Robotics applied to classroom in Primary Education: a case in the Spanish context

Authors

DOI:

https://doi.org/10.24197/st.Extra_2.2021.240-259

Keywords:

Educational robotics, Mbot, programming, computational thinking, STEM education.

Abstract

Innovating in the school stage, especially in Primary Education (PE), is essential to promote educational change at an early age. It is at this time that promoting teaching in areas of science, technology, engineering and mathematics is essential to motivate students in school learning. Considering the current paradigm of STEM education, an experience is presented in a PE classroom with students from 10 to 12 years old, where elements of robotics, programming (Scratch) and computational thinking are included with the aim of articulating the learning of STEM disciplines. A series of activities are carried out in an environment of permanent inquiry, in which a voluntary group of students attend 15 workshop sessions after school. An evaluation of the program is carried out by a satisfaction survey, observing a positive evaluation of educational activities and the inclusion of technological elements.

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Author Biographies

  • Eduardo Puraivan Huenumán, Universidad de Viña del Mar,

    Profesor de matemática (Universidad Católica de Temuco), Ingeniero Civil industrial (universidad Viña del Mar), Magíster en Estadística (Universidad de Valparaíso). Académico de la Escuela de Educación, Universidad de Viña del Mar. Línea de Investigación: Medición Educacional.

  • Francisco Silva Díaz, University of Granada

    Profesor de Educación General Básica, Mención Educación Matemática, Universidad Católica del Maule. Máster en Investigación e Innovación en Currículum y Formación, Especialidad en Didáctica de las Ciencias Experimentales, Universidad de Granada, España. Doctorando en Ciencias de la Educación, Universidad de Granada. Línea de Investigación: Didáctica de las Ciencias Experimentales.

  • Danilo Díaz Levicoy, Catholic University of the Maule

    Profesor de Matemática y Computación, Universidad de Los Lagos. Máster en Didáctica de la Matemática, Universidad de Granada. Doctor en Ciencias de la Educación, Universidad de Granada. Académico de la Facultad de Ciencias Básicas, Universidad Católica del Maule. Línea de Investigación: Didáctica de la Matemática y la Estadística.

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Published

2021-10-11

Issue

Vol. 11 No. Extra_2 (2021): The Impact of Advances in Artificial Intelligence, Autonomous Learning Systems, and Science

Section

Articles

License

Copyright (c) 2021 Cristian Andres Ferrada Ferrada, EDUARDO PURAIVAN HUENUMÁN, FRANCISCO SILVA DÍAZ, Danilo Díaz Levicoy

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Sociología y tecnociencia is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Sociología y Tecnociencia.

How to Cite

Robotics applied to classroom in Primary Education: a case in the Spanish context. (2021). Sociología Y Tecnociencia, 11(Extra_2), 240-259. https://doi.org/10.24197/st.Extra_2.2021.240-259