An Approach to Rescue Robot Workshops for Kindergarten and Primary School Children
Kazuo Kawada*, Masayasu Nagamatsu*, and Toru Yamamoto**
*Graduate School of Education, Hiroshima University, 1-1-1 Kagamiyama, Higashi-Hiroshima, Hiroshima 739-8524, Japan
**Graduate School of Engineering, Hiroshima University, 1-4-1 Kagamiyama, Higashi-Hiroshima, Hiroshima 739-8527, Japan
This paper describes a framework for “Robo-iku” (education facilitated by robots) at the kindergarten and primary school levels. We believe the concept of “Robo-iku” can help to give a unified approach to the problem of the avoidance of science and technology learning. It can also provide young children with opportunities to develop various skills, such as cooperative skills and/or skills to help them relate well to others. We detail the practical experience of a “monotsukuri” workshop for primary school children, a workshop on designing and building rescue robots. A working definition of “Robo-iku” is provided. The results of the workshop imply that the concept of Robo-iku needs to be further investigated.
-  E. Nagasaki, Y. Abe, M. Saito, and S. Suguro, “Trends in Studies on Scientific, Mathematical & Technological Literacy in Japan – Focused on Fields of Education?,” NIER Research Bulletin, Vol.136, pp. 189-20, 2007 (in Japanese).
-  S. Tsukamoto, K. Ohashi, S. Washio, and T. Torii, “Design Project to Build up Jumping Machine and Its Educational Effects,” J. of JSEE, Vol.50 No.6, pp. 51-56, 2002 (in Japanese).
-  K. Watanabe, H. Takenaka, and R. Omote, “The First Year Education by Laboratories for Making a Soccer Robot,” IEICE Technical Report, ET2006-27, pp. 11-16, 2006 (in Japanese).
-  H. M. Wellman and S. A. Gelman, “Cognitive development: Foundational theories of core domains,” Annual Review of Psychology, Vol.43, pp. 337-375, 1992.
-  B. I. Bertenthal, “Origins and early development of perception, action, and representation,” Annual Review of Psychology, Vol.47, pp. 431-459, 1996.
-  A. Matan and S. Carey, “Developmental changes within the core of artifact concepts,” Cognition, Vol.78, No.1, pp. 1-26, 2001.
-  A. N. Meltzoff et al., “Foundations for a New Science of Learning,” Science, Vol.325, pp. 284-288, 2009.
-  OECD (Organisation for Economic Co-operation and Development), “Understanding the Brain: The Birth of a Learning Science,” OECD Publishing, 2007.
-  T. Minoshima, T. Kiminoka, M. Nagamatsu, K. Kawada, N. Yoshida, and T. Yamamoto, “Towards the implementation of social development in early school education by using robotics,” The Annals of Education Research, Hiroshima University, No.40, 2012 (in Japanese).
-  T. Yamashiro, K. Kawada, M. Nagamatsu, and T. Yamamoto, “A Practice of ‘Monozukuri’ Education Featuring “Rescue Robots Production” in an Elementary School,” Trans. on JSME, Vol.77, No.776, pp. 1465-1476, 2011 (in Japanese).
-  T. Yamamoto, T. Ichikawa, and S. Fujisawa, “A Consideration on Rescue from Viewpoint of Technology Education,” J. of Robotics and Mechatronics, Vol.15, No.5, 2003.
-  A. Eguchi, “Educational Robotics for Elementary School Classroom,” Proc. of Society for Information Technology & Teacher Education Int. Conf. 2007, pp. 2542-2549, 2007.
-  A. Yorita and N. Kubota, “Robot Assisted Instruction in Elementary School Based on Robot Theater,” J. of Robotics and Mechatronics, Vol.23, No.5, 2011.
-  N. Rusk, M. Resnick, R. Berg, and M. Pezalla-Granlund, “New Pathways into Robotics: Strategies for Broadening Participation,” J. of Science Education and Technology, Vol.17, pp. 59-69, 2008.
-  M. Bers, “When robots tell a story about culture...and children tell a story about learning,” In N.Yelland, Contemporary Perspectives on Early Childhood Education, Open University Press, pp. 227-247, 2010.
-  M. Bers, R. New, and L. Boudreau, “Teaching and Learning when No One Is Expert: Children and Parents Explore Technology,” Early Childhood Research and Practice, Vol.6, No.2, 2006.
-  B. Gustafson and P. Rowell, “Elementary Children’s Technological Problem Solving: selecting an initial course of action,” Research in Science & Technological Education, Vol.16, No.2, pp. 151-163, 1998.
-  J. Bransford, R. Sherwood, N. Vye, and J. Rieser, “Teaching Thinking and Problem Solving – Research Foundations,” American Psychologist, Vol.41, No.10, pp. 1078-1089, 1986.
-  P. Sadler, H. Coyle, and M. Schwartz, “Engineering competitions in the middle school classroom: Key elements in developing effective design challenges,” J. of The Learning Sciences, Vol.9, No.3, pp. 299-327, 2000.
-  S. Brophy, S. Klein, M. Portmore, and C. Rogers, “Advancing Engineering Education in P-12 Classrooms,” J. of Engineering Education, Vol.97, No.3, pp. 369-387, 2008.
-  B. J. Gustafson, P. M. Rowell, and D. P. Rose, “Children’s ideas about strengthening structures,” Research in Science & Technological Education, Vol.19, No.1, pp. 111-123, 2001.
-  M. Bers and C. Urea, “Technological prayers: parents and children exploring robotics and values,” In A. Druin and J. Hendler (Eds.), Robots for kids: Exploring new technologies for learning experiences, San Francisco: Morgan Kaufman/Academic Press, 2000.
-  J. Shotwell, D. Wolf, and H. Gardner, “Exploring early symbolization: Styles of achievement,” In B. Sutton-Smith (Ed.), Play and Learning, New York: Gardner Press, pp. 127-156, 1979.
- [a] Robotics Society of Japan
[accessed October 1, 2012]
Supporting Online Materials:
Copyright© 2013 by Fuji Technology Press Ltd. and Japan Society of Mechanical Engineers. All right reserved.