ロボット教室が与える小学生高学年のものづくりへの関心の変化の事例評価

抄録

The current stage of the development of academic systems for education in robotics may be considered to be at a threshold. In order to formulate academic systems for robotics education, researchers need to evaluate the effectiveness and influence of robotics education, objectively or quantitatively, in their research studies. In this study, the authors quantitatively evaluated the educational effects of a robotics classroom for elementary school children in the 5th and 6th grades using psychological measure and statistical analysis. Pre- and post-questionnaire surveys were conducted using a questionnaire that had been used and validated in other studies, and two-factor analysis of variance was applied to the results of the questionnaire. From the results, the following findings are reported. (1) The interest in making things by the group who had little experience making things increased more than the group who did have such experience. (2) The boys group generally had more interest in making things than the girls group. (3) Participants in the 5th grade had greater willingness to do something creative, and in acquiring the skill to use a tool, than did those in the 6th grade. (4) Participants in the 6th grade wanted to create something more specific than did those in the 5th grade. Overall, it was quantitatively shown that the children participating in the robotics classroom originally had a high interest in making things. Moreover, their interest in making things improved through their participation in the robotics classroom.