Robotica educativa e funzioni esecutive
This volume explores, in a critical and multidimensional way, the role of Educational Robotics (ER) as a strategic lever for educational innovation in school contexts. Starting from a solid theoretical and pedagogical framework—computational thinking, constructionism, and 21st-century skills—it anal...
Guardado en:
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| Formato: | Online |
| Lenguaje: | italiano |
| Publicado: |
UNICApress
2025
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| Materias: | |
| Acceso en línea: | https://directory.doabooks.org/handle/20.500.12854/168957 |
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| Sumario: | This volume explores, in a critical and multidimensional way, the role of Educational Robotics (ER) as a strategic lever for educational innovation in school contexts. Starting from a solid theoretical and pedagogical framework—computational thinking, constructionism, and 21st-century skills—it analyzes the factors that enable or hinder the integration of ER into teaching practice, with particular attention to teachers' professional attitudes and perceptions, as well as organizational, educational, pedagogical, and institutional conditions. Through the implementation and analysis of various tools, the volume provides original empirical evidence drawn from real educational contexts and documents the impact of RE training on four key dimensions: self-efficacy, interest in STEM and RE, collaboration, and problem-solving skills. The picture is completed by an operational section on inclusive design according to UDL principles, evidence-based teaching guidelines, and a repertoire of tools for observing and evaluating workshop courses. A clear thesis emerges: it is not technology itself that generates innovation, but the ability of educational communities to transform it into an opportunity for growth. The volume is aimed at researchers, school administrators, trainers, teachers, and future teachers in training who are interested in promoting the conscious, sustainable, inclusive, and transformative use of RE, offering operational criteria and best practices. |
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