Forming Research Competence and Engineering Thinking of School Students by Means of Educational Robotics

Abstract

The relevance of this research is defined by a possibility of increase in efficiency of school students' research competence formation by means of robotics within fixed and extracurricular activities and additional education. The problem of a research is defined by a contradiction between widespread introduction of robotics in modern society life and insufficient techniques of studying robotics in order to key competences formation. The objective of this research is studying the didactic potential of robotics for school students' research competence formation and to offer the methodical approach to the organization of classes in robotics on the basis of research tasks and research projects. The article presents methods of studying robotics, the use of which helps to form the skills of independent research activities, as well as the ability to apply modern technology in solving practical problems. The article can be used by teachers of educational organizations and the organizations of additional education in preparation for robotics classes (in fixed and in extracurricular activities, in additional education); in analysis of teaching robotics methods, teachers of pedagogical universities to present the methodology of teaching robotics to the students, teaching staff of institutions of additional professional education in preparation for training courses.

Training by Projects in an Industrial Robotic Application

“…In [19], there is a collaborative work between the students and the teacher in which the researchers' terms and functions are naturally involved; in the activities proposed in the execution of the project, there are no hierarchies and each one contributes from their perception and creativity, and robotics projects are part of the curricular activities. In [20], it proposes a course by stages for the development of projects with the robotic educational analysis of state of the art, implementation, pedagogical design, learning scenarios, pilot use, validation, and social evaluation, and this procedure is performed with students of schools.…”

“…In addition, in this phase, there was an intense work of the apprentices of the electricity hotbed for obtaining the required information by configuring a brief state of art about publications of other works in the last 2 years, whose central theme is pedagogical robotics or educational robotics through the metasearch engine Scopus. This is how [19] refers to robotics in education as the appropriate option to increase the efficiency of the formation of research competencies in school studies; in [20], it goes further as robotics learning is considered as the pretext to involve multiple disciplines from the humanities, social sciences to mathematics and engineering that encourages creativity, while in [21], it not only states that the subject of robotics is attractive to students but also poses an evaluative methodology training for teachers taking into account the great complexity of the multidisciplinary theme of robotics is addressed by a cybernetic model of pedagogical feedback, collaborative learning, and empathy; and in [22], a model of robotics in education applied in classrooms of the local education system is presented, where we want to cover the needs of the current society and strengthen students' knowledge. Additionally, we have found a series of articles dedicated to the study of multiple works on educational robotics, pedagogical robotics, social robots, and the technologies used, reviewing different databases and metasearch engines such as web of science, Scopus, Science direct, IEEE, among others spanning periods ranging from the last 5 years to the last Training by Projects in an Industrial Robotic Application DOI: http://dx.doi.org/10.5772/intechopen.90667 decade, this type of publications allows to have more condensed information on the contributions developed and show trends in the research processes [23][24][25], not only focus In the student's response they also discuss the teacher's role.…”

Design and Implementation of Basic Department Operation Model

“…The organizational component includes organizational aspects that are objectively required in the process of creating interaction: preparation of regulations, orders, job descriptions, work schedules. The main goal of this component is to create an organizational environment for the interaction of the school and the university for the implementation of educational, methodological and research work [1][2][3].…”

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

“…According to Khutorskoy (2017), the personality of the teacher, his understanding and ability to design a digital educational space that meets the challenges of global transformation, should have a leading role. The mentor of the digital school can and should choose innovative teaching technologies that maximally work to form the type of thinking and way of action demanded in a digital society (Skurikhina et al, 2018;Valeeva & Bushmeleva, 2016;Zaripova et al, 2014). Solodikhina and Solodikhina (2019) in their works prove that the era of digital transformation will demand specialists with the skills of forecasting and planning in the uncertain future, the ability to independently formulate a problem and offer the best option for its solution, the ability to develop an algorithm for a solution and implement it by software and hardware (Ponomarev & Dezhina, 2016;Solodikhina & Solodikhina, 2019).…”