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About

L. Zecca is a researcher whose work sits at the intersection of educational robotics, science education, and pedagogical innovation. Zecca's scholarship centers on the transformative potential of robots not merely as tools for teaching programming or engineering, but as catalysts for broader scientific inquiry and interdisciplinary thinking among young learners. Their most influential contribution, "Learning to explain: the role of educational robots in science education" (2013), has garnered 24 citations and argues compellingly that robot-supported activities can cultivate children's capacity for scientific explanation — a skill often underserved in conventional robotics curricula. Building on this foundation, Zecca has explored how primary school children engage with synthetic roboethology through game-based learning ("The Game of Science," 2016) and how constructivist laboratory settings can bridge the gap between research and classroom practice ("The Game of Thinking," 2021). Throughout their career, Zecca has consistently challenged the field to rethink what educational robotics is *for*, advocating for activities that deepen conceptual understanding and cross-disciplinary reasoning. Their body of work offers valuable guidance for educators and researchers seeking to leverage robotics as a vehicle for genuine scientific and philosophical inquiry in schools.