Innovative Approach to the Challenges of the 21st Century

Makers at School, Educational Robotics and Innovative Learning Environments, 2021

Robotics in Education (RiE) is a broad term that refers to a variety of applications. Robots can enhance learning and teaching, but they can also help overcome impairments, whether physical or social. Even though the advantages of bringing new technologies into schools are clear, the lack of a well-established set of good practices, assessment of experiences, and tools slows down their adoption. This chapter aims to highlight the key points that emerge from the recent enhancements in RiE. First, the market and research are continuously developing new tools for school to try to meet needs and tailor products. Second, there is a wealth of formal and non-formal experiences, both in the literature and in school activities. Third, research is still validating tools and methodologies that will assess the impact of introducing robotics into education. Despite the wide availability of tools and experiences, there is still a certain degree of uncertainty about how to cope with technology in ...

Children, robotics, and education

Artificial Life and Robotics, 2003

Popular interest in robotics has increased astonishingly in the last few years. Robotics is seen by many as offering major new benefits in education at all levels. Before rushing to exploit this popularity, educators should ask serious questions about the universality and longevity of the robotics phenomenon. Is it a fashion? To be useful, the energy released by robotics must be sustained and universal, and the means of exploiting it must be systematic. Universities define their own robotics curriculum, but most schools lack both the resources and the freedom to do this, and must work with a national curriculum. If it can be shown that robotics has sustained potential in education, it seems inevitable that new ways need to be found to integrate it into the school curriculum.

New ways to learn science with enjoyment: robotics as a challenge

It is well known that during their learning process youngsters prefer and enjoy exciting challenges, so that they don't get bored in school. Many of those challenges are blossoming all around the world in an annual basis, and they stimulate students because they create new objectives, they allow creativity, discovering new and unique solutions and allow comparison of the work carried out by other teams. The robotics interest has been growing quickly and many schools are adopting this knowledge area due to its multidisciplinary, for being stimulating, for allowing students creativity, for being so practical and hands-on, and it technologically sounds good. Many challenges have being created in the last few years, both pedagogical and competitive, and requiring different levels of know-how. This paper describes the most important robotics challenges in terms of it main objectives and rules, the age target, its geographical localization, its average budget and the first steps to be taken for new teams. After reading this paper teachers will be able to decide which robotic challenge is more suitable for his team.

Teaching Robotics Concepts to Elementary School Children

Robotics in Education

We taught computer science (cs) with robotics to four second-grade classes of 30 students each (ages 7-8). The lessons were taught using the Thymio robot and the vpl environment. Our goal was to investigate the extent to which students actually learn cs concepts. A taxonomy was developed to characterize the learning levels. The students answered two questionnaires based on the taxonomy and field observations were recorded. We found that students at such an early age were very engaged during the robotics activities and were highly motivated to succeed. Furthermore, these young students do learn cs concepts but find it difficult to create and run their own programs. Keywords: Elementary school • Thymio robot • Braitenberg creatures 2 Literature Review Computer activities have been widely used in education. Clements and Sarama [4] survey work on teaching with Logo, but this focused on teaching subjects