Systematic review on which analytics and learning methodologies are applied in primary and secondary education in the learning of robotics sensors

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.This research was co-funded by the support of the Secretaria d’Universitats i Recerca of the Department of Business and Knowledge of the Generalitat de Catalunya with the help of 2017 SGR 93

"BALANCE" ... IN PRESCHOOL: A PROPOSAL ON HOW TO TEACH NATURAL SCIENCES USING EDUCATIONAL ROBOTICS

This current study is a teaching proposal that approaches the concept of balance in an interdisciplinary way in kindergarten. Based on the Greek Kindergarten Curriculum, an educational intervention is proposed in the context of the thematic unit: "Child and Environment" and falls under the second axis: "Natural Environment and Interaction". When the infants build a simple seesaw machine ("robotic" seesaw) using the LEGO® Education Early Simple Machines Set, they start wondering about how it works. Acting collaboratively, the infants’ experiment with simple machines and make assumptions, each time experimenting according to the given instructions. Throughout the learning process, the teacher provides clear instructions and completes the findings of the infants, in order to draw the final conclusions that will lead to the solution of the problem. In this way, the infants are given the opportunity to develop computational thinking skills that can potentially open up new professional horizons in the future.  Article visualizations

STEM Education Practical Work in Remote Classrooms: Prospects and Future Directions in the Post-Pandemic Era

Practical work is pivotal for the development of important skills inherent to science, technology, engineering, and mathematics (STEM) education. Through practical work, learners engage in skills that include critical thinking, problem-solving, and inquiry-based learning, which are important outcomes of STEM education. Given the rise in significance of remote learning as reinforced by the COVID-19 pandemic, there is a need to reimagine the facilitation of practical work for learners. This paper uses the preferred reporting items for systematic reviews and meta-analyses (PRISMA) qualitative research design, an interpretive paradigm, and a mix of connectivism and community of inquiry (CoI) frameworks to explore the facilitation of STEM education practical work in remote classrooms. A systematic meta‑analysis of purposively selected papers using the preferred items, techniques of identification, screening, eligibility, and inclusion, and published between 2017 and 2021, was conducted. The following key words were used to conduct a search using Google Scholar: STEM practical work + STEM education in remote classrooms + Practical work in remote classrooms + STEM education in online classrooms + STEM education in virtual classrooms + Virtual practical work + Teaching STEM and COVID-19 + Practical work and COVID-19. Fifty papers were identified, of which fifteen were included in the study. Thematic content analysis techniques were used to analyze the papers. Five strategies to facilitate STEM practical work in remote classrooms were identified and the findings point to the prospects and future directions of practices in facilitating practical work for learners remotely

Model of professional retraining of teachers based on the development of STEM competencies

The article describes a methodology for organizing lifelong learning, professional retraining of teachers in STEM field and their lifelong learning in Volodymyr Hnatiuk Ternopil National Pedagogical University (Ukraine). It analyzes foreign and domestic approaches and concepts for the implementation of STEM in educational institutions. A model of retraining teachers in the prospect of developing their STEM competencies and a model of STEM competencies were created. The developed model of STEM competencies for professional teacher training and lifelong learning includes four components (Problem solving, Working with people, Work with technology, Work with organizational system), which are divided into three domains of STEM competencies: Skills, Knowledge, Work activities. In order to implement and adapt the model of STEM competencies to the practice of the educational process, an experimental study was conducted. The article describes the content of the scientific research and the circle of respondents and analyzes the results of the research

Overview of technologies for building robots in the classroom

This paper aims to give an overview of technologies that can be used to implement robotics within an educational context. We discuss complete robotics systems as well as projects that implement only certain elements of a robotics system, such as electronics, hardware, or software. We believe that Maker Movement and DIY trends offers many new opportunities for teaching and feel that they will become much more prominent in the future. Products and projects discussed in this paper are: Mindstorms, Vex, Arduino, Dwengo, Raspberry Pi, MakeBlock, OpenBeam, BitBeam, Scratch, Blockly and ArduBlock

Selected NSF projects of interest to K-12 engineering and technology education

The National Science Foundation (NSF) portfolio addressing K-12 engineering and technology education includes initiatives supported by a number of programs. This list includes projects identified by searching lists of awards in the respective NSF programs as well as projects suggested for inclusion by researchers, practitioners, and program officers. The list includes projects concerned with standards in technology education, teacher professional development, centers for learning and teaching, preparation of instructional materials, digital libraries, and technological activities in informal settings, as well as small numbers of projects in several other areas. This compilation provides current information on projects of interest to educators, instructional designers, consultants, and researchers who are concerned with the development, delivery, and evaluation of instruction to develop technological literacy, particularly in K-12 engineering and technology education. Projects are grouped under headings for each program providing primary funding. Within each program, the award numbers determine the order of listing, with the most recent awards at the beginning of the list. Each award entry includes the project title, NSF award number, funding program, amount of the award to date, starting and ending dates, the principal investigator (PI), the grantee institution, PI contact information, the url of the project Web site, a description of the project’s activities and accomplishments, relevant previous awards to the PI, products developed by the project, and information on the availability of those products

CS in Schools Evaluation: An industry-school partnership supporting secondary teachers to teach computer programming

The aim of this document is to evaluate the pilot of the CS in Schools initiative. This evaluation provides information about the delivery and implementation of the CS in Schools pilot, considering the perspectives and values of different stakeholders, including teachers and industry volunteers. The document also examines the aims of the CS in Schools program, including factors that act as barriers or facilitators of the program and identifies ways to potentially improve the efficacy of the program. A key aim of the CS in Schools program is to help high school teachers develop their confidence and competence in teaching computer science. In our evaluation, there was evidence to indicate that teachers in the study typically increased their self-efficacy to teach computer programming, with the support offered in the program commonly acting as a kind scaffold for in-service teachers develop their skills and knowledge of coding language and programming. Teachers generally held positive views of the pre-designed resources-inclusive of its scope, clarity and alignment with the curriculum. Moreover, they also frequently liked the in-classroom immediate access to expertise from industry volunteers. This element of CS in Schools speaks to the untapped value of industry-school partnerships in an effective, contemporary STEM education school syllabus. Conversely, some teachers in the study viewed the explicit pedagogy, which mostly underpins the design of the CS in Schools teaching resources, did not align with the pedagogical philosophies they espoused or wanted to facilitate in their learning environment. Other teachers commented that particularly for more advanced students, that the pacing constrained some students in the pilot. Teachers’ lack of familiarly with the content was another concern raised by participates. In relation to the industry volunteers, there was often an altruistic element to their underlying motivations to volunteer in CS in Schools, together with a perception that was a lag or deficit in the use of digital technology in schools and what industry trends. Other motivations for some to participate in the program included an eagerness for a professional challenge and the potential to network with others. Addressing several barriers such as network hardware, software configuration and platforms (e.g. firewalls, password access/ management) in addition to adapting the program to align with individual school needs (e.g. timetables, educator expertise) is likely to improve the efficacy of the CS in Schools program. As the CS in Schools initiative is in its relative infancy, it’s expected that this document will be useful for future iterations of the program and may helpful in addressing perceived areas of improvement and informing future directions of the initiative