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Britabot: experiences with the Educational Robotics Seedbed

Britabot: experiences with the Educational Robotics Seedbed;
Britabot: experiências com o Semillero de Robótica Educacional

dc.creatorPalma Polo, Jonathan Mateo
dc.creatorCoral Vargas, Marlon Oweimar
dc.creatorZuleta Medina, Alejandra
dc.date2024-01-30
dc.date.accessioned2025-03-18T20:47:08Z
dc.date.available2025-03-18T20:47:08Z
dc.identifierhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3854
dc.identifier10.31948/rc.v31i1.3854
dc.identifier.urihttps://hdl.handle.net/20.500.14112/30298
dc.descriptionThis article presents the journey and experiences after the implementation of the Educational Robotics Workshop supported by Science and Technology ‘Britabot’ in a private rural educational institution in the city of San Juan de Pasto. There was an experimental group of 28 students, from the fifth grade of elementary school to the eleventh grade of high school, between 10 and 18 years old, and two teachers assigned to the school, to whom a training strategy was applied to strengthen their skills and competencies, through the use of the STEAM approach and tools and elements of educational robotics, which allowed them to guide their learning through constructivism and the development of a curriculum guide previously designed for the fulfillment of the objectives of the project. The qualitative research modality was used within a critical social approach applied in action research.en-US
dc.descriptionThis article presents the journey and experiences after the implementation of the Educational Robotics Workshop supported by Science and Technology ‘Britabot’ in a private rural educational institution in the city of San Juan de Pasto. There was an experimental group of 28 students, from the fifth grade of elementary school to the eleventh grade of high school, between 10 and 18 years old, and two teachers assigned to the school, to whom a training strategy was applied to strengthen their skills and competencies, through the use of the STEAM approach and tools and elements of educational robotics, which allowed them to guide their learning through constructivism and the development of a curriculum guide previously designed for the fulfillment of the objectives of the project. The qualitative research modality was used within a critical social approach applied in action research.es-ES
dc.descriptionEste artigo apresenta a jornada e as experiências após a implementação do Núcleo de Robótica Educacional apoiada pela Ciência e Tecnologia ‘Britabot’ em uma instituição educacional rural privada na cidade de San Juan de Pasto. Contou-se com a participação de um grupo experimental de 28 alunos do quinto ano do ensino fundamental ao décimo primeiro ano do ensino médio, entre 10 e 18 anos de idade, e dois professores designados para a escola, aos quais foi aplicada uma estratégia de treinamento para fortalecer suas habilidades e competências, por meio do uso da abordagem STEAM e de ferramentas e elementos da robótica educacional, o que lhes permitiu orientar seu aprendizado por meio do construtivismo e do desenvolvimento de um guia curricular previamente elaborado para o cumprimento dos objetivos do projeto. A modalidade de pesquisa qualitativa foi utilizada dentro de uma abordagem social crítica aplicada na pesquisa-ação.pt-BR
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dc.languageeng
dc.languagespa
dc.publisherEditorial UNIMARes-ES
dc.relationhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3854/4227
dc.relationhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3854/4075
dc.relationhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3854/4689
dc.relationhttps://revistas.umariana.edu.co/index.php/Criterios/article/view/3854/4690
dc.relation/*ref*/Carneiro, R. (2021). Las TIC y los nuevos paradigmas educativos: la transformación de la escuela en una sociedad que se transforma [ICT and new educational paradigms: the transformation of the school in a changing society]. In R. Carneiro, J. Toscano, & T, Díaz (coord.), Los desafíos de las TIC para el cambio educativo [ICT Challenges for educational change] (pp. 15-27). Fundación Santillana.
dc.relation/*ref*/González-Fernández, M., González-Flores, Y., & Muñoz-López, C. (2021). Panorama de la robótica educativa a favor del aprendizaje [Panorama of educational robotics for learning]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(2), 2301. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2301
dc.relation/*ref*/LaCosse, J., Murphy, M. C., García, J. A., & Zirkel, S. (2021). The role of STEM professors' mindset beliefs on students' anticipated psychological experiences and course interest. Journal of Educational Psychology, 113(5), 949-971. https://doi.org/10.1037/edu0000620
dc.relation/*ref*/Li, Y., Wang, K., Xiao, Y., & Froyd, J. (2020). Research and trends in STEM education: a systematic review of journal publications. International Journal of STEM Education, 7(11), 1-16. https://doi.org/10.1186/s40594-020-00207-6
dc.relation/*ref*/Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco). (2023). Directrices para la formulación de políticas y planes maestros de TIC en educación [Guidelines for the formulation of ICT policies and master plans in education]. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000385091
dc.relation/*ref*/Rodríguez, M., Alcázar, O., & Gil, S. (2019). Efectos de la aplicación de una estrategia pedagógica semilleros de investigadores en el desarrollo de las competencias investigativas en alumnos pregrado de una universidad peruana [Effects of the application of a researcher seedbed pedagogical strategy on the development of research skills in undergraduate students at a Peruvian university]. En T. Sola, M. García, A. Fuentes, A. Rodríguez, & J. Belmonte (coord.), Innovación educativa en la sociedad digital [Educational innovation in the digital society] (pp. 55-65). Dykinson. https://doi.org/10.2307/j.ctv2s0jcdb.7
dc.relation/*ref*/Romero-Rodríguez, J., De la Cruz-Campos, J., Ramos-Navas, M., & Martínez-Domingo, J. (2014). Robótica educativa para el desarrollo de la competencia STEM en maestras en formación [Educational robotics for the development of STEM competence in teacher trainees]. Bordón. Revista de Pedagogía, 75(4), 75-92. https://doi.org/10.13042/Bordon.2023.97174
dc.relation/*ref*/Suárez, M. (2002). Algunas reflexiones sobre la investigación-acción colaboradora en la educación [Some reflections on collaborative action research in education]. Revista Electrónica de Enseñanza de las Ciencias, 1(1), 40-56. https://repositorio.minedu.gob.pe/handle/20.500.12799/1835
dc.rightsDerechos de autor 2024 Revista Criterioses-ES
dc.rightshttps://creativecommons.org/licenses/by/4.0es-ES
dc.sourceRevista Criterios; Vol. 31 No. 1 (2024): Revista Criterios - January - June ; 68-82en-US
dc.sourceRevista Criterios; Vol. 31 Núm. 1 (2024): Revista Criterios - Enero - Junio; 68-82es-ES
dc.sourceRevista Criterios; v. 31 n. 1 (2024): Revista Criterios - Janeiro - junho ; 68-82pt-BR
dc.source2256-1161
dc.source0121-8670
dc.subjecteducationes-ES
dc.subjecteducational roboticses-ES
dc.subjectresearch seedbedes-ES
dc.subjectSTEAM competencieses-ES
dc.subjecteducaçãopt-BR
dc.subjectrobótica educacionalpt-BR
dc.subjectnúcleo de pesquisapt-BR
dc.subjectcompetências STEAMpt-BR
dc.subjecteducationen-US
dc.subjecteducational roboticsen-US
dc.subjectresearch seedbeden-US
dc.subjectSTEAM competenciesen-US
dc.titleBritabot: experiences with the Educational Robotics Seedbeden-US
dc.titleBritabot: experiences with the Educational Robotics Seedbedes-ES
dc.titleBritabot: experiências com o Semillero de Robótica Educacionalpt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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