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Katerina Glezou.pptx

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Katerina Glezou.pptx

  1. 1. Scientix has received funding from the European Union’s H2020 research and innovation programme – project Scientix 4 (Grant agreement N. 101000063) coordinated by European Schoolnet (EUN). The content of the presentation is the sole responsibility of the presenter and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained Robotics as a Powerful Vehicle Toward Computational Thinking and Creativity Dr. Katerina Glezou Scientix Ambassador Arsakeia Schools Psychikou Teachmeet Bett 2022 Excel London 24 March 2022
  2. 2. About me • Scientix Ambassador • EU CodeWeek Leading Teacher • Teacher Trainer - Instructional Designer • Researcher, Research Fellow @ IT Department, University of Athens • Computer Science/Robotics/ICT/Physics Teacher @ Arsakeia Schools Psychikou, Athens Dr. Katerina Glezou Greece
  3. 3. • Research framework • Learning Objectives • Implementation • Results • Solutions • Recommendations • Discussion Outline My presentation focuses on the implementation of robotics and programming activities designed to foster computational thinking and creativity in authentic classroom conditions.
  4. 4. Aim of the study  to bring forward the basic parameters of an effective constructionist approach at the level of designing, development and implementation in real school conditions. Basic research questions a. How can robotics systems be integrated into teaching practice in authentic classroom conditions? b. What are the difficulties that arise in the classroom and how can they be dealt with in order to achieve the best learning outcomes? Research framework
  5. 5.  "Introduction to Educational Robotics“ optional course @ 1st Arsakeio High School Psychikou  "Educational Robotics" afternoon club @ Arsakeia Primary Schools Psychikou Research framework
  6. 6.  Introduction to robotics and programming.  Familiarization with the robotic system.  Experiential exploratory learning.  Developing knowledge, skills, attitudes  Computational/algorithmic/engineering thinking.  Programming, cognitive and handling skills.  Communication and collaboration skills.  Creativity and imagination. Learning Objectives
  7. 7. Implementation The activities concern:  using robotic systems, designing and building robotic constructions  Robotic systems: Bee Bot, Lego WeDo 1, Lego WeDo 2, Edison, Thymio, LEGO® MINDSTORMS® Education EV3, AT Mega  Programming environments: Scratch, Edware, EdScratch, OpenRoberta, LEGO® MINDSTORMS® EV3, mΒlock
  8. 8. Robotic Systems
  9. 9. Programming environments
  10. 10. Implementation
  11. 11. Implementation - LEGO Education WeDo 1.0
  12. 12. Implementation - LEGO Education WeDo 2.0
  13. 13. Students were involved in collaborative activities in robotics and programming and became familiar with the features and functions of the robotic system. Students play, experiment, investigate and learn, apply research (observation, hypotheses, controls, corrections, confirmations, conclusions). Students collaborate, program automations and build robotic artifacts of personal meaning and interest using the robotic system and Lego bricks. Results
  14. 14. Results  Α combination of robotics, programming and unplugged activities had better support student learning and development students’ skills as collaboration/team work, communication, critical thinking, CT and creativity.  Τhe students showed great interest in their interaction with the robotic system remaining active and frequently showing and expressing enthusiasm.  The students demonstrated their inventiveness.
  15. 15. Solutions  Encouragement is a basic key.  Students should be introduced to the ideas of frustration and persistence, and need to realize that persistence is choosing not to give up, and attempting something over and over again.  If students misidentify solutions, they should use the bug finding formula on their configurations repeatedly until a working run is succeeded. Helpful questions to be asked: a. “What happened?” / “What was supposed to happen?” b. “Did it work at the first step?” / “Did it work at the second step?” c. “Where did it go wrong?”
  16. 16. Recommendations  The pedagogical emphasis should always be on challenging and helping students understand in depth, rather than use, the robotic devices and the programming environment.  Students need to understand the debugging process of coding and reconstruction of the robotic creature.  Let the students share hypotheses about what is going wrong and how to fix it.  Students should feel free to try things that the teacher knows in advance will be incorrect.
  17. 17. Discussion  Research gap need to be bridged on how to promote STEAM Education, 21st century skills and advance learning via educational robotics in real classroom settings across all disciplines and grade levels. • Exploring the use of different robotics and programming paradigms. • Implementing alternate teaching strategies. • Effective combinations to support student engagement in CT and creativity development.
  18. 18. http://www.scientix.eu/
  19. 19. http://www.scientix.eu/
  20. 20. http://www.scientix.eu/
  21. 21. http://www.scientix.eu/
  22. 22. https://codeweek.eu/
  23. 23. https://www.etwinning.net/
  24. 24. Code, Program, Create, Collaborate, Play & Learn! Have fun! Thank you for your attention!
  25. 25. E-mail: glezou@gmail.com Blog: http://blogs.sch.gr/glezou/ Social Network: http://logogreekworld.ning.com/ https://www.facebook.com/katerina.glezou https://www.linkedin.com/in/katerinaglezou/ https://twitter.com/glezou https://vimeo.com/glezou https://scratch.mit.edu/users/kglezou/ https://www.researchgate.net/profile/Glezou_Katerina https://independent.academia.edu/glezoukaterina https://orcid.org/0000-0001-8500-0920 To contact me:
  26. 26. Scientix has received funding from the European Union’s H2020 research and innovation programme – project Scientix 4 (Grant agreement N. 101000063) coordinated by European Schoolnet (EUN). The content of the presentation is the sole responsibility of the presenter and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained http://scientix.eu More information: Agueda Gras agueda.gras@eun.org Head of the Science Education Department

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