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Titulo

Kindergarten Robotics: Using Robotics to Motivate Math,


Science, and Engineering Literacy in Elementary School

Robotics in the early childhood classroom: learning outcomes


from an 8-week robotics curriculum in pre-kindergarten
through second grade
The Effect of a Classroom-Based Intensive Robotics and
Programming Workshop on Sequencing Ability in Early
Childhood

The Wheels on the Bot go Round and Round: Robotics


Curriculum in Pre-Kindergarten

Implementing a Robotics Curriculum in an Early Childhood


Montessori Classroom

Give Me a Break!: Personalized Timing Strategies to


Promote Learning in Robot-Child Tutoring

What is Educational Robotics? Theories behind it and


practical implementation

KIBO robot demo: engaging young children in programming


and engineering

Computing education in children's early years: A call for


debate

Can a social robot help children's understanding of science in


classrooms?

Pregunta de investigacion: ¿Qué efecto causaria el uso de la robotica como metodo de enseñanza a niños de 4 a 7
Autores Conferencia/Revista
ERIN CEJKA, CHRIS ROGERS and Center for Engineering Education Outreach, 474 Boston Ave,
MERREDITH PORTSMORE Tufts University, Medford, MA 02155, USA.

Amanda Sullivan, Marina Umaschi


Bers International Journal of Technology and Design Education
Elizabeth R. Kazakoff, Amanda
SullivanMarina U. Bers
Early Childhood Education Journal

Amanda Sullivan, Elizabeth R.


Kazakoff, and Marina Umashi Bers Journal of Information Technology Education

Mollie Elkin, Amanda Sullivan, and Journal of Information Technology Education: Innovations in
Marina Umaschi Bers Practice

Aditi Ramachandran, Chien-Ming Huang, Brian Scassellati Proceedings of the 2017 ACM/IEEE International Confe

Amy Eguchi
Society for Information Technology & Teacher Education
International Conference
Amanda Sullivan, Mollie Elkin, Marina Umaschi Bers

Proceedings of the 14th International Conference on Interaction


Design and Children

British Journal of Educational Technology

Andrew Manches, Lydia Plowman

Tsuyoshi Komatsubara, Masahiro Proceeding


Shiomi, Takayuki Kanda, Hiroshi
Ishiguro, Norihiro Hagita
HAI '14 Proceedings of the second international conference on Human-agen
Pages 83-90
e la robotica como metodo de enseñanza a niños de 4 a 7 años de edad en el colegio "Divino Niño" en los cursos de ciencias en la ciudad d
Año

2006

2016

2013

2013

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2017

2010

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2015

2014

de ciencias en la ciudad de Arequipa, Peru?


