Robotics for Inclusive Education: Combining Active Methodologies in a Classroom
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| Title: | Robotics for Inclusive Education: Combining Active Methodologies in a Classroom |
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| Language: | English |
| Authors: | Silvino Antonio Castañeda Rincón (ORCID |
| Source: | Contemporary Educational Technology. 2024 16(3):522. |
| Availability: | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, High School Students, Urban Schools, Equal Education, Inclusion, Robotics, Technology Uses in Education, Educational Technology, Minority Group Students, Student Diversity, Active Learning, Classroom Techniques, Classroom Environment |
| Geographic Terms: | Colombia (Bogota) |
| Abstract: | In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437420 |
| Database: | ERIC |
| Abstract: | In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts. |
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