The Challenge of Robotics Education in Science Museums

2012 ◽  
Vol 2 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Alex Polishuk ◽  
Igor Verner ◽  
Yona Klein ◽  
Elad Inbar ◽  
Ronen Mir ◽  
...  
Keyword(s):  
Science Museums ◽  
Robotics Education

Scaffolding Informal Learning in Science Museums: How Much Is Too Much?

2013 ◽  
Vol 97 (6) ◽  
pp. 848-877 ◽  
Author(s):  
SUSAN A. YOON ◽  
KAREN ELINICH ◽  
JOYCE WANG ◽  
JAQUELINE B. VAN SCHOONEVELD ◽  
EMMA ANDERSON
Keyword(s):  
Informal Learning ◽  
Science Museums

Situated Learning-Based Robotics Education

2020 ◽  
Author(s):  
Weitian Wang ◽  
Constantine Coutras ◽  
Michelle Zhu
Keyword(s):  
Situated Learning ◽  
Robotics Education

The New Solution For Robotics Education

2021 ◽  
Author(s):  
Maged Mikhail ◽  
Vu Duong ◽  
Damian Podgorski
Keyword(s):  
Robotics Education

scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  
Keyword(s):  
Science Education ◽  
Primary Schools ◽  
Science Communication ◽  
Planetary Science ◽  
Science Museum ◽  
University Education ◽  
Primary School Children ◽  
Science Museums ◽  
Asking Questions ◽  
The Right

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

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