Abstract
The objective of this study is to identify the instructional design requirements of Educational Robotics (ER) activities for sustaining collaborative problem solving (CPS) skills. In CPS activities, learners work in teams towards the analysis, the identification and the solution of a problem. PISA and most of the 21st century skills frameworks have promoted the importance of CPS for 21st century education. In this study, we aim to analyze ER opportunities for 21st century education, in general, and CPS skills, according to the PISA CPS framework. To achieve this, we first review the design requirements of the learning activities that have been identified in the literature as sustaining CPS. Afterwards, we identify the design requirements of ER activities that can sustain the development of CPS. Activities engaging learners in authentic ill-defined problems, with a certain level of complexity are identified as design requirements that have the possibility to promote CPS in ER activities.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Gu, J., Belland, BR.: Preparing students with 21st century skills: integrating scientific knowledge, skills, and epistemic beliefs in middle school science curricula. In: Ge, X., Ifenthaler, D., Spector, J.M. (eds.) Emerging Technologies for STEAM Education. Educational Communications and Technology: Issues and Innovations, pp. 39–60. Springer, Switzerland (2015)
World Economic Forum (WEF). The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution (2016)
Kelson, A., Distlehorst, L.: Groups in problem-based learning (PBL): essential elements in theory and practice. Probl.-Based Learn. Res. Perspect. Learn. Interact., 167–184 (2000)
Kim, M., Tan, H.T.: A collaborative problem-solving process through environmental field studies. Int. J. Sci. Educ. 35, 357–387 (2013)
OCDE. Pisa 2015: draft collaborative problem solving framework (2013)
Romero, M., Kamga, R.: Usages de la robotique pédagogique en éducation primaire selon son intégration disciplinaire et le développement des compétences du 21e siècle (2016)
Papert, S.: Constructionism: A New Opportunity For Elementary Science Education. Massachusetts Institute of Technology, Media Laboratory, Epistemology and Learning Group, Cambridge (1986)
Eguchi, A.: What are students learning from educational robotics?-different approaches to educational robotics. In: Society for Information Technology & Teacher Education International Conference, vol. 2009, pp. 3547–3554 (2009)
Romero, M., Dupont, Y.: Educational robotics: from procedural learning to co-creative project oriented challenges with LEGO WeDo, pp. 6159–6163 (2016)
Williams, D., Ma, Y., Prejean, L.: A preliminary study exploring the use of fictional narrative in robotics activities. J. Comput. Math. Sci. Teach. 29, 51–71 (2010)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Kamga, R., Romero, M., Komis, V., Mirsili, A. (2017). Design Requirements for Educational Robotics Activities for Sustaining Collaborative Problem Solving. In: Alimisis, D., Moro, M., Menegatti, E. (eds) Educational Robotics in the Makers Era. Edurobotics 2016 2016. Advances in Intelligent Systems and Computing, vol 560. Springer, Cham. https://doi.org/10.1007/978-3-319-55553-9_18
Download citation
DOI: https://doi.org/10.1007/978-3-319-55553-9_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-55552-2
Online ISBN: 978-3-319-55553-9
eBook Packages: EngineeringEngineering (R0)