Κατεύθυνση Σύγχρονες Τεχνολογίες στην Εκπαίδευση
Library of the School of Philosophy

2020-03-05

2020

Kalyva Paraskevi

Ζαχαρούλα Σμυρναίου, επίκουρη καθηγήτρια, ερευνήτρια του εργαστηρίου εκπαιδευτικής τεχνολογίας τομέα Παιδαγωγικής, Τμήμα Φιλοσοφίας, Παιδαγωγικής, Ψυχολογίας, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Χρόνης Κυνηγός Καθηγητής ΠανεπιστημίουΑθηνών
Κατερίνα Μακρή Δρ. Εκπαιδευτικής Τεχνολογίας

Η Εκπαιδευτική Ρομποτική με LEGO WeDo 2.0 ως μαθησιακό εργαλείο εννοιών Μηχανικής και ως μέσο για την ανάπτυξη της Συνεργατικής Επίλυσης Προβλήματος από μαθητές Ε ́ δημοτικού

Greek

Educational Robotics with LEGO WeDo 2.0 as a learning tool for engineering knowledge and as a tool for developing collaborative problem solving by elementary school students

The Educational Robotics (ER) constitutes an innovative educational tool of Education
4.0, which gives the students the potential of creating a structure with tangible material. Using an educational robotic packet, the S. Papert’ s constructional educational philosophy can be put into practice according to which the acquisition of new knowledge takes place more effectively when the students who learn construct
structures which have a personal significance for them. In other words, the occupation of students with tangible packets of items educational robotic frolic form, like LEGO WeDo 2.0, can turn the class to a vigorous educational environment.
The present assignment took place during the period of October 15 to October 30 2018 and May 30 2019 with the aim to broaden the views of the students of the 5th class of a private elementary school in Patra, as well as the teacher of the class, concerning the contribution of ER with the use of the LEGO material to develop the scientific notions of the Engineering within the context of Physics and lead to the improvement of the Collaborative Problem Solving (CPS). More specifically, we examined (a) the possible improvement of CPS through the team activities of ER, (b) the contribution of ER as an educational mean of perceiving the notions of Engineering, (c) the help or not of the team if all the students are of same robotics or LEGO level and (d) the improvement in the field of Robotics. Based on these four aspects, an investigation of quality methods took place using the combination of interview and observation.
The survey was performed during the four meetings of the researcher-trainer and her assistance team comprising 12 students of the 5th class of a private elementary school of Patra. The students were divided into four teams, each one consisting of three members, according to their previous experience in Robotics and the LEGO material. The students were asked to solve problems-activities of scaled difficulty which at the end of the Meetings were becoming more and more “open”. Their effort was culminated with a real every day problem during their 4th Meeting.
From the findings of the research after quality specifications of the five focus group
interviews of the students, the interview of the class teacher and the video activities of
all the four Meetings of the four teams, we reached the conclusion that ER constitutes an educational tool and an interactive activity which effectively promote teaching in
constructive intervention. With a well-structured scenario within the activities using
LEGO, the students of identical level of knowledge learn and boost their knowledge
within the notions of Technology and Engineering which are connected with sciences
which act individually and in groups develop skills, as CPS, and strategies during the
educational procedure.
The results of the present research can be used as a model for future researches to offer useful information to researchers and teachers and to constitute a sphere of access and exchange of prototype and innovative ideas concerning the environment of the learning procedure through the application of ER.

Science

Educational Robotics, concepts of Mechanics, Collaborative Problem Solving, Constructionism, Elementary 5th graders students

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https://pergamos.lib.uoa.gr/uoa/dl/object/2898764