FORMATION OF KEY AND SUBJECT COMPETENCES OF STUDENTS BY ROBOTIC KITS OF STEM-EDUCATION

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Nataliia V. Morze, Mariia A. Gladun, Serhii M. Dziuba

Abstract

The article deals with issues related to STEM-education; the modern views of STEM-education and peculiarities of the introduction of robotics as one of its branches in the educational process, its influence on the motivation of students; the need to prepare students for the skills of the twenty-first century through the introduction of STEM-education, starting with elementary school. The results of the survey conducted among teachers and future teachers in Ukraine on introduction of robotics in the educational process are presented. The results of the survey are demonstrated. It has shown that the study of robotics or its integration into educational subjects helps to stimulate the student's learning motivation, develops the ability to solve problems and improves their research work, gives children the opportunity to create their own product, and in this process express creative thinking. The problem of preparation of teachers for conducting classes using robots, their integration into educational subjects and the selection of robotic designers was explored. The kits for robotics classes for different age groups are described as well as demonstrated the capabilities of robotic kits and features of their application. The questions of implementation of robotics as a component of profile training are considered. The article focuses on the emergence of new professions related to the internet of things and, as a consequence, new specializations in higher education institutions. There are four courses on teaching the Internet of things that explain the components of the Internet of things and the interconnections between them. There is a conclusion about the effectiveness of using various training robotic kits. They can cover a wide area of educational objectives which form the skills of the 21st century.

Keywords

STEM-education; Robotics at school; competences



References

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REFERENCES (TRANSLATED AND TRANSLITERATED)

L. Guyot, N. Heiniger, O. Michel, F. Rohrer, Teaching robotics with an open curriculum based on the e-puckrobot, simulations and competitions, 2011. [Online]. Available: https://www.cyberbotics.com/publications/RiE2011.pdf. Accessed on: Jan 10, 2018 (in English).

M. Schmidt, L. Fulton, “Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-service Teachers: A View from the Trenches”, Journal of Science Education and Technology, Vol. 25, Issue: 2, pp. 302-315, 2016 (in English).

C. Kim, D. Kim, J. Yuan, R. Hill, P. Doshi, C. Thai, “Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching”, Computers & Education, Vol. 91, pp. 14-31, 2015 (in English).

M. Matari´c, Robotics education for all ages. In AAAI Spring Symposium on Accessible, Hands-on AI and Robotics Education, Palo Alto, CA, March 22-24, 2004 (in English).

G. Nugent, B. Barker, N. Grandgenett, V. Adamchuk, “Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes”, Journal of Research on Technology in Education, Volume 42:4, 2010 (in English).

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E. Smyrnova-Trybulska, N. Morze, P. Kommers, W. Zuziak, M. Gladun, “Educational Robots In Primary School Teachers’ And Students’ Opinion About Stem Education For Young Learners”, International Conference on Educational Technologies, 2016, pp. 197-204 (in English).

N. Morze, M. Gladun, “Training of Primary School Teachers for the Implementation of Educational Robotics”, International Symposium on Embedded Systems and Trends in Teaching Engineering, 2016, pp. 263-269 (in English).

Behind The Numbers: Growth in the Internet of Things, 2015. [Online]. Available: https://www.ncta.com/whats-new/behind-the-numbers-growth-in-the-internet-of-things. Accessed on: Jan 10, 2018 (in English).





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