Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/3444
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/3444/3287
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/3444/3287
Alternate URL (this mirror): https://formazione-insegnamento.eu/2019-17/1/3444-evaluating-educational-robotics-laboratories-a-study-of
Title: Evaluating educational robotics laboratories: a study of a participatory approach
Abstract: The paper provides a brief overview of the project "Robotics laboratories at the EXPLORA Museum: assessment of methods and learning" carried out by the two authors in collaboration with Explora - Museo del Bambino of Rome. In particular, the results of a qualitative evaluation study focus on two main aspects: 1) students' learning self-assessment (Rolheiser, 1996); 2) the comparison between the objectives planned by Explora operators (educational managers, designers and conductors), the expectations of the teachers and students' self-assessment. Data were collected through semi-structured interviews conducted before the laboratories, video recordings made during the activities and interviews with the children at the end of the experience. Results show discrepancies between the representations of adults and the goals reported by children. The goal for adults is the performances connected to the ability to use robotic devices, whereas in children the programming has fostered the ability to understand problems, logical reasoning and metacognitive reflexion.
Keywords:
Title: Valutare laboratori di robotica educativa: studio di un approccio partecipativo
Abstract: Il contributo fornisce un quadro sintetico del progetto "Laboratori di robotica al Museo EXPLORA: valutazione dei metodi e degli apprendimenti" realizzato dai due autori in collaborazione con Explora – Museo del Bambino di Roma. In particolare, si riportano i risultati di uno studio qualitativo di tipo valutativo con due focus principali: 1) l'autovalutazione degli apprendimenti da parte degli studenti (Rolheiser, 1996); 2) il confronto tra gli obiettivi pianificati dagli operatori di Explora (responsabili didattici, progettisti e conduttori), le aspettative degli insegnanti accompagnatori e l'autovalutazione degli studenti. I dati sono stati rilevati tramite interviste semi-strutturate condotte prima dei laboratori, videoregistrazioni realizzate durante le attività e colloqui con i bambini al termine dell'esperienza. I risultati mostrano discrepanze tra le rappresentazioni degli adulti e gli obiettivi che i bambini riferiscono. Se per gli adulti l'obiettivo è legato alle performances connesse alla capacità d'uso dei dispositivi robotici, per i bambini la programmazione ha sollecitato capacità di comprensione di problemi, di ragionamento logico e metacognitivo complesso.
Keywords:
Title: Évaluer les ateliers de la robotique éducative: étude d'une approche participative
Abstract: La contribution fournit une image synthétique du projet "Robotics Workshops at the Explora Museum: Evaluation of Methods and Learning" créé par les deux auteurs en collaboration avec Exploa - Museum of the Child of Rome.En particulier, les résultats d'une étude qualitative d'évaluation sont rapportés avec deux objectifs principaux: 1) l'auto-évaluation de l'apprentissage par les étudiants (Rolheiser, 1996);2) La comparaison entre les objectifs planifiés par les opérateurs d'Explora (gestionnaires didactiques, concepteurs et conducteurs), les attentes des enseignants qui l'accompagnent et l'auto-évaluation des élèves.Les données ont été collectées par le biais d'entretiens semi-structurés menés avant les ateliers, des enregistrements vidéo réalisés lors des activités et des entretiens avec des enfants à la fin de l'expérience.Les résultats montrent des écarts entre les représentations des adultes et les objectifs que signalent les enfants.Si pour les adultes, l'objectif est lié aux performances liées à la capacité d'utiliser des dispositifs robotiques, pour les enfants, la programmation a exhorté la compréhension de la compréhension des problèmes, d'un raisonnement logique et métacognitif complexe. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Evaluar talleres de robótica educativa: estudio de un enfoque participativo
Abstract: La contribución proporciona una imagen sintética del proyecto "Talleres de robótica en el Museo Explora: evaluación de métodos y aprendizaje" creado por los dos autores en colaboración con el Museo de Explora del Niño de Roma.En particular, los resultados de un estudio cualitativo de evaluación se informan con dos enfoques principales: 1) la autoevaluación del aprendizaje por parte de los estudiantes (Rolheiser, 1996);2) La comparación entre los objetivos planificados por los operadores de Explora (gerentes didácticos, diseñadores y directores), las expectativas de los maestros acompañantes y la autoevaluación de los estudiantes.Los datos se recopilaron a través de entrevistas semiestructuradas realizadas antes de los talleres, grabaciones de video realizadas durante las actividades y entrevistas con niños al final de la experiencia.Los resultados muestran discrepancias entre las representaciones de los adultos y los objetivos que informan los niños.Si para los adultos el objetivo está vinculado a las actuaciones relacionadas con la capacidad de usar dispositivos robóticos, para los niños la programación ha instado a la comprensión de la comprensión de los problemas, de un razonamiento lógico y metacognitivo complejo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Avalie oficinas de robótica educacional: Estudo de uma abordagem participativa
