Innovative Robot for Educational Robotics and STEM

Chatzopoulos, Avraam; Papoutsidakis, Michail; Kalogiannakis, Michail; Psycharis, Sarantos

doi:10.1007/978-3-030-49663-0_13

Cited by 19 publications

(14 citation statements)

References 10 publications

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“…On the contrary, the students of the experimental group performed much better in posttests, gave the correct definition of the electric current and almost all of them used the correct model about its flow. Therefore we can safely deduce that computer experiments contribute significantly to the learning process and consequently, in understanding the principles of Physics, especially when they are combined with visual programming languages and physical experiments, which is in accordance with the related bibliography (Baser, 2006;Kalogiannakis & Papadakis, 2017;Jaakkola & Nurmi,2008;Chatzopoulos, Papoutsidakis, Kalogiannakis, & Psycharis, 2020;Dorouka, Papadakis, & Kalogiannakis, 2019;Sengupta et al, 2013Sengupta et al, , 2015.…”

Section: Discussionsupporting

confidence: 85%

A Study of the Impact of Arduino and Visual Programming In Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students’ Perceptions on Electricity

Ntourou¹,

Kalogiannakis

Psycharis

2021

EURASIA J Math Sci Tech Ed

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This article presents a quasi-experiment which, with the use of Arduino and Scratch for Arduino (S4A), attempts to study their effect on self-efficacy and motivation towards Science Education, Computational Thinking (CT) and the views of 5 th Grade students about concepts of electricity. It was conducted on the 5th Grade of a Primary School in Greece. The research team chose the quantitative method, which was conducted through the delivery of four questionnaires that were mainly consisted of close-ended questions. In order to achieve triangulation and a deeper understanding of the topic, it was considered important to include individual open interviews. The data processing failed to prove the effect on motivation, while in self-efficacy it was proved only partially. However, the effect was explicit in view of the conceptual understanding of electricity and CT. The specific project could spur the prosecution of an extended research, aiming at the probe on the one hand of how the existing outcome is confirmed and on the other hand how they are preserved through time, for the purpose of insinuating computational methods and tools into primary education.

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Section: Discussionsupporting

confidence: 85%

A Study of the Impact of Arduino and Visual Programming In Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students’ Perceptions on Electricity

Ntourou¹,

Kalogiannakis

Psycharis

2021

EURASIA J Math Sci Tech Ed

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“…Learning acquisition focused on the basic structure and components of robots, principles of robot motion, hull structure, principles of sailboat navigation, and skills of designing and assembling sailboats; learning performance referred that students were satisfied with their hands-on performances, confident of their abilities to perform better in similar disciplines, and they did not learn well on programming; learning perception included that students felt interested in i-STEM PjBL materials, they could acquire interdisciplinary knowledge and skills, PjBL was helpful to complete works, and principles were helpful in practice. “They can gain interdisciplinary knowledge and skills” is consistent with some research in the past; that is, robot learning involves various fields, which assists students in interdisciplinary integration (Benitti, 2012 ; Chatzopoulos et al, 2020 ). “Principles are helpful in practice” indicates that knowledge can be applied in practice, which is corresponding with “the process of robot construction allows students to apply knowledge” (Mistikoglu and Ozyalcin, 2010 ; Rihtaršič et al, 2015 ).…”

Section: Discussionsupporting

confidence: 68%

Educational values and challenges of i-STEM project-based learning: A mixed-methods study with data-transformation design

Chang

Chen

2022

Front. Psychol.

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Integrated science, technology, engineering, and mathematics (STEM) embedding project-based learning (i-STEM PjBL) is still faced with challenges, and its educational values have not been revealed, which is what the study aimed to explore. Participants consisted of 48 freshmen from a senior high school, including 27 male students and 21 female students. The open-ended questionnaire and the interview for the students were administrated after the i-STEM PjBL. The qualitative data were converted into quantitative data counted by the occurrence frequencies of the codes. The results based on the integration and comparison of the open-ended questionnaire and interview outcomes showed that i-STEM PjBL provided students with positive educational values (including learning acquisition, performance, and perception), but there were also learning challenges in the process. Learning acquisition focused on the basic structure and components of a robot, principles of robot motion, hull structure, principles of sailboat navigation, and skills of designing and assembling sailboats. Learning performance referred that students were satisfied with their hands-on performances and confident of their abilities to perform better in similar disciplines, but did not learn well on programming. Learning perception indicated that students felt interested in i-STEM PjBL materials could acquire knowledge and skills from various fields, PjBL could be helpful to complete works, and principles could be helpful in practice, while programming design learning materials were not enough. Learning challenges indicated that students were unfamiliar with the usage of tools and hands-on operation, and they also felt challenged by programming. Students' feedback can be taken as references to modify and improve i-STEM PjBL and the materials in the future.

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“…In STEM education, the children's active participation and involvement in discovering knowledge and problem solving are paramount and necessary (Chatzopoulos et al, 2021;Chatzopoulos et al, 2020). This process takes place through interdisciplinarity, where students using knowledge from various fields of education (Science, Technology, Engineering, Mathematics) can learn (PCAST, 2010).…”

Section: The Definition Of Stem Educational Approachmentioning

confidence: 99%

The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach

Kastriti

Kalogiannakis

Psycharis

et al. 2022

Adv Mobile Learn Educ Res

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Across all levels of education, Natural Sciences is a scientific field that is gaining considerable research interest. However, in recent years a growing interest in the introduction of Science in Preschool Education can be seen among scientists, as they realize that the children’s first experiences will be the cornerstone of the relationship they are going to develop with this scientific field in the future. It is accepted that children approach and understand the new knowledge taught in the classroom in the context of what they already know. Their pre-existing beliefs and experiential knowledge are the foundations upon which the new concepts will be merged. Based on these perceptions, children approach, "decode," and understand new knowledge through the interaction of the two cognitive systems, the pre-existing and the taught new enriched cognitive patterns. The kindergarten environment cannot remain isolated and uninfluenced by the developments in a constantly changing world. The goal of Kindergarten is to properly prepare its students to become active citizens of their country by helping them get all the necessary skills. In this way, the STEM and STEAM approach seems to be progressively gaining ground in Preschool Education. Various researchers emphasize the importance and positive outcomes of implementing a STEM education program in Kindergarten, as children can acquire at an early age all the necessary resources that will play a decisive role in their later life. According to the above, this study is a literature and article review with its primary purpose to verify the above assumptions. More specifically, this article showcases the importance of teaching Science in Preschool Education and its practicability at this age group. There is also a presentation of the holistic educational STEAM approach. The main goal of this presentation is to emphasize the contribution of this educational approach towards a more effective teaching of Science in Kindergarten and in-depth learning and understanding of natural concepts by preschoolers.

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Innovative Robot for Educational Robotics and STEM

Cited by 19 publications

References 10 publications

A Study of the Impact of Arduino and Visual Programming In Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students’ Perceptions on Electricity

A Study of the Impact of Arduino and Visual Programming In Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students’ Perceptions on Electricity

Educational values and challenges of i-STEM project-based learning: A mixed-methods study with data-transformation design

The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach

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