=Paper=
{{Paper
|id=Vol-2740/20200322
|storemode=property
|title=Model of an Education Robotics Course for Natural Sciences Teachers
|pdfUrl=https://ceur-ws.org/Vol-2740/20200322.pdf
|volume=Vol-2740
|authors=Natalya Kushnir,Nataliia Osypova,Nataliia Valko,Liudmyla Kuzmich
|dblpUrl=https://dblp.org/rec/conf/icteri/KushnirOVK20
}}
==Model of an Education Robotics Course for Natural Sciences Teachers==
https://ceur-ws.org/Vol-2740/20200322.pdf
Model of an Education Robotics Course for Natural
Sciences Teachers
Nataliya Kushnir1[0000-0001-7934-5308], Nataliia Osypova1[0000-0002-9929-5974],
Nataliia Valko 1[0000-0003-0720-3217], Liudmyla Kuzmich1[0000-0002-6727-9064]
1
Kherson State University, Universytets'ka St. 27, 73000 Kherson, Ukraine
kushnir@ksu.ks.ua, natalie@ksu.ks.ua,
valko@ksu.ks.ua,lvkuzmichksu@gmail.com
Abstract. STEM is a priority area of education in Ukraine. One of the
innovative approaches in STEM education is the integration of academic
disciplines through project-based learning using robotics. Therefore, the urgent
problem is the development of training courses on educational robotics for
teachers of natural sciences. The article presents the model of teaching the
Education Robotics course for teachers of natural sciences, which includes the
goal, objectives, principles, content, forms, methods, teaching aids. The
educational robotics course is designed to introduce future teachers to the
principles of creating robotic systems, programming systems, and learn how to
create robotic devices based on educational designers, as well as control
programs. The course has a modular structure, designed for 150 hours and
provides for the study of robotics based on Lego EV3, MBot, Arduino
designers and demonstrates scientific and technical solutions to global
problems, such as environmental ecology, help with the elements, conservation
of flora and fauna, creating favorable conditions for humanity in extraterrestrial
conditions, eco-energy and etc. The article contains the rationale for the choice
of programming platforms, the methodological basis for the selection of
projects for conducting in the lessons at school in accordance with the
curriculum. Particular attention is paid to the features of using the project
methodology and the formation of soft skills. The importance of introducing the
Education Robotics course in the professional training of teachers of natural
sciences is due to the support of society for innovation in educational activities
and is associated with the level of scientific and technological achievements
Keywords: Robotics, Educational robotics, STEM, ICT, robotics school
programs.
1. Introduction
Any system of education must satisfy the requirements of the society and the labour
market. Major tendencies influence the development and cause the changes of the
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
society. These tendencies are: humanization, globalization, automatization,
robotization. The New Technologies arise: SMART, Internet of Things, Big Data and
etc.
One the one hand there is an increasing demand for engineering professionals in
the labour market. On the other hand technical knowledge of other specialists is also
required. However, other skills are also required.
So, in the World Economic Forum the top 10 skills, which are necessary for
success in the Fourth Industrial Revolution were announced. There are:
1. Complex problem solving.
2. Critical thinking.
3. Creativity.
4. People management.
5. Coordinating with others.
6. Emotional intelligence.
7. Judgment and decision-making.
8. Service orientation.
9. Negotiation.
10. Cognitive Flexibility.
5 out of 10 skills are related to communication, negotiation and managing skills,
as well as understanding and serving skills.
Another 4 fields are related to brain abilities: to think fast, to see the core of
things, to solve problems, to generate new projects and ideas.
A high level of education is a prerequisite for the country’s economic
development. Education system is in the search of new ways of educating pupils and
students for successful professional work. So they need good knowledge in
engineering, mathematics and physics. Educators are looking new ways of educating,
for example Cloud technologies, Flipped Classroom, Gamification, BYOD (Bring
Your Own Device), Do It Yourself in Education, Mentoring, STEM-education
(including robotics) etc. But number of children who are interested in maths and
physics is decreasing. So, we are searching for new ways how to motivate them. The
key to the successful implementation of any innovation in education is the teacher.
Therefore, the preparation of a teacher who knows how to master new
technologies on his own, critically evaluates various methods, sees the pedagogical
value of various technologies, is technically competent and able to apply STEM
education methods, becomes an especially important task.
