This paper proposes the educational workshop which makes a junior high school student produce a motor. In this workshop, students think scientifically through trial and error for turning motor and turning quickly. We thought problem-solving skill and scientific thinking skill could be raised in this attempt. In this paper, first, target and theme of this educational workshop and teaching materials are explained. Secondly, Student's reaction when we had a class in a junior high school actually is shown. Student's reaction is recorded by a questionnaire and video recording. Finally, we consider reply of the questionnaire and examine whether contents learned in junior high school science would be utilize through solving problem which occurred when turning motor and device for turning quickly.
Robot Arena in Muroran Institute of Technology was established in 2010 and has held numerous hands-on classes for elementary and junior high school students in these three years. The total number of the participants is 1,442 by the end of March in 2014, and they mainly came from Muroran-shi and surrounded municipalities and accounted for 4.3% of all pupils in the elementary schools and the junior high schools. In this paper, we analyze the applicant data of the hands-on classes accumulated since establishment. We evaluate their needs, new clients trends, repeaters trend, and so on. We found the trend of the new clients such that they tend to apply the classes held on the summer, winter, and spring vacations. We provided new contents for the hands-on classes regularly. It assists fostering of the repeaters. The numbers of the repeaters who have attended over 10 times is more than 30. Mainly one-off contents were provided for the hands-on class. They were helpful to encourage pupils to attend the classes who lived in widely distributed area. In the next stage, development of the high level contents is required for the youth, who are interested in science and technology, such as the repeaters.
Many young teachers want to learn a new technique. The technique that a young teacher wants to study is often related to a robot and robotics. However, there may not be an expert teacher in their school. I've been teaching a bipedal robot to high school students from eight years ago. Students educating a bipedal robot are students of other schools. The education to them uses the E-mail. Educational use of the E-mail system will be able to educate the bipedal robot to the students of the world. I thought that the young teacher of other schools could learn bipedal robot education when I used the E-mail.
This paper introduces the Tokushima Robot Programming Club. This is a robot manufacturing class for elementary and junior-high school students. The university students are managed this club. They are also planned the theme of every class and prepare the prototype model of robot. Here, we show the organization of our club and describe the activities of this club since 2006. After that, we show its educational effectiveness for both the children and the university students.
In the information society, understanding of the basic principles of information technology is one of the common sense. To understand the principles, programming education is meaningful and useful in especially at beginners. Educational materials of programming targeted at beginners have many graphic components. Therefore, students with visual impairments could be less opportunity to learn introductory level of programming. Against this fact, we have developed educational materials of programming using a mobile robot. In this study, we took a questionnaire survey aimed to know interest of students with visual impairment in programming and a robot, and possession rate of portable devices. As a result of questionnaire, we considered that portable devices were used as familiar ICT devices by visually impaired students. On the other hand, we developed educational materials targeted at beginners of programming using a mobile robot and a portable device. Through both survey and development, we showed that students with visual impairments got to be able to learn the basic principles of information technology by use of the mobile robot and portable devices.
This paper describes system structure of programming tool “P-CUBE” which supports the programming education for visually impaired, and report programming workshop using P-CUBE. Elementary school and junior high school students have recently begun to learn programming using PCs. Students who are taught how to create programs are often required to use an interface of a personal computer. This method keeps visually impaired and younger children from learning programming because they are presented only visual information from a PC. In an attempt to address these problems, we have developed P-CUBE, which is a new programming education tool without using PCs. P-CUBE consists of a number of wooden cubic blocks “programming block” with RFID tags and a program mat which has tiny RFID readers. RFID tags are attached in the programming blocks has information of the mobile robot's action. Users can create the program of the mobile robot intuitively by laying out program blocks on the program mat based on algorithm structure. Programming blocks has convex tactile information in order to enable the system to be used by visually impaired individuals. Since the blocks contain no complicated electronic devices, they are difficult to damage. This is also beneficial with regard to younger users.
This paper proposes underwater robots suitable for teaching materials for learning basic mechanics. Recently various robots for teaching materials have been used to educate future engineers. However, the ground based robots are limited due to the size of the contest rules, mechanics are left behind at the workshop. Thus, robots for teaching materials which mechanics have significant influence on solution to the target problem are desired. The authors have focused on underwater robot, because water causes large effect in terms of equilibrium between forces, even to small robots. We developed new teaching materials of underwater robot “Mark1” for junior high school students and held a workshop on a trial basis. We send out questionnaires and evaluated their answers by checklists. As a result, this workshop obtained a large training effect for education of basic mechanics. Then, underwater robot “Mark3” was developed for more advanced students. Mark3 had extensibility and was able to satisfy the needs of students. From the above, It was confirmed that the proposed underwater robots were useful for learning basic mechanics.
Robot software executing robot behavior is designed using programming languages. Second language acquisition (SLA) is an educational methodology for non-native language learning. Although traditional methodology regards grammar as important, SLA argues that rich comprehensible input nurtures language ability of learners inductively. This paper applied SLA approach to robot software education because of similarity of second and programming languages. The approach applied to structured design and object-oriented design training of robotics graduation works. The software learning processes observed by error analysis present developmental stages of language acquisition similar to SLA. The proposed methodology induces the learners to acquire practical robot software design ability. It suggests that developmental stages of the robot software using artificial languages has same mechanism of natural language acquisition advocated by SLA.
This paper describes a consideration about organization method of groups for PBL (Problem Based Learning) that using robots as teaching materials. Author tried an educational program that combined the “Jigsaw method” with the “PBL” in FY2013 to a class of 5th grade students of a KOSEN (College of technology). In PBL program in Ibaraki KOSEN, there were some problem caused by a difference in skill level between “Robot club students” and “Non-robot club students”. To solve these problems, author combined the Jigsaw method with the ordinary PBL and gave some small lectures based on Jigsaw method to “Non-robot club students”. As a result, 4 groups completely succeed in assigned problem about a line trace robot. This paper also discribes about a correlation between the performance of the robot made by students and marks for lectures of the student. These results suggest about the most suitable organization method for PBL.