Educational robotics: forming scientific communities in the classroom

Abstract

The fact of involving the scientific method in educational institutions of secondary level has a significant weight in the scientific vocation of the high school graduate. Therefore, the current study analyzes as a didactic proposal, the use of the scientific method (to observe and to formulate a question, to investigate theoretically, to construct a hypothesis, to experiment, to collect data, to observe, to conclude, and communicate results), during the teaching of programming in Technician Computing Baccalaureate. The study was carried out in two high schools, in which programming teaching performed with Lego EV3 robots is being taught. A pre-post-test design was carried out with experimental groups (n = 25, with scientific method) and control (n = 26, without scientific method) to find out whether or not the scientific method improves programming learning. The results show a slight-significant difference in learning outcomes of systems programming in the experimental group, compared to the control group.