Abstract:

In previous work a proposed intervention is developed and implemented through a STEAM learning project obtained from LOMCE [1] analysis and that uses educational robotics as a teaching tool [2,3]. The analysis concludes in 11 opportunity areas including both conceptual contents and those that deal with attitudinal or procedural contents.

In order to design the project, we started with a main conceptual opportunity area, that is, "Sustainability", to then select other areas connected with it and study the participation of art in educational robotics projects in the STEAM context.

Regarding ​​conceptual opportunity areas, from the curricular elements that make up the thematic area of ​​"Sustainability", they belong to STEM disciplines where the absence of the discipline of art in the conceptual plane of design is significant.

This fact is not new. The literature offers a lot of STEM projects that cannot be converted in STEAM projects. In our previous work, the project incorporated the area of ​​"Skill for plastic and audio-visual creation" so that the project is not just STEM learning. The design of the project incorporated this area, conditioning the final product to a certain degree of plastic personalization on the part of the students.

One way to include the conceptual opportunity areas of the Art is through the use of LEGO® pieces that gives it the versatility necessary to introduce the Art (A) in any STEM project and turn it into STEAM.

There are an international movement known as the "BrickArtists". These artists create art from LEGO pieces. Therefore, it is not difficult to introduce LEGO pieces in the Art A of STEAM projects.

Moreover, in our previous works it has developed a new educational platform based on the Matlab/Simulink package for teaching robotics using the Lego EV3 platform [4], this platform can be used in STEM projects, however, the use of LEGO pieces gives it the versatility of introducing the A of Art designing the robot.

This paper analyzes how to introduce the A from the use of LEGO Mindstorm, which gives us an ideal tool for use in STEAM projects, mainly focused in the analysis of our “Sustainability” project, see [5].

In the “sustainability” project, the robot used was an Arduino BQ and the buildings used in the collaborative puzzle was manufactured by means of 3D printer, see [5]. By means of LEGO pieces, the students could develop the buildings and the robot, improving the presence of A in the STEAM projects.

One of the results obtained in the present paper is that the use of LEGO Mindstorms bricks in the STEM projects is a way of introducing the A of Art and turning them into STEAM projects.

References:
[1] LOMCE. https://www.boe.es/buscar/act.php?id=BOE-A-2013-12886.
[2] PhD F. Ruiz Vicente. Diseño de proyectos STEAM a partir del currículum actual de Educación Primaria utilizando Aprendizaje Basado en Problemas, Aprendizaje Cooperativo, Flipped Classroom y Robótica Educativa. 2017.
[3] Ruiz, F., Zapatera, A., & Montes, N. (2018). How to design projects for Primary school in Spain. Proceedings of INTED2018 Conference. Valencia, Spain.
[4] Montés, N., Rosillo, N., Hilario, L., & Mora, M. (2018). A novel educatinal platform based on Matlab/Simulink/LEGO EV3 for teaching with robots. Proceedings of INTED2018 Conference. Valencia, Spain.
[5] https://www.youtube.com/watch?v=6mtdiKEtrtA

Keywords:

LOMCE, STEAM, LEGO Mindstorm, Robotics, EV3.