Green robots, sustainable cities and inquiring minds: young children engineer robots to create cities of the future

Dole, Shelley, Boden, Marie, Campbell, Chris and Viller, Stephen (2013). Green robots, sustainable cities and inquiring minds: young children engineer robots to create cities of the future. In: L. Gómez Chova, A. López Martínez and I. Candel Torres, INTED2013 Proceedings: 7th International Technology, Education and Development Conference. 7th International Technology, Education and Development Conference (INTED), Valencia, Spain, (4306-4315). 4-6 March 2013.

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Name Description MIMEType Size Downloads
Author Dole, Shelley
Boden, Marie
Campbell, Chris
Viller, Stephen
Title of paper Green robots, sustainable cities and inquiring minds: young children engineer robots to create cities of the future
Conference name 7th International Technology, Education and Development Conference (INTED)
Conference location Valencia, Spain
Conference dates 4-6 March 2013
Proceedings title INTED2013 Proceedings: 7th International Technology, Education and Development Conference   Check publisher's open access policy
Journal name INTED Proceedings   Check publisher's open access policy
Place of Publication Valencia, Spain
Publisher International Association of Technology, Education and Development (IATED)
Publication Year 2013
Sub-type Fully published paper
Open Access Status
ISBN 9788461626618
ISSN 2340-1079
Editor L. Gómez Chova
A. López Martínez
I. Candel Torres
Start page 4306
End page 4315
Total pages 10
Language eng
Formatted Abstract/Summary
Robotics in schools has been widely acknowledged as enhancing student learning outcomes, particularly motivation, engagement and problem solving. The research literature predominantly makes calls for further research to illuminate issues of sustainability of robotics initiatives beyond the novelty factor, gender differences in sustaining interest, and teacher confidence. And further, robotics has not been overly used in early years classrooms, being more often associated with students in the upper primary and junior secondary years. This paper reports on a two-fold project researching student and teacher learning through embedded robotics curricula. With a focus on sustainable living, Year 1 and Year 7 students explored green cities using programmable robots, with classroom teachers working alongside students and robotics tutors. This paper reports on preliminary data analysis in relation to classroom observations and interview data. These data showed a high level of engagement in robotics activities by the majority of students in both Grade 7 and Grade 1. The Grade 1 children readily engaged in programming their robots and completing set tasks, as did the Grade 7 students. Student awareness of environmental issues increased. Using robots was seen to contribute to student interest and motivation in each lesson. In all robotics sessions, classrooms were lively and student energy was high. Teachers’ confidence with using robotics and incorporating them into their regular lessons was strong, but more so for the Grade 7 teacher than the Grade 1 teacher. These findings are discussed in relation to implications for classrooms of the future.
Keyword Robotics
Early years
Sustainability
Environment
Teacher professional development
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Thu, 14 Nov 2013, 13:37:36 EST by Claire Backhouse on behalf of School of Education