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Teaching Robotics at the Primary School: an Innovative Approach David Scaradozzia, Laura Sorbia*, Anna Pedalea,B, Mariantonietta Valzanoc, Cinzia Verginec

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Teaching Robotics at the Primary School: an Innovative Approach David Scaradozzia, Laura Sorbia*, Anna Pedalea,B, Mariantonietta Valzanoc, Cinzia Verginec Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3838 – 3846 INTE 2014 Teaching robotics at the primary school: an innovative approach David Scaradozzia, Laura Sorbia*, Anna Pedalea,b, Mariantonietta Valzanoc, Cinzia c Vergine aDipartimento di Ingegneria dell’Informazione, Università Politecnica delle Marche, Via Brecce Bianche, 60131, Ancona, Italy bNational Instruments Italy, Centro Direzionale Milanofiori Nord, Palazzo U4, Via del Bosco Rinnovato, 8, 20090, Assago (MI), Italy cIstituto Comprensivo Largo Cocconi, Laro Girolamo Cocconi, 10, Roma, Italy Abstract Many researchers and teachers agree that the inclusion of Science, Technology, Engineering, and Math in early education provides a strong motivation and a great improvement in learning speed. Most curricula in primary schools include a number of concepts that cover science and math, but less effort is applied in teaching problem solving, computer science, technology and robotics. The use of robotic systems and the introduction of Robotics as a curricula subject can bring the possibility of transmit to children the basics of technology and to give them other kind of human and organizational values. This work present a new program introduced in an Italian primary school thanks to the collaboration with National Instrument and Università Politecnica delle Marche. The subject of Robotics becomes part of the Primary school curricula for all the five years of formation. The program has allowed the teachers training and a complete way through which children have demonstrated great learning abilities, not only in mere technology but also in collaboration and teamwork. © 20152014 The The Authors. Authors. Published Published by by Elsevier Elsevier Ltd. Ltd This. is an open access article under the CC BY-NC-ND license (Peerhttp://creativecommons.org/licenses/by-nc-nd/4.0/-review under responsibility of the Sakarya). University. Peer-review under responsibility of the Sakarya University Keywords: Robotics, primary schools, innovative program. 1. Introduction Many researchers have been investigating the use of robots to support education. Studies have shown that robots can help students develop problem-solving abilities and learn computer programming, mathematics, and science. The educational approach based mainly on developing logic and creativity in new generations since the first stage of * Corresponding author. Tel.: +39 338-5995438 E-mail address: [email protected] 1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the Sakarya University doi: 10.1016/j.sbspro.2015.01.1122 David Scaradozzi et al. / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3838 – 3846 3839 education is very promising. To these aims, the use of robotic systems is becoming fundamental if applied since the earlier stage of education. In primary schools, robot programming is fun and therefore represent an excellent tool for both introducing to ICT and helping the development of children’s logical and linguistic abilities of children. Robotic teaching experiences have been carried out in Italian schools since 2000-2001, when the first project was proposed. It was called “Building a robot” and its description can be found in [Merlo, 2010]. Moreover, learning robots programming also becomes an opportunity for primary school pupils for developing their linguistic and logical skills, always focusing on pedagogical rather than technological issues. This paper presents an innovative program developed in order to teach robotic basics at the primary school as a curricula subject. The same instruments are used as a multidisciplinary validation and motivation for other subjects (Italian, Mathematics, Science, etc…). Education in Italy is compulsory from 6 to 16 years of age and is divided into five stages: kindergarten (scuola dell'infanzia), primary school (scuola primaria), lower secondary school (scuola secondaria di primo grado or scuola media), upper secondary school (scuola secondaria di secondo grado or scuola superiore) and university (università). The Scuola primaria (primary school), also known as “scuola elementare”, is commonly preceded by three years of non-compulsory nursery school (or kindergarten, "asilo"). Scuola elementare lasts five years. Until middle school, the educational curriculum is the same for all pupils: although one can attend a private or state-funded school, the studied subjects are the same. The principal subject are Italian, English, Mathematics, Natural Sciences, History, Geography, Social Studies, Physical Education and Visual and Musical arts. Until 2004, pupils had to pass an exam to access Scuola secondaria di primo grado (Middle school), during which they had to demonstrate their abilities in composing a short Italian essay, passing a Math test and an oral test regarding all the other subjects. The exam has been abolished, only private primary schools legally recognized maintains this kind of test. In order to introduce Robotics as subject during the Prinary school five years, a special program has been introduced. The global five-years schedule is divided into two main blocks: during the first two years pupils are introduced to logics and mechanical feel with remotely controlled independent machine (using Lego WeDo system); in the last three years childrens are asked to design, build and program their own independent robots, using Lego NXT system. The LEGO Education WeDo is an easy-to-use robotics platform that introduces young students to hands-on learning through LEGO bricks and the easiest form of graphical programming software that National Instruments has to offer. It is a fun and simple way to get younger students exposed to basic engineering concepts at an early age. The use of LEGO Education WeDo provides a hands-on learning experience that actively engages children’s creative thinking, teamwork, and problem-solving skills. LEGO Education WeDo is a hands-on platform that primary school students can use to build simple robotics applications driven by a personal computer with a simplified version of LabVIEW. By combining the intuitive and interactive interface of LEGO Education WeDo software with the physical experience of building models out of LEGO bricks, students can bridge the physical and virtual worlds to provide the ultimate hands-on, minds-on learning experience ([LabVIEW Graphical System Design]). The system has being applied in other countries, proposing their use in primary schools and studying the possible benefits for children education. In [Mayerovà, 2012], for example, the author analyzes the first-contact situation in which 3rd grade pupils in primary school encounter LEGO WeDo for the first time. In [Romero, 2012], a pilot study of robotics in primary schools is described, together with motivation of choosing The LEGO WeDo for children activities: the low learning curve of the programming language (visual programming rather than code writing), and the educational content provided with it. Recent years have seen the development of cooperation between National Instruments, Università Politecnica delle Marche and primary schools to improve the use of new technologies since the first grade of the school. One of them is Primary School Istituto Comprensivo Largo Cocconi. Both the scientific and educational communities recognize the role of ICT company investment in improving science and engineering education, engaging students with technology, and equipping educators with resources to help them teach fundamental engineering concepts in a fun, hands-on way. Specifically, the National Instruments and Lego provide interactive, real world learning experiences; low-cost and free training opportunities; a strong global mentorship program; technology and funding. 3840 David Scaradozzi et al. / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3838 – 3846 Initiatives such as K12Lab.com for primary and secondary school teachers and the NI courseware portal for university professors feature effective content that educators can use directly or adapt to their learning environments [http://k12lab.com]. The K12Lab is a website where teachers can browse and share lesson plans, find inspiration from what others are accomplishing with technology, and get tools and support to help their students connect theory to reality faster. K12Lab users gained access and contributed to a growing library of 86 lesson plans for subject areas such as physics, robotics, and computer science.. The Austin Children’s Museum (ACM) creates innovative learning experiences for children that equip and inspire them to be the next generation of creative problem solvers. The ACM program, TechReach, provides students from low-income families with opportunities to gain hands-on science, technology, engineering, and math skills. Working with LEGO MINDSTORMS NXT kits, participants learn the basics of designing, building, and programming robots. The TechReach program addresses a three-fold problem for economically disadvantaged children in Austin: shortage of access to technology, the need to build 21st century skills, and the lack of interest and awareness in a science-related future [9, 10]. Another interesting experience could be found in the Lana Stone, a technology instructor, with the Govalle Primary school team partecipation on the FIRST LEGO League. National Instruments
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