ROBOTICS: A TEACHING TOOL FOR STEM EDUCATION IN HIGH SCHOOL

• Tipo: Artigo em Livro de Atas de Conferência Internacional
• Data: 2015

Autores

Costa, V (Autor) Outra; Armando Jorge Sousa (Autor) FEUP; Cunha, T (Autor) Outra; Morais, C (Autor) Outra

Ata de Conferência Internacional

Título: EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES

Páginas: 8257-8265

7th International Conference on Education and New Learning Technologies (EDULEARN)

Barcelona, SPAIN, JUL 06-08, 2015

Indexação

ISI Web of Knowledge - 2 Citações

Outras Informações

ID Authenticus: P-00K-K99

Abstract (EN): This article describes an experience in university and high school cooperation. It is expected to foster knowledge and deep learning in secondary schools by turning extra-curricular activities into articulated subject. The robotics area is very useful and generates interest and enthusiasm, even more so when associated with competition. The experience used Lego Ev3 robot and the students learned to program with a healthy technical approach called state machine programming and the easy to use Lego Software programming tool. The participation is enthusiastic because of the participation in the national robotics festival that leads into international RoboCup Federation robotics competitions. The article proposes a set of sessions adequate for secondary school students that constitute the initial step to find a curriculum for robotics in order to simultaneously learn robotics and foster interconnections with the curricular courses in STEM areas, even extending into structured programming issues. The test involved two participations in the national robotics competition that interestingly involved a team of 3 girls and another team of 3 boys although more students were involved during the year that the experience lasted. Declarations from the involved stakeholders are mentioned, even allowing for a brief discussion for women in STEM areas and technology distance for young (wo)men. Some hints, issues and lessons learned are shown. The advocacy of such informal learning strategy is made, advantages and limitations discussed.

Idioma: Inglês

Tipo (Avaliação Docente): Científica

Nº de páginas: 9