Abstract: A contribuição fornece uma imagem sintética do projeto "Oficinas de robótica no Museu Explora: Avaliação de Métodos e Aprendizagem" criados pelos dois autores em colaboração com o Explora - Museum of the Child of Roma.Em particular, os resultados de um estudo qualitativo de avaliação são relatados com dois focos principais: 1) a auto -avaliação da aprendizagem pelos alunos (Rolheiser, 1996);2) A comparação entre os objetivos planejados pelos operadores da Explora (gerentes didáticos, designers e condutores), as expectativas dos professores que o acompanham e a auto -avaliação dos alunos.Os dados foram coletados por meio de entrevistas semiestruturadas realizadas antes das oficinas, gravações de vídeo realizadas durante as atividades e entrevistas com crianças no final da experiência.Os resultados mostram discrepâncias entre as representações de adultos e os objetivos que as crianças relatam.Se para os adultos o objetivo estiver ligado às performances relacionadas à capacidade de usar dispositivos robóticos, para crianças, a programação pediu a compreensão do entendimento dos problemas, de um raciocínio lógico e metacognitivo complexo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Atmatzidou, S., Demetriadis, S., Nika, P. (2017). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics? J. Sci. Educ. Technol., 1-16
Bassok, M., & Novick, L. R. (2012). Problem solving. In K. J. Holyoak & R. G. Morrison (Eds.). Studente 2: lo fai Studente 3: lo fai e se sbagli lo vedi proprio Studente 1: dai nostri sbagli possiamo imparare di più Studente 2: se una curva la vedi che non è arrivato a destinazione, e allora ci metti un secondo in più oppure lo fai girare di più. Valutare laboratori di robotica educativa 455 Franco Passalacqua, Luisa Zecca 456 The Oxford handbook of thinking and reasoning (pp. 413-432). New York, NY: Oxford University Press.
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640
Bredenfeld, A., Hofmann, A., Steinbauer, G. (2010). Robotics in education initiatives in europestatus, shortcomings and open questions. Proceedings of International Conference on Simulation, Modeling and Programming for Autonomous Robots, 568-574
Bondioli, A., Savio, D. (2014). Valutare la valutazione: una questione metodologica applicata a un caso di valutazione riflessiva partecipata in asilo nido. Giornale italiano della ricerca educativa, 7(13), 50-67
Charmaz, K. (2014). Constructing grounded theory. Oaks, CA: Sage.
Datteri E., Zecca L. (2018) Metodi e tecnologie per l’uso educativo e didattico dei robot. Mondo Digitale, 75, 1-6
Datteri E., Zecca, L. (2016). The Game of Science: An Experiment in Synthetic Roboethology with Primary School Children. Ieee robotics and automation magazine, 23(2), 24-29
Datteri E., Bozzi G., Zecca L. (2015). Il ‘gioco dello scienziato’ per l’apprendimento delle competenze scientifiche nella scuola primaria. Tecnologie Didattiche, 23(3), 172-175
Falk J. H., Dierkijng L. D. (2000). Learning from museums: visitors experiences and the making of meaning. Walnut Creek (CA): Altamira Press.
Fives, H., & Gill, M. G. (Eds.). (2014). International handbook of research on teachers’ beliefs. New York, NY: Routledge.
Gemma C., Grion V. (2015). (a cura di). Student Voice: pratiche di partecipazione degli studenti e nuove implicazioni educative. Barletta: Cafagna.
Guba E., Lincoln Y. (1989). Fourth Generation Evaluation. Newbury Park, CA: Sage.
Laurillard, D. (2015). Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie. Milano: Franco Angeli.
Lindh, J., Holgersson, T. (2007). Does lego training stimulate pupils’ ability to solve logical problems? Computers & education, 49(4), 1097-1111
Organisation for Economic Cooperation and Development (OECD) (2014). PISA 2012 results: Creative problem solving: Students’ skills in tackling real-life problems. Paris: OECD.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Robinson, C., & Taylor, C. (2007). Theorizing student voice: Values and perspectives. Improving schools, 10(1), 5-17
Rolheiser, C. (1996). Self-evaluation: Helping Kids get Better at it: A Teacher’s Resource Book. Toronto: Ontario Institute for Studies in Education.
Ruffman, T., Perner, J., Olson, D. R., & Doherty, M. (1993). Reflecting on scientific thinking: Children’s understanding of the hypothesis evidence relation. Child Development, 64(6), 1617-1636
Sullivan F. R. (2008). Robotics and Science Literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3), 373-394
Jung, S. E., Won, E. S. (2018). Systematic Review of Research Trends in Robotics Education for Young Children. Sustainability, 10(4), 905
Zecca L. (2016). Didattica laboratoriale e formazione. Bambini e insegnanti in ricerca. Milano: Franco Angeli.
Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172-223