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B. Description of Experience
To introduce educational robotics to children, there are
currently several technology tools at the programs level, and
physical devices. As a result, the Bee-Bot educational robotics
kit was chosen, taking as a valid reference the results
presented in a survey on resources used to introduce coding in
schools [13].
Bee-Bot is a floor robot that represents a bee, presents the
typical colors of a bee and a design that combines subtlety and
safety for handling and use by young children (see Figure 3).
To use it, there is a series of buttons on the top of the robot
that
A. Objetivos especificos
La importancia de este proyecto radica en el aprendizaje y
desarrollo de las habilidades y conocimientos de los niños,
los cuales les permiten tener una visión más clara de lo
que quieren, así como la construcción e integración de
nuevas tecnologías. [3]
allow programming the sequence of movements that the robot sequence. The robot is powered by a battery that is charged by
will perform. connecting to the USB port of a computer, providing the
necessary charge for a full session of activities [13].
To achieve a favorable acceptance of the Bee-Bot robot as a
teaching-learning tool, a combination of audiovisual resources
such as videos, posters, graphics was used. All these resources
contributed in the learning of the characteristics and
components of the robot.
The first practice activity with the students was to color the
graphic representation of the Bee-Bot robot (see Figure 4), with
this it was intended that the students become familiar with the
kit and see it as an element close to them and part of the
classroom.
Once the appearance and physical characteristics of the
Figure 3. Bee-Bot robotics kit. Bee-Bot robot were known, the students performed practices
Bee-Bot can move with great precision in steps of 15 cm, on the movements or displacements that can be made with the
make turns 90 degrees, and can remember up to 40 steps in a robot; for this a mat or rug designed to work basic movements
with Bee-Bot was used; displacements in the directions I. RESULTS
forward, backward, left turn, right turn, stop and advance.
About the first objective presented in this communication,
In the research phase corresponding to the educational we can establish that the attitude expressed by the teachers was
intervention, the students worked the content related to spatial positive. The average of the answers was obtained, generating
organization (see Figure 4), laterality and directionality. a value of 4.6, which is very close to the 5 that corresponds to
Additionally, practices were carried out on the concept of the option very agree, in the attitude scale used. The
number and quantity. distribution of the answers to the question related to the
usefulness and satisfaction observed by teachers on the use of
educational robotics and the Bee-Bot kit for the development
of teaching activities and the achievement of curricular
objectives, is reflected in the graph of Figure 5.
CONCLUSIONS
II.
We believe that the results obtained in the first
interventions or pilot test are a good starting point allowing a
more in-depth experimental study to be carried out in the
population, which will generate valuable data and information
about the integration of educational robotics activities in
children's students. It would be important to be able to carry
out tests using more areas of curricular content, as well as in
other educational centers; allowing to generalize results and
strengthen the design of a proposal for educational action,
based on the benefits and limitations found.
ACKNOWLEDGMENT
Yen Air Caballero González has a grant from the National
Secretariat of Science, Technology and Innovation
(SENACYT) and the Institute for the Training and Use of
Human Resources (IFARHU), of the Republic of Panama.
Likewise, our gratitude to the Department of Infant and
Primary of Maestro Ávila School, located in Salamanca,
autonomous community of Castilla y León, Spain.
This research work has been carried out within the
University of Salamanca PhD Programme on Education in the
Knowledge Society scope (http://knowledgesociety.usal.es).
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