In this master's thesis, we analysed the use of robotics and robot kits in Slovenian primary schools. For this purpose, we present the history, role and impact of the integration of information and communication technology (ICT) in education, which ultimately enabled the development and integration of robotics. We also explain the constructivist and constructionist learning theories as a basis for the integration of robot kits in the classroom and, on a more concrete level, present two examples of learning units for different educational periods of primary school.
To obtain empirical data on the use of robot kits, we conducted a qualitative study using a purposive sample of three primary school teachers who use robot kits in the classroom and semi-structured interviews. We focused on the teachers' familiarity with robotics and robot kits (considering their experience and previous training in the field), the ways and purpose of using robot kits in the classroom, and the advantages and disadvantages they recognize when using them. Key findings show that the participants identify the development of computational thinking, the development of social skills and increasing motivation as the key advantages and at the same time key reasons for using robot kits. The results also indicate that they would like to integrate robotics into the classroom to a greater extent, precisely due to its potential to support the learning of diverse content and the possibility of cross-curricular integration. However, we also point out the obstacles to the use of robotics kits, which primarily include teachers' lack of training and interest, time constraints and the unavailability of materials.
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