1,720,972 research outputs found
Simulation of Robotic Sensors in BYOB
No full textThe paper presents a proposal to simulate several robotic sensors through an implementation in the BYOB authoring environment. The possibility to define custom blocks as specialized reporters is exploited to represent the information usually returned by relevant physical sensors in real robots. Some motivations to use simulated sensors and robots for educational purposes in a well know and not so complex environment like BYOB are also given
A Paradox in the Constructive design of Robotic projects in School
No full textIn the training of teachers for teaching robotics at the
primary school level, the methodological aspects of teaching and
learning are important. Constructivist methodologies and
project-based learning are two “quality” tools that are proposed
to the teachers (in training courses) for the design of lesson plans.
But, using them we can design constructivist teaching sequences
which, although progressively lead to the resolution of real and
complex situations, paradoxically may not lead to a parallel
progression in the learning of robotic techniques.
We emphasize here this paradox, showing two paradigmatic
examples of constructivist lesson plans for the same theme "Nodriver
bus ...". Only the second one guarantees parallelism
between the increasing semantic complexity of the problems and
the positive gradient in the syntactic component of the robot
programming
How to enhance the robotic experience with Scratch
No full textBefore using real educational robots, the Scratch environment offers advantages as an evolution of LOGO. While promoting, like LOGO, basic hypothetical thinking, its design moves around a more advanced interactive language and may allow, on the one hand, the simulation of “physical” environments and, on the other hand, the enrichment of its “sprites” with simulated sensors, i.e. it permits to work on an advanced level of the hypothetical-deductive thinking.
The paper shows how deep a robotic experience can be using the Scratch environment. After some motivating remarks, the paper presents a sequence of demonstrative examples exploiting most of the Scratch commands able to promote such an experience. To support the successive the next step towards an experience with a real robot in a real environment, an activity with an Arduino board is suggested in the conclusions.
Figure 1 shows one of the examples we have developed to show how deep can be the robotic experience with Scratch.
After this preliminary step, in the future we would provide and possibly experiment a complete proposal of a robotic curriculum using Scratch and its extensions in preparation of a laboratory with physical wheeled robots and humanoids
Los entornos Lego y Logo en Robotica Educativa
No full textIn some recent projects aimed at renewing the methodology for an integrated science, mathematics and computer teaching, where the introduction of educational robots in school may help to make learning more meaningful and motivating, some questions raise: what interest offers to introduce robotics in primary and secondary education? What is learned through the activities of Robotics? How to design experiences of "good learning" (constructivist) with robots?
This paper attempts to answer the above questions, showing some discussions which compare the educational potential of LEGO Mindstorms environment for building and programming a physical robots with respect to LOGO softwares, with their virtual robot (the "turtle "). This analysis is conducted using as reference the "anthropological theory of didactics.
Robotics, Computer Science curricula and Interdisciplinary activities
No full textIn this paper, we present four examples of how to use robotics to
foster student learning of complex Computer Science concepts. We propose to
use Robotics not as a subject on its own, but as a tool for teaching/learning
purposes. Following the examples presented in this paper, we discuss several
ideas about Computer Science curricula, inter-disciplinary activities and
teaching-learning methodologies
Discussing about IBSE, Constructivism and Robotics in (and out of the) Schools
No full textWhen we look for “Inquiry Based Science Education” (IBSE) in a search engine we find more than 2.000.000 items. The IBSE we refer to is, at the same time, a Problem Based Learning (PBL) approach enriched with experimental activities (using technological tools) and a constructivist learning method. It is consistent with our overall conception of the science and technology school activity, an activity of problem solving by building and using models through hands-on-experiences that introduce and motivate concepts present in school curricula and that are performed by pupils using technology. Here we concentrate on programmable mini robot and describe activities for a constructivist IBSE introduction to concepts from standard school curricula by programming mini robots. We propose in this paper an innovative vision to use IBSE, PBL, and constructivist strategies to design up-to-date and effective (regular) educational paths involving technological artifacts (like mini-robots) and linking the schools with cultural and scientific institutions (out of the schools) to promote the establishing and the application of new knowledge
In and out of the School Activities Implementing IBSE and Constructionist Learning Methodologies by Means of RoboticsRobots in K-12 Education
No full textIn this chapter, we describe an inquiry-based science education (IBSE) theoretical framework as it was applied to robotics activities carried out in European K-12 classrooms during the last six years. Interactions between IBSE, problem-based learning, constructivist/constructionist learning theories and technology are discussed. Example activities demonstrate that educational robotics capitalizes on the digital curiosity of young people. This leads to concrete experiences in STEM content areas and spreads computational thinking to all school types and levels. Cooperation among different stakeholders (students, teachers, scientific and disseminating institutions, families) is emphasized in order to exploit in and out of the classroom school resources, competencies and achievements and for implementing peer-to-peer education among students and teachers in the same class/school or from different schools
Robotics & Constructivism in Education: the TERECoP project
No full textThis paper presents the European project “Teacher Education on Robotics-Enhanced Constructivist Pedagogical Methods” (TERECoP). A first premise of this project concerns the implementation of constructivist – constructionist methods not only in classroom, but in teacher education as well. A second premise is referred to the technology-enhanced learning as occurred in the implementation of different kinds of curriculum innovation in the classrooms. A third is related with the emerging need for a teaching as a research-based profession and for the creation of a culture in which researchers and teachers can create a shared body of knowledge.
The paper describes the starting point of this project, focusing on the context, on the aims of the project and on the different partners’ countries experiences, and outlines the different stages that are going to be developed to implement the project giving a description of every one. Finally some preliminary conclusions are presented
Robotics at Primary and Secondary Education Levels: Technology, Methodology, Curriculum and Science
No full textThis 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
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