Multiple Case Studies About Robotics in Compulsory Education

Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-8193-3.ch006

M. J. Loureiro, Cecília Guerra, I. Cabrita, Filipe T. Moreira

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Abstract

Programming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can be a powerful ally of this process from an early age, especially if it supports STEM tasks areas and inclusion. These are the pillars of the TangIn project, under which four qualitative case studies were developed with the aim of to evaluate the lesson plans designed within the scope of the project and the potential of its implementation for the development of the mentioned dimensions. The statistical and content analysis which the questionnaires applied to 43 teachers from Portugal, Spain, Bulgaria, and Latvia were submitted to conclude that students were always very committed and motivated during activities and developed specific and transversal skills related to STEM, including the ability to program and value colleagues, what contributed to its inclusion, regardless of sex and socio-economic conditions.

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义务教育中机器人的多案例研究

编程是发展计算思维的基础，是21世纪的基本技能之一。从早期开始，有形的编程就可以成为这一过程的强大盟友，特别是如果它支持STEM任务领域和包容性。这些是TangIn项目的支柱，在此基础上，开发了四个定性案例研究，目的是评估在项目范围内设计的课程计划及其实施对上述维度发展的潜力。对来自葡萄牙、西班牙、保加利亚和拉脱维亚的43名教师的问卷进行了统计和内容分析，得出的结论是，学生在活动中总是非常投入和积极，并发展了与STEM相关的具体和横向技能，包括规划和重视同事的能力，这有助于包容，无论性别和社会经济条件如何。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies

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