Explaining robotic behaviors: a case study on science education

Abstract

Educational robotics laboratories typically involve building and programming robotic systems to perform particular tasks or to solve problems. Here we explore the potentialities of a class of robot-supported educational activities which are less discussed in the literature. In these activities, primary school children are asked to explain the behaviors of a robot which has been previously constructed by the laboratory supervisor, rather than to construct or program a robot. It will be argued that activities of this kind can play a significant role in science education: being engaged in a collaborative process of explanation of the behaviors of an educational robot, children have the opportunity to develop scientific research skills and competencies and to reflect on fundamental issues concerning the methodology of scientific research.