MODEBOTS: Environment for Programming Robots for Children Between the Ages of 4 and 6

Ramírez-Benavides, Kryscia; Guerrero, Luis A.

doi:10.1109/rita.2015.2452692

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…In science education, several studies (Sullivan, 2011; Hong et al, 2013; Lee et al, 2014; Ramírez-Benavides and Guerrero, 2015) have delved into instrumentalization processes where tools such as robotics serve students solve problems creatively and shape the way they think. Usually, these tools are introduced in science activities whose solution involves solving a challenge by creating a product through technology.…”

Section: Discussionmentioning

confidence: 99%

“…In robotic problem-solving activities, students construct digital artifacts by following a programming cycle that consists of: (i) writing and testing a program; (ii) diagnosing problems with the program or structure of the device; (iii) proposing and arguing changes to the program or structure; (iv) making changes to the program and testing the device again. The studies developed by Sullivan (2011), Hong et al (2013), Lee et al (2014), and Ramírez-Benavides and Guerrero (2015) emphasize the benefits of following an inquiry cycle using robotic technology. They are the following four: (a) it provides students with new opportunities to research ideas and to experiment; (b) students can move between rule acquisition and rule modification because risks can be taken safely as it is possible to make and remake, repurpose, and recycle easily and effectively; (c) it facilitates direct and swift application of choices and, by so doing, students can modify and improve their ideas collaboratively, and (d) it increases the students' motivation and playfulness, which fuels their creativity.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Hong et al (2013) proposed their students to create a new robot with an eye to winning a nationwide contest. Sullivan (2011) and Ramírez-Benavides and Guerrero (2015) managed to develop a creative solution to solve a robotics problem and students ended up assembling a new robot. In a similar way, Lee et al (2014) proposed pre-service teachers to solve technological challenges using Lego Education toolsets. Research about a scientific real-life phenomenon and production of a creative and visual communication for presentation in front of an audience .…”

Section: Discussionmentioning

confidence: 99%

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Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Camaño

Turmo

2019

Front. Psychol.

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Enhancing creativity and developing technology skills in the classroom are the future of education and can turn out to be powerful tools to smooth out inequalities in class. This paper presents a systematic scoping review study of the literature focusing on cases of social creativity and digital technology embedded in science education. To this end, 23 empirical studies were selected from several databases—all in English and subjected to a blind peer-review process—to address the interconnectedness of key themes encapsulated in the following three research questions: (i) which digital technology roles support collaborative and creative processes in science education? (ii) which forms of technology and technological features support and organize the aforementioned creative processes? and (iii) what pedagogical principles guide the promotion of social creativity using technology in science education and involve all the students? Results show that technology can play different roles in promoting social creativity: (1) as a tutoring device that nurtures some key science creative processes; (2) as a tool that shapes students' creative thinking; and (3) as a medium that builds the supportive environment to perform collective creativity processes. In our project, these three roles were performed using a wide range of web 2.0 technologies (e.g., web-based environments, digital platforms, mobile technology) that both engaged all students in active and rich user experience for collective knowledge creation and equipped all learners with the necessary skills that would turn them into active, i.e., dynamic and resourceful, citizens in a swiftly changing world.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Camaño

Turmo

2019

Front. Psychol.

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“…Many aspects of the use of elements of competence-oriented training in mastering the mathematical disciplines are devoted to certain aspects (for example, Chan [14], Dhatsuwan & Precharattana [15], Jasečková & Krivoňáková [16], In'am [17], Ramirez-Benavides & Guerrero [18], Sadi & Cakıroğlu [19], Seyhan [20]).…”

Section: The Objective Of the Workmentioning

confidence: 99%

Methods of organizing competence-oriented classes with students of pedagogical areas of training

Shestakova

Richter

2020

SHS Web of Conf.

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Object: to describe the methods of organizing competence-oriented classes with students of pedagogical areas of training. Methods: the leading research methods were the generalization and analysis of pedagogical experience and the processing of quantitative data on the dynamics of indicators of the effectiveness of using the methods of organizing competence-oriented classes with students of pedagogical areas of training. Findings: principles of organizing competence-oriented training with students of pedagogical areas of training (systematic, flexibility, interaction, conscious perspective, professional expediency, activity, activity, ideality, humanism, feedback, reflexivity); revealed the advantages of using competence-oriented classes with students of pedagogical areas of training; formulated types of competence-oriented classes with students of pedagogical areas of training; methods of organizing lecture, seminar and practical competence-oriented classes have been developed; identified types of activities (areas of work) for inclusion in the rating indicators; The indicators for assessing the effectiveness of the described methods of work were determined. Conclusions: the article presents a list of competencies, examples of competence-oriented tasks aimed at their formation and planned learning outcomes; The indicators for assessing the effectiveness of the described methods of work were determined. The article materials can be useful for heads of educational structures of various levels, teachers of higher educational institutions, teachers of schools, parents.

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Early Age Education on Artificial Intelligence: Methods and Tools

Liu

Krömer

2020

Advances in Intelligent Systems and Computing

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MODEBOTS: Environment for Programming Robots for Children Between the Ages of 4 and 6

Cited by 10 publications

References 11 publications

Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Promoting Social Creativity in Science Education With Digital Technology to Overcome Inequalities: A Scoping Review

Methods of organizing competence-oriented classes with students of pedagogical areas of training

Early Age Education on Artificial Intelligence: Methods and Tools

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