The aim of the article is to develop a model and determine ways of teaching
future teachers the basics of educational robotics and presenting the developed
program for studying educational robotics for students of teacher specialties.
2. STEM-education
STEM-education is one of such ways. STEM means science, technology, engineering,
math. We use project work, interdisciplinary methods and maker as the background of
this system of education. STEM education contributes to formation skills need for
labour market.
The main technologies and radical products of the future are geoengineering,
intellectual energy systems, radical materials, synthetic biology, individual
geonomics, biointerfaces, solar energy, nootropic drugs, new energy-intensive
batteries, stem cells, biobiotic cells, biobaths communications, atmospheric
rechargeable batteries, smart navigation systems, artificial intelligence and others [1,
2]. All of these areas are multidisciplinary in nature and require STEM professions.
According to international studies, East and Southeast Asian countries have
emerged with post-Confucian heritage and are extremely dynamic in STEM: China,
South Korea, Japan, Taiwan and Singapore [3]. Australia is also among the leaders.
In countries such as Denmark, Israel, Korea, China, the USA, Japan and many
others, educational institutions are developing educational programs individually or
jointly with industry companies to engage students and students in the technical field
[4].
In Ukraine, the development of STEM education is in the making. There is good
experience and interesting developments in STEM implementation as a non-formal
education or special subject at school. However, there are no systematic well-scalable
developments for the school.
Robotics is one of the areas of modern STEM education. The main purpose of
the introduction of educational robotics related to the social order of society: to form a
person who is able to set educational goals independently, to design ways of their
realization, to control and evaluate their achievements, to work with different sources
of information, to evaluate them and to formulate their own opinions and judgments
on this basis, evaluate, initiate and create your own designs, embark on the path of
researcher and maker. That is, the main goal is the formation of key competences and
soft skills [5].
However, the biggest problem with STEM implementation is the lack of
teachers with the necessary skills. The problem of preparing future teachers for STEM
implementation, in particular educational robotics, involves two aspects.
The first aspect is pedagogical, it refers to the teacher's understanding of STEM
principles, ability to implement projects and apply research methods in teaching.In
this aspect, it is important for the teacher to be able to organize the work of students
on the project in groups, to help the children to plan the work on the project and to
share the roles and tasks in the team. All this should contribute to the development of
awareness of the holistic picture of the world and the practical value of knowledge in
mathematics, physics, engineering and other subjects, as well as the formation of
students' soft skills.
The second aspect can be called technological. It is more concerned with the
ability of the teacher himself to master new technologies, in particular robotic
constructors and their programming environment; ability to predict what difficulties
students may encounter in the process of mastering new technologies, to select the
technical means that will best meet the educational objectives of students of a certain
age.
Another complexity that arises when teaching teachers the use of STEM at
school is interdisciplinarity. This is knowledge from other areas required for project
implementation. Today in Ukraine there are such specialties as the teacher of physics,
the teacher of mathematics, the teacher of informatics, etc. But STEM projects require
knowledge from different fields. For example, the project of creating a smart
greenhouse requires knowledge of botany (for the selected plant, you need to know its
size, planting density, air temperature, frequency of irrigation, soil composition, etc.);
engineering (to design the size and shape of the greenhouse, the opening parts of the
structure for ventilation and care of plants, ways of fastening motors, technical
openings for irrigation tubes, fastening sensors, etc.); physics (principles of operation
and features of humidity sensors, temperature, light, electrical engineering basics,
such as connecting an electric motor, its power, hydrodynamics, laws of rotational
motion, etc.); mathematics (calculation of necessary materials for the greenhouse,
engine speed to open the greenhouse for ventilation, etc.); programming (data reading
from sensors, data analysis, system response (switching on / off irrigation, opening /
closing windows, switching on/off additional lighting, etc. when reaching the
threshold values of indicators obtained from sensors)). Special interest is the
economic calculation of the cost of creating a greenhouse, maintenance costs, scale
and payback period of the real smart greenhouse system.
STEM training courses are currently being developed for students, students, and
future teachers [5, 6]. Therefore, introducing the Educational Robotics course for
future teachers is an important part of their professional training.
