Project-Based STEM Learning Using Educational Robotics as the Development of Student Problem-Solving Competence

Abstract

The study focuses on teaching students using educational robots in the field of STEM. The study focused on the influence of project-based teaching on the development of student competences, especially problem-solving competences. The research part of the study describes the conducted pedagogical experiment—teaching pupils the programming of educational robots. The experiment compared two groups of students in the 8th grade of elementary school, using the “Skills for Life” test, which is used to test student competencies. Project-based teaching in STEM fields using educational robotics is very popular among students and, according to research results, has an impact on the development of student competencies. The results of the presented study clearly demonstrate the positive influence of project-based teaching using educational robots on the development of student competencies, especially the important key competencies for solving problems. The key competence to solve problems is applicable both in the areas of STEM education, but also in the everyday life of the student.

Investigating perceptions of primary and preschool educators regarding incorporation of educational robotics into STEM education

“…To effectively integrate STEM education into the pedagogical process, it is imperative to employ instructional methodologies that cultivate critical thinking, innovation, and problem-solving skills relevant to students' daily lives. The project method (Bertacchini et al, 2022), problem-based learning (PBL) (Coufal, 2022;Hmelo-Silver, 2004), and inquiry-based learning (IBL) methods (Abdurrahman et al, 2019;Yuliati et al, 2018), are identified as ideal modalities for advancing STEM education (Erdogan & Stuessy, 2016).…”

Exploration of the prospective utilization of educational robotics by preschool and primary education teachers

“…Students are prompted to structure their work and manage their time according to a well-defined plan. This approach relies on engaging students in real-time problem-solving, nurturing their continuous and collaborative critical thinking and involvement (Bertacchini et al, 2022;Coufal, 2022;Sahin, 2013).…”

A forma e a função dos laboratórios de computação nas escolas de educação básica: plataformas para uma revolução contra-hegemônica?

“…Na mesma linha, [111] propõe o uso de atividade maker relacionada com a robótica educacional como forma de intensificar os usos de um laboratório universitário de tecnologias educacionais que articula-se com a rede escolar. Vários estudos internacionais [33,74,92,152] evidenciam os efeitos positivos do uso de robótica educacional na motivação, interesse, engajamento e aprendizagem de estudantes em projetos e carreiras em STEM 3 , e especificamente em Computação. No Brasil, a coletânea de trabalhos de [130] mostra que efeitos positivos também são sentidos nas experiências brasileiras.…”