Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS-CoV2, leading to new directions in educational models and curricular reforms. Video-based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video-based interventions. This study aims to characterize, in an everyday context, the mediating role of the NAO robot presented in group videoconferences to stimulate video-based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Perú. Likewise, an instrument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.
The use of the inquiry-based instructional approach allows the development of research skills and construction of scientific knowledge. When coupled with effective teaching strategies, this approach allows for the modeling of the world's laws and theories with reality, thereby making science more accessible. The objective is to analyze the instructional models, subject areas, and developmental areas implemented by secondary school teachers in science education. After a systematic review of Web of Science, Scopus, and ERIC databases from 2013 to 2022, 51 articles were selected, which include qualitative, experimental, and descriptive works. The results indicate that teaching science has a tendency to achieve learning using scientific reasoning, with high expectations based on evidence, and a predisposition to the use of constructivism instructional models. The need for continuous teacher training to understand scientific knowledge and to master strategies for implementing open inquiry is emphasized. It is concluded that all studies focus on IBL, which encourages new ways of conducting science while considering the cyclic application processes. Similarly, the trend toward technology-based serious games, such as video, audio, and digital platforms, is becoming increasingly evident in current education, as is the drive to develop STEM methodologies.
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