A review: Can robots reshape K-12 STEM education?
A review: Can robots reshape K-12 STEM education?
复制标题
DOI：
10.1109/arso.2015.7428217
复制
发表时间：
2015-06
期刊：
影响因子：
--
通讯作者：
Mohammad Ehsanul Karim;Séverin Lemaignan;F. Mondada
中科院分区：
文献类型：
--
作者：
Mohammad Ehsanul Karim;Séverin Lemaignan;F. Mondada
教室里的机器人能重塑K-12 STEM教育，并培养新的学习方式吗？为了勾勒出一个答案，本文回顾，并排，现有的文献对基于机器人的学习活动，具有数学和物理（有目的地搁置研究领域的“机器人教机器人”）和现有的机器人平台和工具包适合课堂环境（在成本方面，易用性，编排负荷的老师，等等）。我们的调查表明，机器人在课堂上的使用确实已经从纯粹的技术转向教育，包括新的教学领域。然而，我们在机器人平台和教学环境方面发现了一些缺点，这些缺点导致现有课程中机器人技术的存在有限;缺乏具体的教师培训可能是关键。最后，我们提出了一个教育框架合并的有形机器人与增强现实的先进的可见性。
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.