Programming Constructs in Curriculum for Educational Robotics at Lower Secondary School

2017 ◽  
pp. 242-245
Author(s):  
Michaela Veselovská ◽  
Karolína Mayerová
Keyword(s):  
Secondary School ◽  
Educational Robotics ◽  
Lower Secondary School

Programming with Motion Sensor Using Lego WeDo at Lower Secondary School

2015 ◽  
Vol 4 (3) ◽  
pp. 40-52 ◽  
Author(s):  
Michaela Veselovská ◽  
Karolína Mayerová
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Fifth Grade ◽  
Motion Sensor ◽  
Educational Robotics ◽  
Lower Secondary School ◽  
Problem Solving Skills ◽  
Doctoral Research ◽  
Fifth Grade Students ◽  
Different Types

Abstract Educational robotics has become one of the popular and motivational tools of learning for mostly science and technology oriented classes. Its application in teaching specific subject is not very simple. Initiative teachers have encountered many questions, which include the selection and development of specific types of activities that can allow students to extensively utilize the potential of the selected robotic kit. In our research we have been working with educational robotics in informatics at lower secondary school. In this paper we focus on the fifth grade students, which worked with robotic kit LEGO WeDo. We analysed different types of activities, where pupils were programming the robotic model with usage of motion sensor. Our aim was to identify what types of activities the pupils resolved correctly and in what types of activities pupils most often made mistakes. In pursuit of that, we can create a more concise and easier to understand version of tasks to program the robotic model. These activities are part of the curriculum with educational robotics, which we have been developing within our doctoral research. We have been conducting design base research within we chose qualitative methods of data collection and data analysis. Based on data analysis, we found that in most cases pupils solved prepared tasks, in which they worked with programs from the worksheets (modifying the program, explaining the differences between the two programs and completing programs). Pupils mostly made mistakes in explaining a particular program and in creating a certain sequence of commands in program. In the next phase of our research we are going to modify mentioned activities so pupils can better acquire problem solving skills, programming skills and communication and collaboration skills.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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