Mostra el registre parcial de l'element

dc.contributorUniversitat Ramon Llull. La Salle
dc.contributorUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna
dc.contributor.authorJurado Cojo, Elena
dc.contributor.authorFonseca Escudero, David
dc.contributor.authorCanaleta Llampallas, Xavier
dc.contributor.authorCoderch, Jorge
dc.date.accessioned2020-10-20T18:44:48Z
dc.date.accessioned2023-10-02T06:28:06Z
dc.date.available2020-10-20T18:44:48Z
dc.date.available2023-10-02T06:28:06Z
dc.date.created2020-05
dc.date.issued2020-07
dc.identifier.urihttp://hdl.handle.net/20.500.14342/3197
dc.description.abstractRobotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.eng
dc.format.extent21 p.cat
dc.language.isoengcat
dc.publisherMDPIcat
dc.relation.ispartofSensors, 2020, Vol. 20 No 13cat
dc.rightsAttribution 4.0 International
dc.rights© L'autor/a
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.sourceRECERCAT (Dipòsit de la Recerca de Catalunya)
dc.subject.otherRobòtica -- Ensenyamentcat
dc.subject.otherEducació infantil -- Innovacions tecnològiquescat
dc.subject.otherInteracció persona-robotcat
dc.titleSocial STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spaincat
dc.typeinfo:eu-repo/semantics/articlecat
dc.typeinfo:eu-repo/semantics/publishedVersioncat
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapcat
dc.subject.udc37
dc.subject.udc62
dc.subject.udc68
dc.identifier.doihttps://doi.org/10.3390/s20133698cat


Fitxers en aquest element

 

Aquest element apareix en la col·lecció o col·leccions següent(s)

Mostra el registre parcial de l'element

Attribution 4.0 International
Excepte que s'indiqui una altra cosa, la llicència de l'ítem es descriu com http://creativecommons.org/licenses/by/4.0/
Comparteix a TwitterComparteix a LinkedinComparteix a FacebookComparteix a TelegramComparteix a WhatsappImprimeix