Pedagogy
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Pedagogy, in the context of robotics and AI, refers to the theories, methods, and practices used to teach technical concepts — ranging from computational thinking and coding to machine learning and system design — across all educational levels. In robotics and AI education, pedagogy encompasses curriculum design, scaffolding strategies, hands-on learning with physical robots, and age-appropriate sequencing of abstract concepts. Educators draw on pedagogical frameworks to introduce young children to programming through tangible tools like robotic kits, while higher education pedagogy addresses industry-aligned skills and AI literacy for professional contexts. Effective pedagogy in this domain matters because it shapes how students develop problem-solving abilities, STEM engagement, and critical thinking skills essential for navigating an AI-integrated world. It also informs how educators assess learning outcomes, address equity and broadening participation, and design AI-powered teaching tools such as pedagogical agents. As AI increasingly enters classrooms and daily life, rigorous pedagogical approaches ensure that learners at every stage can understand, use, and critically evaluate these technologies responsibly.
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Computational thinking and tinkering: Exploration of an early childhood robotics curriculum
Marina Umaschi Bers, Louise Flannery, Elizabeth R. Kazakoff, Amanda Sullivan
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Bingcheng Wang, Pei‐Luen Patrick Rau, Tianyi Yuan
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Foundations for a New Science of Learning
Andrew N. Meltzoff, Patricia K. Kuhl, Javier R. Movellan, Terrence J. Sejnowski
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Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences
Soumela Atmatzidou, Stavros Demetriadis
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Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade
Amanda Sullivan, Marina Umaschi Bers
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Assessing elementary students’ computational thinking in everyday reasoning and robotics programming
Guanhua Chen, Ji Shen, Lauren Barth-Cohen, Shiyan Jiang, Xiaoting Huang, Moataz Eltoukhy
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Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations
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Artificial intelligence and computer science in education: From kindergarten to university
Martin Kandlhofer, Gerald Steinbauer, Sabine Hirschmugl-Gaisch, Petra Huber
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Robotics as Means to Increase Achievement Scores in an Informal Learning Environment
Bradley Barker, John Ansorge
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A review of AI teaching and learning from 2000 to 2020
Davy Tsz Kit Ng, Min Lee, Roy Jun Yi Tan, J. Stephen Downie, Samuel Kai Wah Chu
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Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
ChanMin Kim, Dongho Kim, Jiangmei Yuan, Roger B. Hill, Prashant Doshi, Chi N. Thai
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New Pathways into Robotics: Strategies for Broadening Participation
Natalie Rusk, Mitchel Resnick, Robbie Berg, Margaret Pezalla-Granlund
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Coding as a playground: Promoting positive learning experiences in childhood classrooms
Marina Umaschi Bers, Carina Soledad González González, Ma Belén Armas–Torres
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Technology to Support Aging in Place: Older Adults’ Perspectives
Shengzhi Wang, Khalisa Bolling, Wenlin Mao, Jennifer Reichstadt, Dilip V. Jeste, Ho‐Cheol Kim, Camille Nebeker
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Blocks to Robots: Learning with Technology in the Early Childhood Classroom
Marina Umaschi Bers
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Artificial intelligence in early childhood education: A scoping review
Jiahong Su, Weipeng Yang
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Multifaceted trust in tourism service robots
Sangwon Park
Citations: 291 • 2020
Robotics and science literacy: Thinking skills, science process skills and systems understanding
Florence R. Sullivan
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