Robotics naturally lends itself to teaching math, science, technology and engineering in the
This
K±12paper
classroom.qualitatively
LEGOexaminesMindstorms themakes
implementation
it easy forof an intensive
students even weeklong
in kindergarten roboticsto
curriculum
design andinbuild three Pre-Kindergarten
their own robotic creations. classrooms (N=37)
However, theatkey
an early childhood
to bringing STEM into
engineering
In recent
(science,
K±12 throughyears there has
technology,
robotics been an increasing
engineering,
is educating and math)on
teachers focus
the on
focused the missing
magnet
content, to“T”
school
how use inofthe
technology
Harlem
materials, and
areaand“E”
of
of
Newengineering
how open-ended in
York City. Children early
designatchildhood
the school
problems STEM
canspent (science,
one week
be effective technology,
in the engineering,
participating
classroom. in This
computer mathematics)
paperprogramming
details the
Abstract
curricula.
activities Robotics
using
Tufts University offers
aCenter fora Engineering
developmentally playful appropriate
and tangible
Educational way Outreach's
tangible forprogramming
children theoretical
to engagelanguage withcalled
both TCHERP,
framework, and E
concepts
which during
is specifically
motivations, their
and efforts foundational
designed
involved early
to program
in bringing childhood
a robot’s years.
engineeringbehaviors. This
via LEGO study looks
The children
robotics used at N =
into every60 children
CHERP to
in pre-kindergarten
program
kindergarten “Robot through through
Recyclers”
fifth-gradesecond
that they grade
classroom who
constructedin onecompleted
using
schoolparts an from
through8-week LEGO®
the robotics
Systemic curriculum
School in
Education
their
This
WeDo™
Change classrooms
paper examines
Robotics
in Engineeringusing thethe
Construction KIWISets.
impact
Project. robotics ThekitRobot
of programming
Preliminary combined
results andwith
robots
Recyclers on asequencing
tangible
were
recommendationsdesignedprogramming
ability
are during
to help language.
a 1-week
carry,
presented. push,
Children
intensive
and/or were
sortroboticsassessed
recyclable workshop on
materials their
at an knowledge
earlyinchildhood
found of foundational
STEMResearchers
the classroom. robotics
magnet school and
were programming
in the Harlem area of
participant-
concepts
New York upon
observers City. completion
in theChildren of the curriculum.
roboticsparticipated
lessons over in the
computer Results
course show that activities
programming
of curriculum beginning
implementation. in pre-kindergarten,
using a Each lesson
children were
developmentally
was able
taught by theappropriate to master
researchers, basic
tangible robotics and
programming
with classroom programming
language
teachers present skills,
CHERP, while
in order the
specifically olderdesigned
to facilitate children to
were able to
program a management
classroom master increasingly
robot’s behaviors. complex
The study
and assist with assessedconcepts
small group using
27work. the
participants’same robotics
sequencing
A combination kit in the same
skills before
of interviews, video,
amount of time.
and after the programming
photographs, Implications
and classroom for
and developmentally
robotics curricular
observations were used appropriate
intervention
to document design
usingthe of technology,
a picture-story as
students’ experiences. well as
structure
sequencing
Classroom and pace
task
teachers and ofwere
robotics
compared alsocurricula
those skills
interviewed for young
to aasked
and children
control are addressed.
togroup.
complete Pre-test
anonymous and post-test pre and scores
post
were compared using a paired sample t test. The group
surveys. Results from this study provide preliminary evidence that PreKindergarten children of children who participated in the 1-
week
can robotics andand programming aworkshop experienced significant increases in post-test
Thisdesign, build,
paper explores how program
robotics robot
can be after
usedjustasone
a new week of concentrated
educational tool in robotics
a Montessori work.early
compared
A common
Additionally, to pre-test
practice in sequencing
education toscores.
accommodate the short attention spans of children during
education classroom. It presents a case study of one early educator’s experience of work
results indicate that teachers were able to successfully integrate robotics
learning
into theirisclassrooms
designing to provide
and implementingthemincluded
that with non-task
a robotics foundational breaksmath
curriculum forintegrated
cognitive
and literacy rest.a
with Holding
concepts
social sciencegreat
whilepromise
also to
unit in her
promote
engaging learning,
children robots
in the can
arts. provide
However, thesethis breaks
study at
also
mixed-age classroom. This teacher had no prior experience using robotics in the classroom times personalized
highlights the to
difficulties individual
and
children.
beyond aInthree-day
challenges this must
that work,professional
weconsidered
be investigate personalized
before
development timing strategies
implementing
workshop. a
Therobotics for
case study providing
curriculum breaks
into
was constructeda to by
young learners
PreKindergarten during a
classroom, robot tutoring
including interaction.
opportunities
collecting data from surveys, interviews, and a personal blog written by the teacher We for build an
one-to-one autonomous
adult robot
assistance tutoring
during
system
building
documenting that
andmonitors
programming student
her experience. performance
The outcomeand
activities. provides
of this research break activities
project is a set based on a
of suggested
personalized
criteria for effectively integrating foundational programming and engineering concepts the
schedule according to performance. We conduct a field study to explore into
effects
Montessori of different strategiesbased
early education, for providing breaks during
on the inclusion tutoring. By
of Montessori comparing
tangibles, the a fixedfortiming
need
strategy with a reward
teacher confidence, and strategy (break timing of
the encouragement personalized to performance gains) and a
student collaboration.
refocus strategy (break timing personalized to performance drops), we show that the
personalized strategies promote learning gains for children more effectively than the fixed
strategy. Our results also reveal immediate benefits in enhancing efficiency and accuracy in
completing educational problems after personalized breaks, showing the restorative effects of
the breaks when administered at the right time.

What is educational
Robotics robotics?
offers a playful You must
and tangible wayhave heard about
for young children educational
to engagerobotics in different
with technology and
educational
engineering concepts during their foundational early childhood years. This paperpaper
settings. But what does it do and what is it for? The purpose of this is to
describes
provide helpful information
the development of KIBO, a–newly
from its theoretical
created roboticsbackground, student
kit for children ageslearning through at
4-7 developed
educational robotics, to different approaches to educational robotics,
Tufts University through funding from the National Science Foundation. Designed explicitlyfor K-12 educators to for
decide how to implement educational robotics in their educational
very young children, the KIBO kit has gone through several design iterations based on settings.
International
feedback from changes
teachers in and
policy and curricula
children over the(notably
past three recent developments
years. The newestinversion
England) have
of KIBO
led to a focus on the role of computing education in the early years. As
allows young children to become engineers by constructing robots using motors, sensors, and interest in the potential
of computing
craft materials.education
Children hasalsoincreased, there has been
become programmers a proliferation
by exploring of programming
sequences, loops, and tools
designed for young children. While these changes are broadly to be welcomed,
variables. In line with screen-time recommendations for young children, KIBO is programmed the pace of
change
to movehas usingarguably
tangibleled to more attention
programming blocks-to no
thecomputer,
tools thantablet,
to keyor questions about pedagogy.
screen required.
This paper proposes three areas of research (Logo; computational thinking; and teaching
This
STEM study investigates
subjects of science,whether a socialengineering
technology, robot whichand interacts with children
mathematics) via quiz-style
that may inform
conversations increases
computing education their understanding
for young of sciencethat
children and suggests classes. We focus
a greater installed
on a social robot
thinking skills in
an
andelementary
connections school science classroom
to manifestations where children
of computers in the real could
worldfreely interactAbove
is needed. with it all,
during
the
their
paperbreaks.
calls forThe
an robot
informedasksdebate
children questions
about the trendrelated
towardsto their latest science
introducing classes
computing to
education
support their
to children in understanding
the early years.of the classes. During interaction, the robot says children's name
and distribute its gaze among the group of children by using a face recognition system and a
human tracking system. Still, speech recognition is difficult in the noisy elementary school
environment; therefore the operator takes over this function during interactions. In this study
our result did not show significant effects of the robot for helping children's understanding, but
we found several interesting interaction scenes which shows that robot had a certain effect on
specific children.

