In the training of teachers for teaching robotics at the primary school level, the methodological aspects of teaching and learning are important. Constructivist methodologies and project-based learning are two “quality” tools that are proposed to the teachers (in training courses) for the design of lesson plans. But, using them we can design constructivist teaching sequences which, although progressively lead to the resolution of real and complex situations, paradoxically may not lead to a parallel progression in the learning of robotic techniques. We emphasize here this paradox, showing two paradigmatic examples of constructivist lesson plans for the same theme "Nodriver bus ...". Only the second one guarantees parallelism between the increasing semantic complexity of the problems and the positive gradient in the syntactic component of the robot programming.
A Paradox in the Constructive design of Robotic projects in School
MORO, MICHELE
2011
Abstract
In the training of teachers for teaching robotics at the primary school level, the methodological aspects of teaching and learning are important. Constructivist methodologies and project-based learning are two “quality” tools that are proposed to the teachers (in training courses) for the design of lesson plans. But, using them we can design constructivist teaching sequences which, although progressively lead to the resolution of real and complex situations, paradoxically may not lead to a parallel progression in the learning of robotic techniques. We emphasize here this paradox, showing two paradigmatic examples of constructivist lesson plans for the same theme "Nodriver bus ...". Only the second one guarantees parallelism between the increasing semantic complexity of the problems and the positive gradient in the syntactic component of the robot programming.
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