3. The purpose and objectives of the course
In school curricula there is no separate discipline "Robotics". In Ukraine, there are
several training programs in robotics approved by the Ministry of Education and
Science. These programs are used in formal education institutions, in particular
schools. Robotics programs are also created and implemented by institutions of
extracurricular (non-formal) education. It should be noted that classes in robotics are
held in schools in fragments: in the study of individual topics in physics, computer
science, technology or optionally. The reason for this, as mentioned above, is the
insufficient number of teachers who are ready to use robotics in the educational
process.
To rectify the situation at Kherson State University, the course "Educational
Robotics" was developed to prepare future teachers of natural sciences.
The purpose of the course: effective application of innovative methods of
teaching future teachers of natural and mathematical disciplines by means of robotics
and their preparation for the introduction of STEM technologies.
The objectives of the course: to provide students with sufficient knowledge,
skills and competencies necessary for the effective use of robotic devices and
programming technologies in the work of the teacher.
Methodical tasks of the course:
- Familiarize yourself with the digital competency framework and its
importance for key competency formation.
- Reveal the value of technology and their conversion in today's society.
- Make cross-curricular connections when teaching discipline.
- To show the integration of concepts in modern science and the possibility of
applying the acquired knowledge in different fields of activity.
- Orient future teachers to use technology to support project-based teaching
methods.
Cognitive tasks of the course:
Generate understanding:
● basic principles for creating robotic devices;
● principles of operation and interaction of various electronic components;
● structures and algorithms for creating robotic devices.
Create conditions for:
● further improving the scientific search for problem solving,
● improving their work by technology;
● activation of cognitive activity;
● implementation of design and research activities in accordance with the
current level of technology.
Practical tasks of the course:
to form skills:
● work with sensors and devices of robotic systems;
● be able to create and test basic designs of educational robotic kits;
● to develop program code for constructions of robots EV3, Mbot, Arduino;
● modify and extend the capabilities of robotic devices.
to provide the formation of algorithmic thinking style and the ability to implement
robotic systems.
The development of the device involves the design, study of components,
circuits, writing programs, diagnostics. Each of the stages forms the skills of
modeling and designing not only physical objects (robotic systems), but also logical
constructions, abstract thinking. Robotics helps build core competencies. This affects
the formation of a scientific worldview and the corresponding system of thinking.
4. Learning Principles in Educational Robotics
When it comes to robotics in the context of its use in the educational process, we are
talking about a new direction in education - "educational robotics" ("educational
robotics").
Educational robotics is an interdisciplinary direction of student learning, during
which knowledge on STEM-subjects (physics, technology, mathematics), cybernetics,
mechatronics and computer science is integrated [7]. In this direction, a modern
approach is being taken to introduce elements of technical creativity into the
educational process through the combination of design and programming in one
course. Integration of informatics, mathematics, physics, drawing, natural sciences
with the development of engineering thinking is a powerful synthesis tool, lays a solid
foundation for system thinking.
The study of educational robotics can only be effective if it maintains its integrity
and the unity of its components. This integrity is ensured primarily by the general
principles of the educational process.
The principles of instruction are determined by the objectives of instruction, which,
in turn, depend on the needs of people, society and the state. Consider the content of
the didactic principles of modern pedagogy in the application to the educational
robotics course:
The principle of objectivity and scientificness provides that the content of
education is based on the state of modern sciences. Trainees are attached to the
elements of scientific research, research methods, master the ability to distinguish
between true and false positions. Students gain access to modern equipment and
innovative programs. Educational robotics is an effective tool for the formation of a
scientific worldview among students as an integral component of the general human
culture, a necessary condition for a full-fledged life in modern society. Educational
robotics contributes to the intellectual development of the personality, in particular,
the development of logical, algorithmic and creative thinking among students in
solving applied problems, information culture, memory, attention, scientific intuition.
The principle of the connection between theory and practice aims at the need
for constant doubt and verification of theoretical principles using reliable practice
criteria. Learning with the help of robotics allows students to solve real life problems
that require knowledge of STEM-subjects.
The principle of consistency, systematicity assumes that the teaching of
educational robotics is conducted in a specific order, the system is built in strict
logical sequence, the material studied is clearly planned, divided into completed
sections, the main concepts are established in each topic. At the same time, logic is
combined with emotions and feelings, which together increases the motivation of
students.
