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Theories and Practices Behind Educational Robotics for All

Theories and Practices Behind Educational Robotics for All

Amy Eguchi
Copyright: © 2022 |Pages: 39
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch031
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MLA

Eguchi, Amy. "Theories and Practices Behind Educational Robotics for All." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 677-715. https://doi.org/10.4018/978-1-6684-2411-7.ch031

APA

Eguchi, A. (2022). Theories and Practices Behind Educational Robotics for All. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 677-715). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch031

Chicago

Eguchi, Amy. "Theories and Practices Behind Educational Robotics for All." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 677-715. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch031

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Abstract

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

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