Educational Robotics in Primary Education

摘要

The purpose of this chapter is to review the literature referring to the utilization of educational robotics (ER) in primary education. Keyword-based search in particular bibliographic databases returned 21 journal papers for the eight-year period of 2012-2019. The factors that were studied in each of them are as follows: learning environment, area of knowledge/course subjects, pedagogical framework, learning activities, robotic equipment, research methodology, and main findings. The outcomes, among other things, showed that the majority of ER activities took place in a formal learning environment and that ER is appropriate for teaching subjects of STEM education. Though many researches took into account various learning theories that support collaboration, problem-solving, discovery, and construction of knowledge, there were some researches that lacked any pedagogical framework. In spite of the positive cognitive and affective outcomes of ER in learning, there are aspects that require further investigation.