The principle of accessibility assumes that the training is consistent with the
accumulated knowledge and individual characteristics of the trainees. Training is
conducted at an optimal level of complexity, taking into account the interests and life
experience of the trainees. An effective teacher teaches his students themselves to find
the truth, introducing them to the search process. In the formation of the basic
competencies of the student, a gradual transition from simple models to complex
design decisions is carried out. The project method, which is used using the LEGO
MINDSTORMS EV3 Education and Arduino robotic designers, allows students to
engage in cognitive activities. Educational robotics teaching corresponds to the ideas
of advanced education (teaching technologies that will be required in the future) and
allows you to attract students to the process of innovative and scientific and technical
creativity.
The principle of visualization means that the learner should present everything
that is visible - for perception by sight, audible - by hearing, subject to taste - by taste,
accessible to touch - by touch. Robotics is a new visual aid stimulating the active
perception of the course material. Robotic demonstrations are of high quality
production, adjustable data presentation speed, allow the necessary number of
repetitions, can be accompanied by visual, mechanical and sound effects that focus
students on the most significant elements of educational material and increase interest
in its development [5, 8, 9].
The principle of activity of students follows from the nature of the structure of
educational activity, which includes: a teacher, a student and the environment. The
most important component of the educational robotics program is the organization of
students' educational activities in the field of technical creativity at the design and
research levels, in particular, modeling, design and programming of robotic systems.
The activity of students is manifested in the assimilation of the content and goals of
training, planning and organizing their work, in checking its results. The teacher
provides stimulation of this activity by forming motives for learning, using cognitive
interests, professional inclinations, using such teaching methods as business games,
discussions, elements of competition, etc.
The principle of the strength of assimilation of knowledge suggests that as a
result of developed motivation, as well as a high cognitive activity of the student, the
content of instruction is fixed for a long time in his mind, becoming the basis of his
behavior.
A holistic system of interconnected didactic principles allows us to ensure the high-
quality organization of the educational process as part of the educational robotics
course.
5. Course Content Educational Robotics
The course "Educational Robotics" is taught as a discipline of free choice for students
of all specialties, as well as part of the course "Selected Programming Issues" for
students of the specialty "Mathematics" and "Computer Science" of the educational
level "Bachelor". The course "Robotic systems" for the "master" level partially uses
the materials of this course. It was formed on the basis of materials for seminars with
teachers in continuing education courses. The curriculum program consists of two
modules:
Module 1. Organization of research activities in the context of STEM education.
• DigComp digital competence framework.
• STEM in teacher's work.
• Review of training robotic designers.
• Preparing students for competitions and competitions.
Module 2. Methodology for designing and programming robotic devices.
Lego MINDSTORMS EV3.
Makeblock designers and techniques for working with them.
Arduino designers and techniques for working with them.
The Educational Robotics course is published in the distance learning system
KSUONLINE, which is based on LCMS MOODLE [10].
In addition, the course acquaints future teachers with the following data:
Legislative framework for implementation of the STEM-education.
Methodological recommendations on implementation of STEM-education.
Curriculum for learning the basics of robotics.
Software for learning the basics of robotics.
Useful links of STEM groups and experts on Fb.
This content was selected taking into account the demand from practicing
teachers during the seminars for continuing education.
The first module contains theoretical material. It examines the framework of
digital competencies, which has become the basis for the creation of many standards
for the use of digital technologies, including professional standards. Thanks to the
formulated criteria, DigComp [11] made it possible to establish the criteria and levels
of their achievement in digital skills. Digital skills are some of the 21st century skills
that are needed to adapt to the technology world.
Digital competency is part of the competencies that are formed in the STEM
learning process. The emphasis in STEM education on natural-mathematical
disciplines allows you to build training based on the integration of disciplines in the
form of scientific research. The basis of STEM education is project activities. The
introduction of integrative courses in the study of biology, physics, and chemistry
requires the training of teachers of natural-mathematical disciplines to form their
respective competencies. A survey conducted among university representatives
showed that the study of innovative teaching methods and the knowledge economy,
which is a component of the latest achievements in the professional field, are relevant.
Recent advances in the natural sciences are closely related to the development of
digital technologies, in particular robotics. An example would be biorobots, neural
networks, artificial intelligence. Therefore, educational robotics, in our opinion,
combined with the study of basic disciplines, is an innovative tool for understanding
the integrativity of objects. In a broader sense, robotics is the basis for the perception
and support of the social potential of technology, and consequently, the raising of the
prestige of the scientific and technological direction of development in society.
