LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION

TitleLEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION
Publication TypeJournal Article
Year of Publication2013
AuthorsAltin, H, Pedaste, M
JournalJournal of Baltic Science Education
Volume12
Issue3
Start Page365-377
Date PublishedSeptember/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1054482
Keywordsconstructionism, constructivism, educational robotics, inquiry learning, LEGO Mindstorms, Problem Solving
Abstract

The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers’ and students’ impressions. However, robotics can be seen as a “tool” to create many approaches to science education, such as inquiry learning and problem solving.

URLhttp://oaji.net/articles/2015/987-1425808570.pdf
Refereed DesignationRefereed
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