Emídio Garcia School Pilot description: A Robosteam Erasmus+ Project Activity based on a Challenge based Learning Approach

The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature

“…In this case, the arts component consisted of drawing figures following fixed instructions and leading to specific visual outcomes; an approach incompatible with the development of student creativity. In other cases, drawing and modelling were part of the early stages and processes of developing a robot, a VR game, or an AR environment and ideas for constructing an object were implemented on paper as images, a schema, and/or other forms of visualization (Camargo et al, 2020; Chen & Huang, 2020; Juškevičienė et al, 2021; Oh et al, 2013; Timotheou & Ioannou, 2019; Wang et al, 2018). Kim and Kim (2020) is one of the few examples where STEM was used in the service of the arts and students used a robot to create abstract artwork.…”

“…In addition to providing a highly motivational and practical approach to introduce students to programming and help them develop their computational thinking, engaging in robotics contributes to the acquisition of knowledge and skills related to STEAM subjects. Several of the extracted studies exploited robots in STEAM educational settings, both formal and informal (Barnes et al, 2017(Barnes et al, , 2019Camargo et al, 2020;Chung, 2014;Jeon et al, 2016;Kim et al, 2018Kim et al, , 2019Kim & Kim, 2020;Ngamkajornwiwat et al, 2017;Timotheou & Ioannou, 2019). Programming and robotics emerged as the most frequently integrated technology with the visual and performing arts.…”

“…The relevance of STEAM to solving real-world issues and to developing scientifically literate citizens that make well-informed decisions regarding major global issues was also a theme coming through in the nature of problems presented in STEAM challenges. For example, the Robosteam Erasmus+ project (Camargo et al, 2020), a transnational EU-funded project, had secondary students from Spain and Portugal use an entry-level STEAM robot kit to propose and develop solutions using robots to prevent and fight wildfires. A complementary yet different perspective was that of the Movelab study (DesPortes et al, 2016), which highlighted that important problems are not always global problems and attested to the value of having students themselves use STEAM contexts to identify and address issues of interest to themselves; in this case, bullying, resisting peer pressure and deforestation.…”

“…Many of the innovative initiatives outlined in this research are run as part of after-school programmes and summer youth programmes (Barnes et al, 2017(Barnes et al, , 2019Jeon et al, 2016), workshops (Callahan, 2019) and enrichment programmes (Ngamkajornwiwat et al, 2017). Those programmes that were offered within the school environment were part of funded projects such as Erasmus (Camargo et al, 2020) or were short-term projects within schools as part of their participation in STEM/STEAM challenges (Chung et al, 2020). Whilst there were some exceptions of schoollevel STEAM interventions incorporated into national curricula (Lo, 2019), most non-voluntary programmes were components of college-level courses (for example, Birt & Cowling, 2017;Kaneko & Yamada, 2019).…”

Effect of Activity-Based Teaching on Student Achievement at Elementary Level

“…It fosters creativity in people (Metin, 2020). It promotes work-life balance and Utilizes kid-friendly educational tools (Camargo et al, 2020;Faikhamta, 2018;Chauca et al, 2021).…”