THE SAS STRATEGY TRAINING FOR CHILDREN WITH ASD IN INCLUSIVE EDUCATIONAL ROBOTICS ACTIVITIES

Educational Robotics in inclusive learning environments creates a wide area of research where innovative teaching practices and theoretical approaches are developed and investigated in order for the new growing educational challenges to be met. In this context, an educational intervention research was carried out using mixed research methodology. The aim of the research was to investigate the effect of the“SAS Strategy Training” a strategy that developed to foster the participation of children with autism, at level 2, in inclusive teamwork with peers during construction and programming LEGO Mindstorms. 2 children, 10-11 years old, diagnosed with autism, at level 2, participated in two inclusive educational robotics teams with typical peers. Τhe SaS Strategy has been integrated in the collaboration script that was designed to support the interaction between the team members during their collaboration on programming LEGO Mindstorms. The “SaS Strategy Training” had encouraging results in reducing the barriers of the participation of the children with autism in teamwork with their typical peers. Critical questions, reflections and new research horizons emerged.

LEGO MINDSTORMS EV3 Robot in TRICK Studio environment as a new performer for teaching algorithmization and the basics of robotics in a school informatics course

The article discusses the methodological aspects of teaching algorithmization and the basics of robotics using the educational constructor LEGO MINDSTORMS EV3 in the TRIK Studio environment. The advantages of using the TRIK Studio programming environment to control both a real robot "live" and a virtual one in simulation mode are shown. Based on the methodology for introducing basic algorithmic constructions and types of algorithms by I.G. Semakin, examples of solving a system of problems using commands to control the EV3 robot in the TRIK Studio environment are given. The LEGO MINDSTORMS EV3 Robot is seen as a new performer in the TRIK Studio environment. The article highlights directions and provides examples of tasks for further mastering the basics of robotics and algorithmization. The parallel study of the basics of robotics with the study of the algorithmization section based on the task approach allows you to organize the learning process in the informatics course based on interdisciplinary and STEM approaches, to implement the requirements of the Approximate Basic Educational Program of Basic General Education (2015).

Alfabetização e robótica: uma experimentação na formação de professores

O presente artigo trata de uma experiência realizada em 2011 com uma turma de estudantes do curso de pedagogia da Unicamp, envolvendo o tema da alfabetização e da robótica, utilizando 10 kits de robótica LEGO Mindstorms. Considerando o grande desafio das disciplinas de alfabetização no sentido de despertar nos futuros professores a atenção para os complexos processos através dos quais os alunos aprendem a ler e escrever, esta dinâmica foi desenvolvida no sentido de aproximar a tecnologia da formação de professores enquanto uma forma específica de linguagem que a futuros(as) professores(as) não possuem familiaridade apenas de estarem em contato com esta linguagem quase todos os dias. Durante aproximadamente duas horas, propiciamos aos estudantes a vivência prática do processo de aquisição de uma nova linguagem (a linguagem dos robôs), objetivando traçar paralelos com o processo de alfabetização e letramento de crianças em idade escolar. Este trabalho trouxe três contribuições para a área de robótica educacional: propiciar aos professores em formação vivências e reflexões singulares sobre os processos de alfabetização; lançar um olhar “mais humano” para a introdução de uma nova linguagem na escola – a linguagem dos robôs – e; demonstrar que a robótica educacional, embora opere com conceitos da engenharia e da computação, deve se aproximar das práticas de letramento que já se fazem presentes na realidade da instituição educativa.

Design Color Sorting with Conveyor and Robot Arm Using Lego Mindstorms NXT

Lego Mindstorms education robot is an interactive robot because it can be used to design various kinds of robot applications. This robot can be used to design sorting robots before they are applied to real robots. Many sorting techniques are in the form of colorful objects, but only for one-time sorting. This research will design and implement a color sorting robot with 2 detection stages, namely the conveyor and the robot arm, the initial sorting is carried out by the conveyor for sorting color objects, the next sorting uses the robot arm. to move the selected color object to a place that matches the desired color. The results obtained in sorting color objects using 1 color sensor and Bluetooth for communication between the conveyor and the robot arm via Bluetooth works well where three objects in red, blue and green can be moved according to the desired color object.

Fostering Computational Thinking With Arduino and Lego Mindstorms

Educational robotics (ER) can be of great assistance to educators who aim to develop their students' computational thinking (CT) skills. The ideas of decomposing a problem, handling it more abstractly, looking for patterns, and creating algorithms for the solution can easily be explained through ER. The ER constructional part could be enhanced by DIY (do it yourself) trend and CoP (communities of practice) interactions while block-based or even text-based programming environments are used to program them. In this chapter, the authors present the most commonly used ER platforms, Arduino and Lego Mindstorms, as well as two projects that illustrate how CT characteristics are elicited by them.

A Computational Thinking (informatikai gondolkodás) elemeinek fejlesztése az általános iskolában: egy robotprogramozás szakkör tapasztalatai

A LEGO Education fizikális és digitális oktatási eszközei a diákokat kreatív gondolkodásra és problémamegoldásra ösztönzi, valamint felkelti az érdeklődésüket a matematika, a természettudományok, a műszaki tudományok és az informatika iránt. Ez azért fontos, mert a mai tudásalapú gazdaságban nagy szükség van a STEM készségekkel rendelkező szakemberekre. Napjainkban elterjedőben van a Computational Thinking (CT), amely ernyőfogalomként hatja át a STEM (Science, Techology, Engineering, Mathematics) egyes területeit. 2019. szeptemberétől az Eszterházy Károly Egyetem Gyakorló Általános, Közép-, Alapfokú Művészeti Iskola és Pedagógiai Intézetben 11 fő felső tagozatos diák megismerte a robotika és a programozás alapjait. A hetente egyszeri, 90 perces foglalkozások keretein belül a LEGO MINDSTORMS Education EV3 robotkészlet segítségével, különböző miniprojekteken keresztül sikeresen alkalmazták a Computational Thinking (informatikai gondolkodás) négy készségkategóriájának kombinációját: a mintafelismerést, az algoritmusok létrehozását és használatát, az elemi részekre bontást, illetve az absztrakciók megértését. (Gadzikowski, 2019) A kutatásom célja az egyes miniprojektek ismertetése és megoldási folyamatának bemutatása egy előre kidolgozott szempontrendszeren keresztül. A kutatásom következő fázisában a Robotprogramozás kezdő és középhaladó csoportjának tanulói körében egy attitűdkutatásra kerül sor, amely során az informatikai gondolkodással kapcsolatos vélekedéseket vizsgálnám meg, a kombinált paradigma módszerével (Sántha, 2014), egy saját fejlesztésű mérőeszközzel, kérdőív, majd interjú formájában