Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)

2015 ◽  
pp. 19-47 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Standardized Testing ◽  
Computational Thinking ◽  
Educational Practice ◽  
Educational Robotics ◽  
Stem Learning ◽  
Learning Tool ◽  
Creative People ◽  
Technological Learning ◽  
K 12

In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.

Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)

2015 ◽  
pp. 740-767 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Standardized Testing ◽  
Computational Thinking ◽  
Educational Practice ◽  
Educational Robotics ◽  
Stem Learning ◽  
Learning Tool ◽  
Creative People ◽  
Technological Learning ◽  
K 12

In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.

Educational Robotics for Creating Effective Computer Science Learning for All

2021 ◽  
pp. 44-69
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Educational Robotics for Creating Effective Computer Science Learning for All

2022 ◽  
pp. 756-781
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Embodying Computational Thinking: Initial Design of an Emerging Technological Learning Tool

2014 ◽  
Vol 20 (1) ◽  
pp. 79-84 ◽  
Author(s):  
Shaundra B. Daily ◽  
Alison E. Leonard ◽  
Sophie Jörg ◽  
Sabarish Babu ◽  
Kara Gundersen ◽  
...  
Keyword(s):  
Computational Thinking ◽  
Learning Tool ◽  
Technological Learning ◽  
Initial Design

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

Educating for profit, educating global citizenship

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Larry Hickman
Keyword(s):  
Standardized Testing ◽  
Business Models ◽  
Global Citizenship ◽  
Free Market ◽  
Educational Practice ◽  
Global Citizens ◽  
For Profit ◽  
The United Kingdom ◽  
Market Economic ◽  
K 12

AbstractAfter reviewing current proposals for standardized testing in K-12 education (United States) and for imposition of free-market economic and business models on higher education (Texas, Florida, and the United Kingdom), I argue that both types of proposals rest on flawed pedagogical assumptions and tend to undermine educational practices that promote the development of global citizens. I suggest that John Dewey was aware of the type of challenges now faced by educators and that he provided tools for blunting the force of these proposals and moving educational practice toward more desirable ends.

In and out of the School Activities Implementing IBSE and Constructionist Learning Methodologies by Means of Robotics

2013 ◽  
pp. 1068-1093
Author(s):  
G. Barbara Demo ◽  
Michele Moro ◽  
Alfredo Pina ◽  
Javier Arlegui
Keyword(s):  
Science Education ◽  
Young People ◽  
Peer Education ◽  
Computational Thinking ◽  
Learning Theories ◽  
School Resources ◽  
Educational Robotics ◽  
Content Areas ◽  
School Activities ◽  
K 12

In this chapter, the authors 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.

Theories and Practices Behind Educational Robotics for All

2021 ◽  
pp. 68-106
Author(s):  
Amy Eguchi
Keyword(s):  
Active Learning ◽  
Classroom Teachers ◽  
Educational Robotics ◽  
Motivation To Learn ◽  
Learning Approaches ◽  
Learning Tool ◽  
Learner Centered ◽  
Computing Science ◽  
Pedagogical Approaches ◽  
Made In

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

scholarly journals Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks

Informatics ◽  
2019 ◽  
Vol 6 (4) ◽  
pp. 43 ◽  
Author(s):  
Chiazzese ◽  
Arrigo ◽  
Chifari ◽  
Lonati ◽  
Tosto
Keyword(s):  
Primary School ◽  
Positive Impact ◽  
Computational Thinking ◽  
Fourth Grade ◽  
Thinking Skills ◽  
Research Field ◽  
Primary School Children ◽  
Control Group ◽  
Educational Robotics ◽  
K 12

Research has shown that educational robotics can be an effective tool to increase students’ acquisition of knowledge in the subjects of science, technology, engineering, and mathematics and promote, at the same time, a progression in the development of computational thinking (CT) skills in K–12 (kindergarten to 12th grade) education. Within this research field, the present study first sought to assess the effect of a robotics laboratory on the acquisition of CT-related skills in primary school children. The study also aimed to compare the magnitude of the effect of the laboratory across third- and fourth-grade students. For the purpose of the study, a quasi-experimental post-test-only design was adopted, and a group of 51 students, from third- and fourth-grade classrooms, participating in the robotics laboratories, were compared to a control group of 32 students from classrooms of the same grades. A set of Bebras tasks was selected as an overall measure of CT skills and was administered to children in both the intervention and control groups. Overall, the results showed that programming robotics artefacts may exert a positive impact on students’ learning of computational thinking skills. Moreover, the effect of the intervention was found to be greater among third-grade children.

Sign in / Sign up

Export Citation Format

Share Document