The introduction of robotics in the educational process of the school is carried
out through the work of extracurricular circles. The teacher conducts additional
classes with individual students who have shown interest in the course. There is no
robotics course in school subject programs. But the curriculum of such disciplines as
chemistry, physics, biology provides hours for project activities. Some programs
describe the topics of such projects; in others, the topic is left to the teacher's choice.
Examples of topics that can be implemented as part of the design work of the
curricula of various disciplines are described in [12].
6. Forms and methods of teaching
Among the methods that we use in the study of educational robotics, we highlight:
projects, cases, discussions of problematic issues, experiments, group practical tasks,
and the like.
The gamification method actively instills in students the basics of engineering
skills from the trial and error method, gradually moves on to pondering and planning
their actions, and interest and curiosity are formed.
Design work combines research and technology. Such activities differ from
laboratory workshops in the absence of instructions on the sequence of actions, taking
measurements, processing data, and drawing conclusions. Educational projects
provide students with independent preparation of an action plan, the choice of a
method for solving and processing results.
The issues of preparing students for participation in contests, festivals and
olympiads (hereinafter referred to as the competition) require special attention. In
recent years, the number of such contests has increased. The teacher has the
opportunity to choose a convenient format of the competition, venue, time. Both local
level competitions (city, regional) and all-Ukrainian competitions are held. Distinctive
features of competitions can be the following:
by age of participants (primary school students, elementary school or senior);
by types of robotic designers used (Lego, Arduino, any);
by the number of participants (team or individual);
by the number of stages;
requiring preliminary preparation of projects or not.
The second part consists of practical work in the form of small projects. Future
teachers get acquainted with various robotic designers, studying their characteristics.
Since future teachers have different levels of training in physics, programming,
and design, the course contains tasks of different difficulty levels. Entry-level projects
are technological literacy projects. They are fundamental and realize the formation of
a knowledge base for future activities. During the work, future teachers get
acquainted with the individual components of robotic designers, assemble a robotic
system according to the model and program it. For those who are already familiar
with robotics, the second is the level of deepening knowledge, which takes the form
of independent work on a task without reference materials. There is also a third level
of robotics projects. Its important characteristic is the use of project activities aimed at
independence and based on the solution of vital tasks. At this level, the use of long-
term projects has several advantages:
Allows you to carry out work in real conditions or close to real ones.
It makes it possible to organize cooperation with institutions or production,
career guidance.
There is time to work out many hypotheses.
There is a more detailed discussion of the topic and a deeper analysis of the
results.
A set of mini projects that are implemented at the first level has several
functions: it forms the basic skills for conducting theoretical or experimental research
in separate special sections, teaches you to plan studies, choose the best methods and
means to achieve the research goal, find ways to solve scientific problems and
improve the methods used.
The design, modeling, programming of robots in combination with the use of
information and communication technologies, as a rule, is characterized by a high
degree of creativity, independence, rivalry, communication in the group. During the
implementation of students' projects, the competencies necessary for the modern
teacher are formed. Among them:
disciplinary;
interdisciplinary;
communicative;
technological;
informational;
research.
For the second module, remote course support was created in the Moodle system
(Fig. 1).
Fig. 1. An example of the Educational Robotics course in Distance Learning System
KSUONLINE
7. Conclusions
The introduction of STEM education is a powerful step for the development of soft
skills of students of the school, training on real socially significant projects, the
formation of practical value of theoretical knowledge and a holistic picture of the
world.
Robotics is developing, combining with various educational fields, such as
physics, mathematics, computer science, biology, chemistry, medicine, technology.
Promising trends related to robotics are Internet of Things (IoT), big data, artificial
intelligence. Industries directly related to robotics are developing rapidly, in which
scholls students will be able to realize themselves in the STEM professions, such as
aerospace engineering, astrophysics, biochemistry, biomechanics, civil engineering,
nanotechnology, neurotechnology.
Therefore, the training of teachers of natural and mathematical disciplines for
introducing STEM into the realities of a modern school is of particular importance. Of
course, the full preparation of future teachers for teaching STEM at school cannot
occur within the framework of one subject. Therefore, further directions of the study
will be the revision of existing educational programs for the training of future teachers
in terms of including elements of preparation for using STEM in school [13].
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