A review: Can robots reshape K-12 STEM education?

Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? To sketch an answer, this article reviews, side-by-side, existing literature on robot-based learning activities featuring mathematics and physics (purposefully putting aside the well-studied field of "robots to teach robotics") and existing robot platforms and toolkits suited for classroom environment (in terms of cost, ease of use, orchestration load for the teacher, etc.). Our survey suggests that the use of robots in classroom has indeed moved from purely technology to education, to encompass new didactic fields. We however identified several shortcomings, in terms of robotic platforms and teaching environments, that contribute to the limited presence of robotics in existing curricula; the lack of specific teacher training being likely pivotal. Finally, we propose an educational framework merging the tangibility of robots with the advanced visibility of augmented reality.


Publié dans:
Proceedings of the 2015 IEEE International Workshop on Advanced Robotics and its SOcial impacts, 1-8
Présenté à:
2015 IEEE International Workshop on Advanced Robotics and its Social Impacts (ARSO 2015), Lyon, France, July 1-3, 2015
Année
2015
Publisher:
IEEE
Mots-clefs:
Laboratoires:




 Notice créée le 2015-06-25, modifiée le 2019-03-31

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