Influência do uso de simulação computacional no ensino de robótica educacional

Abstract

This study presents an analysis of the performance and learning perception of students from two classes in the elective Educational Robotics (ER) course at a public school in Ceará, Brazil. Both classes participated in similar educational robotics lessons; however, while one of them had access to the computer lab and the online software Tinkercad (a tool for simulating circuits and electronic componentes) the other did not have access to these technologies and had to complete their theoretical activities by drawing the circuits and components on paper. Over the four months of the course, a didactic sequence was developed to address this disparity in computer access. The adopted methodology is based on project-based learning, meaningful learning, constructivism, and Paulo Freire’s transformative education. The results indicate that educational robotics, when combined with computational simulation tools, the STEAM (Science, Technology, Engineering, Arts, and Mathematics) philosophy, and project-based learning, effectively contributes to transformative, meaningful, and constructivist learning.