ROBOTIKOS TAIKYMAS STEAM SISTEMOJE

Aplicability of Robots in Steam System

Abstract

STEAM (science, technology, engineering, arts and mathematics) ideas and their definite realization are entering Lithuania’s formal and informal education.  It goes without saying that the STEAM laboratory training must be substantially different from traditional learning at school. The aim will be to develop creativity, critical thinking, teamwork, research, carry out the experiments and analyse the findings in these centres. At the same time a STEAM laboratory should be attractive for schoolchildren in grades 5 to 12.

This paper analyses the robotics technology based methodology fin the areas of science or technologies. The “4C” learning process is structured process of constructivist learning, consisting of four stages: “Connect”, “Construct”, “Contemplate” and “Continue”. At the "Connect" stage the teaching content is integrated with real-life examples and real issues that may directly or indirectly be related with the children and their living environment. At the “Construct” stage the children have the opportunity to construct answers to the questions by themselves. Through the construction, experiments and analysis of the findings, children easily grasp the cause – effect relationship, understand the operating principles of the mechanisms from the world around them and construct their own knowledge. At the “Contemplate” stage they share the information, reflection and discussion of the design experience with their own and other team’s members. The children then share their experiences of how well they have solved the problems, worked and communicated in a team. The teacher's role in moderating the process of sharing experiences is very important. The “Continue” stage is the experience and knowledge (gained at the construction and experiences sharing phases) application and use for the improvement or completion of the created object. At the “Continue” stage, the learners acquire the competence to apply the gained knowledge together with the experience.

In the constructivist methodology robotics and robots are the subject of the study and the research tool of the other sciences at the same time. The connection of robotics with information technologies is unambiguous – the algorithms and the programs are created for robots control. But it is quite difficult to grasp the relationship with physics, engineering, biology, chemistry and other sciences. Therefore, it is necessary to combine robotics and other science teaching competencies and to crystallize their teaching methodologies.

Conclusions: 1. In STEAM training robotic equipment should be selected so as the children’s focus on robotics does not disappear, as long as they become graduates. This can be ascertained only when a number of different set of engineering kits are produced for children of all ages, from four years old until the end of school. 2. The “4C” learning methodology is one of the best-proven constructivist teaching methods. It was approved by the LEGO methodologists and well - tested at “Robotics Academy”, Lithuania. 3. The students of universities and colleges or schoolchildren of 9-12 forms should work as STEAM class teacher’s assistants. In Lithuania it could formalized as a voluntary activity.