Learning how to teach robotics

Abstract

For over three years we have been developing and implementing a curriculum for the preservice teachers that would introduce them to both educational robotics and core constructionist concepts. Activities with robotic models, programmable kits and toys are attractive opportunity to organize lessons in the constructionist way. In this paper we describe our robotics course, we compare two robotic kits, we observe how creative robotic principles work with our target group and we scrutinize how to provide instructions to boost construction of knowledge. We prepared and taught the seminar consisting of about 11 lessons each term. The seminar is regularly attended by 10 to 23 students from various study specializations. During the course they work both on small close-ended tasks and their own big projects that include: design of a model, construction, programming and solving mechanics problems. In this process we encourage partnership and dialogue. We have used two kinds of robotic kits: LEGO Mindstorms NXT and LEGO WeDo - designed for younger children with lots of simplifications in comparison to NXT. That’s why while working with WeDo set, we chose less structured activities. A group using WeDo solved several smaller tasks until they got a grip on what the kit and programming language were like. The final project started with discussion and we introduced the principles of creative robotics for all as they are proposed in (Rusk et al., 2008): focus on theme, combine art and engineering, support storytelling, organize exhibitions. There are two different levels of applying these principles: (1) our students are learners and they should experience robotics same way as any other learners, thus we encourage them to experience every aspect of designing, building, programming themselves; (2) our students are pre-service teachers and they should reflect what they do with robotics kit in a teacher's perspective.