Educational Robotics in Primary Education

2022 ◽  
pp. 782-806
Author(s):  
Ioannis Kyriazopoulos ◽  
George Koutromanos ◽  
Aggeliki Voudouri ◽  
Apostolia Galani
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Primary Education ◽  
Research Methodology ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Educational Robotics ◽  
Affective Outcomes ◽  
Construction Of Knowledge ◽  
Pedagogical Framework

The purpose of this chapter is to review the literature referring to the utilization of educational robotics (ER) in primary education. Keyword-based search in particular bibliographic databases returned 21 journal papers for the eight-year period of 2012-2019. The factors that were studied in each of them are as follows: learning environment, area of knowledge/course subjects, pedagogical framework, learning activities, robotic equipment, research methodology, and main findings. The outcomes, among other things, showed that the majority of ER activities took place in a formal learning environment and that ER is appropriate for teaching subjects of STEM education. Though many researches took into account various learning theories that support collaboration, problem-solving, discovery, and construction of knowledge, there were some researches that lacked any pedagogical framework. In spite of the positive cognitive and affective outcomes of ER in learning, there are aspects that require further investigation.

Educational Robotics in Primary Education

2021 ◽  
pp. 377-401
Author(s):  
Ioannis Kyriazopoulos ◽  
George Koutromanos ◽  
Aggeliki Voudouri ◽  
Apostolia Galani
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Primary Education ◽  
Research Methodology ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Educational Robotics ◽  
Affective Outcomes ◽  
Construction Of Knowledge ◽  
Pedagogical Framework

The purpose of this chapter is to review the literature referring to the utilization of educational robotics (ER) in primary education. Keyword-based search in particular bibliographic databases returned 21 journal papers for the eight-year period of 2012-2019. The factors that were studied in each of them are as follows: learning environment, area of knowledge/course subjects, pedagogical framework, learning activities, robotic equipment, research methodology, and main findings. The outcomes, among other things, showed that the majority of ER activities took place in a formal learning environment and that ER is appropriate for teaching subjects of STEM education. Though many researches took into account various learning theories that support collaboration, problem-solving, discovery, and construction of knowledge, there were some researches that lacked any pedagogical framework. In spite of the positive cognitive and affective outcomes of ER in learning, there are aspects that require further investigation.

Connectivism as a Learning Theory and Its Relation to Open Distance Education

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Gavin Peter Hendricks
Keyword(s):  
Distance Education ◽  
Social Construction ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Theory ◽  
Learning Theories ◽  
Traditional Learning ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge

This paper focuses on connectivism as a learning theory and its relation to open distance education. Connectivism is presently challenging existing learning theories and is unlike behaviourism, cognitivism and constructivism, which place learning at the centre of the cognitive development of the learner. Connectivism stresses that learning is located in different networks and the social construction of knowledge makes the learner key in the knowledge creation process. Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. This is a learning environment where students simply plug into the network and create their own learning. Unlike traditional learning methods and theories like cognitivism (where learning is an active, constructive process), behaviourism (a theory of learning based on the idea that all behaviours are acquired through conditioning) or constructivism (the theory that humans construct knowledge and meaning from their experiences), with connectivism, learning is defined by connections to a network of knowledge that can include any form of interaction. Siemens’ theory of connectivism is based on Web 2.0 technologies. This raises key questions as to whether it can be seen as a learning theory in the context of open distance learning (a delivery mode and teaching and learning approach that focuses on increased access to education and training where barriers caused by time, place and pace of learning are eliminated). Web 2.0 learning in the last decade has impacted on the way we teach in traditional classroom settings and how knowledge is disseminated in an online learning environment. Siemens’ theory of connnectivism is a paradigmatic shift from traditional learning theories to new ways of learning through networks, databases, and Web learning on different virtual learning platforms. This raises questions about the radical discontinuity of traditional knowledge systems as the learner becomes part of the social creation and social construction of knowledge in a virtual learning environment.  

scholarly journals Remote Virtual Simulation for Incident Commanders—Cognitive Aspects

2021 ◽  
Vol 11 (14) ◽  
pp. 6434
Author(s):  
Cecilia Hammar Wijkmark ◽  
Maria Monika Metallinou ◽  
Ilona Heldal
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Research Methodology ◽  
Current Knowledge ◽  
Learning Objectives ◽  
Virtual Simulation ◽  
Practical Training ◽  
Case Research ◽  
Action Case

Due to the COVID-19 restrictions, on-site Incident Commander (IC) practical training and examinations in Sweden were canceled as of March 2020. The graduation of one IC class was, however, conducted through Remote Virtual Simulation (RVS), the first such examination to our current knowledge. This paper presents the necessary enablers for setting up RVS and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling (corresponding to 15,400 km for a class). While further research is needed for defining how to integrate RVS in practical training and assessment for IC education and for increased generalizability, this research pinpoints current benefits and limitations, in relation to the cognitive aspects and in comparison, to previous examination formats.

BLENDED LEARNING ENVIRONMENT: AN APPROACH TO ENHANCE STUDENTS’S LEARNING EXPERIENCES OUTSIDE SCHOOL (LEOS)

2021 ◽  
pp. 121-134
Author(s):  
Sandhya Devi Coll ◽  
David Treagust
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Blended Learning ◽  
Science Curriculum ◽  
Learning Experiences ◽  
Field Trips ◽  
Student Experiences ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Collaboration And Communication

This paper reports on blended learning environment approach to help enhance students’ learning out comes in science during Learning Experiences Outside School (LEOS). This inquiry took the nature of an ethnographic case study (Lincoln & Guba 1985; Merriam, 1988), and sought to establish ways of enhancing students’ LEOS. The context of the inquiry was a private rural religious secondary school in New Zealand. The New Zealand Science Curriculum is based on a constructivist-based view of learning which provides opportunities for a number of possible learning experiences for science, including LEOS, to enrich student experiences, motivate them to learn science, encourage life-long learning, and provide exposure to future careers (Hofstein & Rosenfeld,1996; Tal, 2012). However, to make the most of these learning experiences outside the school, it is important that adequate preparation is done, before, during and after these visits. Sadly, the last two decades of research suggest that activities outside school such as field trips have not necessarily been used as a means to improveschool-basedlearning (Rennie & McClafferty, 1996). This inquiry utilised an integrated online learning model, using Moodle, as a means to increase student collaboration and communication where students become self-directed, negotiate their own goals, express meaningful ideas and display a strong sense of collective ownership (Scanlon, Jones & Waycott, 2005; Willett, 2007). The digital space provided by Moodle allows students significant autonomy which encourages social interactions and this promotes learning and social construction of knowledge (Brown, Collins, & Duguid, 1989; Lewin, 2004).

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