European Robotics Week to introduce robotics and promote engineering

Merino, Pedro; Sancristobal, Elio; Carro, Germán; García-Loro, Félix; Blázquez, Manuel; Castro, Manuel

doi:10.1002/cae.21966

Cited by 23 publications

(4 citation statements)

References 12 publications

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“…Reverse engineering methodology emphasizes the understanding and representation of a current product [6], such as the sculptures of Michelangelo or the models of airplanes, tanks, and other military equipment in World War II [21]. If the design is a process from function to modality, then reverse engineering is the process from modality to function [32].…”

Section: Introductionmentioning

confidence: 99%

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Zhong

Kang²,

Zhan

2020

Comp Applic In Engineering

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The purpose of the study is to explore the effectiveness of reverse engineering pedagogy (REP) and forward project‐based pedagogy (FPP) in K‐12 robotics education. A two‐stage study was conducted in two secondary schools, involving a total of 169 students. Based on the experience of the pilot study (Study 1), we refined the REP and examined its effectiveness through a quasi‐experimental design in the formal study (Study 2), which included four teaching models: the Deconstruction Recovery Model, Troubleshooting Model, Element Minitrim Model, and Structural Innovation Model. Results indicated that students in the REP group performed significantly better and perceived a higher degree of compatibility and creative self‐efficacy than those in the FPP group, which is consistent with the final robotics product evaluation. However, no significant difference was found in the learning attitude towards the course. The research findings highlight the value of REP in robotics education, especially in cultivating creativity and enhance learning performance, however, it needs reasonable planning and design.

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Section: Introductionmentioning

confidence: 99%

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Zhong

Kang²,

Zhan

2020

Comp Applic In Engineering

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“…So, more and more countries are focusing on integrating STEM into Κ-12 education [22,61]. Research has shown that engaging in robotics can increase the learning outcome in specific STEM areas [8,42,44,45,51] even outside the narrow school boundaries [7,44,45,66] and also encourage behaviors, such as problem-solving collaboration and critical and creative thinking [5,32,43,52].…”

Section: Introductionmentioning

confidence: 99%

Planning a robotic competition

Chatzis

Papasalouros

Kavallieratou

2022

Comp Applic In Engineering

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Education changes, and pupils and students require a more active role.Educational competitions could be an answer. This paper highlights the key points as these were revealed through setting up an event of an educational robotic competition from zero. It, also, presents statistics collected in different periods: before the competition, directly after it, and finally at a notable time after the competition (about 6 months). To collect the data, the completion of four different questionnaires, for every annual event, was asked separately, by the participants and the organizers. The paper provides empirical insights on setting up an educational competition. It also outlines the characteristics of the students taking part and underlines the results that the contents have on them.It suggests that teamwork and collaboration within the team is a prerequisite for a competition to have an impact on the educational process. Furthermore, robotic competitions raise the interest of students in robotics, programming, and STEM, while they develop social skills and create bonds between the participants. Moreover, it is a useful tool for educators.

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“…When combined with CT methodology, DBL has recently been shown to empower the impact of the former [17][18][19], despite being less frequently adopted in general [20]. Similarly, educational robotics (ER) with its deep roots in problem-solving [21][22][23][24], collaborative learning, and engineering mindset cultivation [25][26][27] has also been universally acknowledged to favor and advance CT skills development [28][29][30][31][32][33][34].…”

Section: Introductionmentioning

confidence: 99%

Computational Design Thinking and Physical Computing: Preliminary Observations of a Pilot Study

Dochshanov¹,

Tramonti²

2020

Robotics

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Today’s technological development inevitably defies educational approaches in terms of future demand for skills to be imparted. Among other skills, the capacity to operate and communicate effectively within multidisciplinary realms is duly considered as the fundamental one. Educational robotics (ER) and STEM do constitute a suitable framework for the development of these specific skills. Moreover, competences such as computational (CT) and design thinking (DT) have already been nominated as necessary to adapt to the future and relevant for innovation. The years of independent development and evidence of practical implementation justify the maturity of the related methodological approaches and emerging gradual shift towards their combination. In this regard, the actual work presents a pilot experience of the combined application of computational design thinking and educational robotics in the case of a 9-to-11-year-old target audience. The approach utilizes a novel platform developed under the project Coding4Girls combining design thinking and game-based learning and introduces physical computing through consecutive assembling and programming an IR-controlled robot-car. The core of the learning path consists in the development of primary programming skills and their gradual transfer into the physical realm. The method, as the study demonstrates, is capable of helping keep students both motivated and result-oriented throughout the duration of the course.

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European Robotics Week to introduce robotics and promote engineering

Cited by 23 publications

References 12 publications

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Planning a robotic competition

Computational Design Thinking and Physical Computing: Preliminary Observations of a Pilot Study

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