Abstract:

Due to the on-going technological change we are witnessing, the created learning scenarios are increasingly different, making use of educational technological resources and appealing to knew and engaging ways of working. Considering this, there have been a growing number of researchers interested in analysing the learning phenomena when students interact with those tools.

The use of Lego robots as a tool for learning basic science and mathematics concepts and also for developing scientific inquiry skills for students has recently drawn the attention of many researchers [1], [2], [3]. However, research shows that few studies are focusing on how robots support primary school students to learn interdisciplinary contents when they participate in project work activities [6].

With the aim of understanding how students working with robots, learn mathematics and other STEM areas, we created and implemented a learning scenario [7]. The thematic of the project was writing a story in which robots will be characters. Forty students built and programmed their own robots in order to accomplish it. In the project, students have the freedom to explore resources and trajectories meaningful to themselves, in order to solve problems that are embedded in the activities. In such situations, students approach their work with a sense of caring and interest that, according to Resnick and Ocko [8], is missing in most school activities.

Using Situated Learning Theory [9], [10] and a qualitative methodology we analysed students’ learning and we saw that learning of mathematics, Science and Technology emerged from the engagement of students in the activities underlying the project with robots. By using this pedagogical approach, students seem to gain a deeper understanding of these scientific concepts and about its connections.

Acknowledgements:
This article was written as part of the Technology Enhanced Learning project at the Future Teacher Education Lab with reference PTDC / MHC-CED / 0588/2014 and the first author was supported by this project.
The second author was supported from the FCT grant with references, PEst-OE / CED / UI4083 / 2014.

References:
[1] D. Alimisis, “Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy” in Proceedings of the 3rd International Conference on Robotics in Education (D. Obdrzálek ed.), pp. 7-14, Prague: Charles University in Prague, Faculty of Mathematics and Physics, 2012.
[2] A. Eguchi, “Why Robots in Education? Robotics as a Learning Tool for Educational Revolution” in Proceedings of Society for Information Technology & Teacher Education International Conference (M. Searson & M Ochoa ed.s), pp. 94-95, Cheasepeake, VA: Association for the Advancement of Computing in Education, 2014.
[3] E. Fernandes, Aprender Matemática e Informática com Robots. Funchal: Universidade da Madeira, 2013.
[4] S. Martins, “Aprendizagem de Tópicos e Conceitos Matemáticos no 1.º Ciclo do Ensino Básico: Uma História com Robots”, PhD Thesis, University of Madeira, 2016.
[5] J. M. Carroll, “Five Reasons for Scenario-Based Design” in Proceedings of the 32nd Hawaii International Conference on System Sciences, 1999.
[6] M. Resnick & S. Ocko, “Lego/Logo Learning Through and about Design” in Construcionism (S. Papert & I. Hare eds.), pp.141-150, Ablex Publishing Corporation, 1991.
[7] J. Lave & E. Wenger, Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.
[8] E. Wenger, Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press, 1998.

Keywords:

Educational Projects, Mathematics, Situated Learning, STEM, Robots.