n la ciudad de Arequipa, Peru?


Url Problema
Mejorar los metodos de enseñanza de los
profesores de educacion en las areas de
https://pdfs.semanticscholar.org/bf34/41befff6fc62885055320108d17c0dffb8c3.pdf
ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://link.springer.com/article/10.1007/s10798-015-9304-5
ciencias para niños de 4 a 7 años
Mejorar los metodos de enseñanza de los
profesores de educacion en las areas de
https://link.springer.com/article/10.1007/s10643-012-0554-5
ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://pdfs.semanticscholar.org/70c8/9ee35289c5d98664adb7d8c290d4779aabbe.pdf
ciencias para niños de 4 a 7 años
Mejorar los metodos de enseñanza de los
profesores de educacion en las areas de
http://jite.informingscience.org/documents/Vol13/JITEv13IIPvp153-169Elkin882.pdf
ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://dl.acm.org/citation.cfm?id=3020209 ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://www.learntechlib.org/p/34007/ ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://dl.acm.org/citation.cfm?id=2771868 ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12355
ciencias para niños de 4 a 7 años

Mejorar los metodos de enseñanza de los


profesores de educacion en las areas de
https://dl.acm.org/citation.cfm?id=2658881 ciencias para niños de 4 a 7 años
Como abordar los autores el proble Enfoque
Utilizando la robotica como metodo de
enseñanza Cualitativo

Utilizando la robotica como metodo de


enseñanza Cuantitativo

Utilizando la robotica como metodo de


enseñanza Cualitativo

Utilizando la robotica como metodo de


enseñanza Cualitativo

Utilizando la robotica como metodo de


enseñanza Cualitativo

Utilizando la robotica como metodo de


enseñanza Cuantitativo

Utilizando la robotica como metodo de


enseñanza Cualitativo

Utilizando la robotica como metodo de


enseñanza Cualitativo

Utilizando la robotica como metodo de


enseñanza Cuantitativo

Utilizando la robotica como metodo de


enseñanza Cualitativo
Diseño Instrumento
Experimental -
CuasiExperimento

Experimental - Experimento Puro

Experimental - ineExperimento

Experimental - inExperimento

Experimental - Experimento Puro

Experimental - CuaiExperimento

Experimental - Experimento Puro

Experimental - Experimento Puro

Experimental - ineExperimento

Experimental -
CuasiExperimento
To reduce the number of teachers who fall into the
``abuse'' category (or fail to implement the program),
the incentives should be restructured in a way that
Resultado
ties them more directly to deliverables. The stipend,
for example,
Results showshould
thatbe awarded ininsmaller
beginning pre-
increments throughout the year as activities are
kindergarten, children
developed, tested, were able to master
and submitted.
basic robotics and programming skills, while
the older children were able to master
increasingly complex concepts using the
The
samegroup of children
robotics kit in the who participated
same amount ofin
the
time.1-week robotics and programming
Robotics
workshop offers young children
experienced and teachers
significant a new
increases
and exciting way to tangibly interact with traditional
in post-test
early childhoodcompared to pre-test
curricular themes. This sequencing
study
scores.
demonstrates that it is possible to teach Pre-
Kindergarten children to program a robot with
developmentally appropriate tools, and, in the
process, children
The results of thismay
casenot onlysuggest
study learn about
that an
technology
effective robotics curriculum in a also
and engineering, but practice
Montessori
foundational math,include
classroom should literacy,materials
and arts that
concepts.
emulate
traditional Montessori tangibles, a teacher who is
comfortable and confident with teaching robotics,
and a collaborative student environment.

Above all, the paper calls for an informed


debate about the trend towards introducing
computing education to children in the early
years.

In this study our result did not show significant effects


of the robot for helping children's understanding, but we
found several interesting interaction scenes which shows
that robot had a certain effect on specific children.

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