Robótica educativa en la Educación Media
un estudio bibliométrico
DOI:
https://doi.org/10.31637/epsir-2024-388Palabras clave:
aprendizaje experiencial, aprendizaje socioemocional, aprendizajes transversales, competencias socioemocionales, concursos de robótica, construccionismo, robótica educativa, tecnología educacionalResumen
Introducción: La robótica educativa proporciona un ecosistema de aprendizaje práctico en un entorno lúdico con una combinación de actividades, herramientas, y tecnologías pedagógicas, que atraen y motivan a estudiantes en el nivel de educación media a aprender y aplicar las habilidades y conocimientos en informática, programación, tecnología, matemáticas y ciencias. Metodología: Para la revisión bibliométrica se utiliza la pregunta ¿Cuál es el uso que se hace de la Robótica Educativa en la educación media? Con el interés de realizar un procedimiento metódico y riguroso se empleó la metodología PRISMA. Resultados: Las evidencias de los hallazgos encontrados se presentan sistematizadas mediante matriz de análisis y tablas de frecuencia. Discusión: La robótica educativa y los concursos de robótica además de educación STEM (educación técnica) también fortalecen elementos (i) intrasubjetivos, (ii) intersubjetivos y (iii) proyecto de vida, los cuales pueden caracterizarse como desarrollo de competencias socioemocionales (educación humanística) que se forman bajo un enfoque pedagógico de escuela activa, aprendizaje experiencial y métodos centrados en el estudiante, que estimulan el pensamiento crítico y creativo que conducen a la creación libre y genuina del componente socioemocional Conclusiones: La educación socioemocional, habilidades de trabajo en equipo y comunicación son aprendizajes transversales a la robótica. educativa.
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