Explorando a robótica educacional como estratégia para o desenvolvimento das habilidades socioemocionais e cognitivas ⋆
Authors
Guilherme S. F. Pinel
Núcleo de Especialização em Robótica (NERo), Departamento de Engenharia Elétrica, Programa de Pós-Graduação em Ciências da Computação, Universidade Federal de Viçosa, Viçosa - MG, Brasil
Eduardo N. D. Araújo
Departamento de Física, Universidade Federal de Viçosa - MG, Brasil
Alexandre S. Brandão
Núcleo de Especialização em Robótica (NERo), Departamento de Engenharia Elétrica, Programa de Pós-Graduação em Ciências da Computação, Universidade Federal de Viçosa, Viçosa - MG, Brasil
This study investigates the use of educational robotics as a strategy for developing socio-emotional and cognitive skills in 9th-grade students. Based on Ausubel’s Meaningful Learning theory, a didactic sequence was developed using a programmable robot to teach concepts of speed. The methodology involved practical activities where students programmed robots to follow specific trajectories, allowing practical application of theoretical concepts learned. The results were analyzed through qualitative questionnaires assessing both cognitive performance and the development of students’ socio-emotional skills. The findings indicated a significant improvement in the understanding of physics concepts and an increase in teamwork, problem-solving skills, and self-efficacy. We conclude that integrating robotics into science education can be a powerful tool for promoting more engaging and effective learning.
