Abstract:

The educational urgency to improve and establish STEM education may be driven by environmental, social and economic impacts of the twenty-first century demands, which is included nowadays in educational policies and inside the schools. The field of STEM education and educational technology has been part of an important innovation process in schools around the world, and the process of integrating science, technology, engineering, and mathematics in the learning process can be complex, considering schools environment, teacher education and resources.

The E (engineering) in STEM is an emblematic and promising subject and it is calling attention from k12 schools, educators and policy makers in education. The use of robotics to enhance engineering education has been part of students learning environment in schools for many years.

This paper proposes a framework to address a curriculum design approach that drives engineering education using robotics, highlighting the constructionist perspective. Pedagogy and its dimensions such as methodology, teaching and learning related to educational robotics and engineering education are presented within theoretical and educational foundations. Beyond the use of robotics, deepens the discussion of curriculum design and engineering education during robotics activities, and how storytelling as a methodological approach can facilitate learning engineering concepts

Keywords:

Curriculum design, Engineering education, Active learning and methodology.