Abstract:

This work aims to present the AutoSTEM project, namely the objectives, the pedagogical model and the indicators developed in the scope of the project. It is an Erasmus + project, aiming to exploring the construction of “moving toys” as a motivational strategy in the areas of science, technology, engineering and mathematics (STEM), in the childhood. The use of the automata justifies to be considered a relevant resource for the development of contextualized and interdisciplinary activities, especially for being constituted by two fundamental parts, on the one hand, a figure, or a set of figures, that can represent an idea or narrative and, on the other hand, a mechanism that allows the movement of the figure(s). In this context, the pedagogical resources developed within the project are based on prototypes that involve mechanisms and motion, for example, sliding, friction drive, linkages, and a narrative. The construction of a prototype can promote engineering skills, but also in other STEM areas, as well as competences as observation, problem solving or creativity. The conceptual framework of the project AutoSTEM involves pedagogical models on learning through observation, collaboration, construction and experimentation according to the study of socio-cognitive, socio-constructivist and socio-constructionist theories. In this work, we present examples of the pedagogical resources developed in the scope of the AutoSTEM project and also about hands-on and minds-on processes. Data were gathered on the analysis of images and oral records made during two workshops with children from the 2nd year of schooling, as well as on the analysis of projects and products.

Keywords:

Automata, STEM, childhood, hands-on, minds-on.