Analysis of a didactic sequence using educational robotics to teach graphs in kinematics

Santos, Paulo José Sena dos; Santos, Toni Fernando Mendes dos

doi:10.1088/1361-6552/abc8fb

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…The effect was that students had substantial prior knowledge, and pre-test scores did not reflect an expected normal distribution. Future studies should consider working with a more general audience or students much earlier in their learning trajectory, perhaps including secondary students who are just learning algebra (around ages [12][13][14]. Alternatively, more difficult assessment questions could provide a deeper understanding of upper-level students' learning gains with the technology.…”

Section: Discussionmentioning

confidence: 99%

“…Early on, educators conceived of microcomputer laboratories with commercially-designed, specialized ultrasonic rangers attached to a computer visualization output [8][9][10]. Seeking other technologies that are more accessible, versatile, or cheaper, recent proposals have incorporated ultrasonic rangers on Arduino boards [11], robots [12,13], and Kinect for Xbox One [14]. Despite smartphones' potential for collecting and visualizing physics-related data for many topics [15], the low-cost mobile accelerometers embedded within them are generally not adequate for capturing accurate position data-at least in introductory physics contexts-due to a need for regular recalibration and data cleaning [16].…”

Section: Introductionmentioning

confidence: 99%

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Evaluating learning of motion graphs with a LiDAR-based smartphone application

Megowan-Romanowicz,

O�Brien,

Vieyra

et al. 2023

2023 Physics Education Research Conference Proceedings

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Data modeling and graphing skill sets are foundational to science learning and careers, yet students regularly struggle to master these basic competencies. Further, although educational researchers have uncovered numerous approaches to support sense-making with mathematical models of motion, teachers sometimes struggle to enact them due to a variety of reasons, including limited time and materials for lab-based teaching opportunities and a lack of awareness of student learning difficulties. In this paper, we introduce a free smartphone application that uses LiDAR data to support motion-based physics learning with an emphasis on graphing and mathematical modeling. We tested the embodied technology, called LiDAR Motion, with 106 students in a non-major, undergraduate physics classroom at a mid-sized, private university on the U.S. East Coast. In identical learning assessments issued both before and after the study, the mean score of students working with LiDAR Motion improved by more than that of those using standard-issue sonic rangers. Further, per a voluntary survey, students who used both technologies expressed a preference for LiDAR Motion. This mobile application holds potential for improving student learning in the classroom, at home, and in alternative learning environments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating learning of motion graphs with a LiDAR-based smartphone application

Megowan-Romanowicz,

O�Brien,

Vieyra

et al. 2023

2023 Physics Education Research Conference Proceedings

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Graphical analysis of the movements of a line-following robot

Santos¹,

Vargas²,

Cé³

et al. 2021

Phys. Educ.

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The difficulties in the interpretation of graphs in kinematics have been studied since the 1980s. To try to reduce students’ learning problems, the researchers point to the need for different didactic strategies, some with the use of new technologies. In this context, we present an experimental proposal that uses a line-following robot based on Arduino to teach graph interpretation in movements with constant velocity.

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Introducing Computer Science Education Through Robotics Education in Community-Engaged Contexts

Gouws,

Lotriet

2024

Navigating Computer Science Education in the 21st Century

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The introduction of computer science education (CSE) in schools is required to prepare the learners for future work and develop the required 21st century skills. However, for competent and confident learners, the educators need to be upskilled and trained to develop CSE teaching capacity and skills. The use of robotics education (RE) provides a more concrete (less abstract) environment for the introduction of CSE. Although CSE is introduced at schools, concern relates to the required access to quality training, required equipment and support from gatekeepers that delay or hinder the advancement of CSE. The good practices for the informal option of CE at higher education institutions (HEI), through engagement with and within a community of practice (COP), to provide access to quality CSE training and skills development to educators, visionary community leaders and learners is presented in terms of the balanced scorecard (BSC) perspectives of strategy, process, people, resources and growth and sustainability.

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Analysis of a didactic sequence using educational robotics to teach graphs in kinematics

Cited by 3 publications

References 19 publications

Evaluating learning of motion graphs with a LiDAR-based smartphone application

Evaluating learning of motion graphs with a LiDAR-based smartphone application

Graphical analysis of the movements of a line-following robot

Introducing Computer Science Education Through Robotics Education in Community-Engaged Contexts

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