Educational robotics in High School
a bibliometric study
DOI:
https://doi.org/10.31637/epsir-2024-388Keywords:
experiential learning, socio-emotional learning, transversal learning, socio-emotional competencies, robotics competition, constructionism, educational robotics, educational technologyAbstract
Introduction: Educational robotics provides a practical learning ecosystem in a playful environment with a combination of activities, tools, and pedagogical technologies, which attract and motivate students at the secondary education level to learn and apply skills and knowledge in computer science, programming, technology, mathematics and science. Methodology: For the bibliometric review, the question is used: What is the use made of Educational Robotics in secondary education? With the interest of carrying out a methodical and rigorous procedure, the PRISMA methodology was used. Results: The evidence of the findings found is presented systematized through an analysis matrix and frequency tables. Discussion: Educational robotics and robotics contests in addition to STEM education (technical education) also strengthen elements (i) intrasubjective, (ii) intersubjective and (iii) life project, which can be characterized as development of socio-emotional competencies (humanistic education ) that are formed under an active school pedagogical approach, experiential learning and student-centered methods, which stimulate critical and creative thinking that lead to the free and genuine creation of the socio-emotional component Conclusions: Socio-emotional education, teamwork skills and communication are transversal learning to robotics. educational.
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